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Situational survey: LSP teachers in Europe
and a hackathon as a training opportunity
CATAPULT workshop, 2021 EUROCALL pre-...
Part I- situational survey
for LSP teachers
European wide survey on
training needs and skills
of LSP teachers
outline
2
Pa...
Questions addressed:
• What are the competencies and skills
prioritised in EU documentation and what
kind of evidence is s...
Supporting data
4
Type of analysis Research questions Type of data collected
Literature
review of
EU policies
and studies
...
Profile of respondents
5
6
LSP teachers active in all ed sectors
(Adult Ed & Higher Ed most repr.)
Most LSP teachers without specific
training in L...
Pedagogical approach
7
Pedagogical approach
8
Creativity, customization: LSP
teachers as active content producers
Online delivery of LSP courses ...
Results: a study and infographics in 8
languages
9
Available at http://catapult-project.eu/output-1
Available in EN, FR, D...
1: Language and ICT skills are paramount in all education sectors
2: ICT skills on demand: technology not fully integrated...
Part II: a hackathon for LSP teachers
11
Hypothesis:
Participation to a Challenge would enable cross-fertilization of points of
view and skills co-development betw...
13
“Co-create language resources for languages for specific
purposes!”: topic of hackathon challenge
November 9-10, 2021
Organisation- before the Challenge:
call for participation for LSP teachers (via the Catapult MOOC and an open call)
• A w...
Final result
One group submitted its result on time:
Result fully available online:
https://digieduhack.com/en/solutions/t...
16
Preliminary results
17
• Enthusiasm with new forms of peer learning
• Reluctance on variety of technologies used in short ...
Indicative readings:
• The Reader-to-Leader Framework: Motivating Technology-Mediated
Social Participation.
https://aisel....
• Co-creation of learning materials by language
teachers: what forms exist? Are hackathon challenges
relevant?
• Open educ...
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Situational survey: teachers of Languages for Specific Purposes (LSP) in Europe and a hackathon as a training opportunity

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A presentation during the symposium organised by the EU-funded project CATAPULT (Computer Assisted Training and Platforms to Upskill LSP teachers- http://catapult-project.eu/) on August 25, 2021, at the annual EUROCALL conference

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Situational survey: teachers of Languages for Specific Purposes (LSP) in Europe and a hackathon as a training opportunity

  1. 1. Situational survey: LSP teachers in Europe and a hackathon as a training opportunity CATAPULT workshop, 2021 EUROCALL pre-conference symposium. Katerina Zourou, Ph.D., with the support of Giulia Torresin and Ania Skowron, Web2Learn, Greece, and CATAPULT partners 1 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
  2. 2. Part I- situational survey for LSP teachers European wide survey on training needs and skills of LSP teachers outline 2 Part II –hackathon for LSP Design, implementation and assessment of a hackathon for language teachers in November 2020
  3. 3. Questions addressed: • What are the competencies and skills prioritised in EU documentation and what kind of evidence is supported? • What are the skills most sought after by recruiters of (LSP) language teachers? • Which skills are most valued by language teachers themselves, especially LSP teachers • What do they say about training (and lack of) both in terms of pre- and in-service opportunities? 3 Situational survey: LSP teachers’ qualifications and skills
  4. 4. Supporting data 4 Type of analysis Research questions Type of data collected Literature review of EU policies and studies What are the competencies and skills (including emerging ones) prioritised in EU documentation and what kind of evidence is supported? Review of European Union policies and EU-wide evidence- based studies Around 15 EU studies and reports analyzed Job market analysis What are the skills most sought after by recruiters of language teachers, especially LSP teachers? Job announcements posted on job boards and screened against a common analytical matrix 93 job announcements, collected from various job boards (websites containing job posts or employment portals), between September and October 2018. User survey available in 7 languages Which skills are most valued by language teachers themselves, especially LSP teachers? What do they say about training (and lack of) both in terms of pre- and in- service opportunities? Replies of LSP teachers to open and closed-ended items of the survey 560replies gathered, analyzed from a qualitative and quantitative point of view
  5. 5. Profile of respondents 5
  6. 6. 6 LSP teachers active in all ed sectors (Adult Ed & Higher Ed most repr.) Most LSP teachers without specific training in LSP teaching Variety of mother tongues and languages taught Most of LSP teachers highly qualified
  7. 7. Pedagogical approach 7
  8. 8. Pedagogical approach 8 Creativity, customization: LSP teachers as active content producers Online delivery of LSP courses still lagging behind; only small percentage of LSP teachers uses a variety of tools and platforms for digital education
  9. 9. Results: a study and infographics in 8 languages 9 Available at http://catapult-project.eu/output-1 Available in EN, FR, DE, NL, GR, FI, PL
  10. 10. 1: Language and ICT skills are paramount in all education sectors 2: ICT skills on demand: technology not fully integrated by LSP teachers 3: LSP teachers very occasionally receive pre-service training; in general they sort out their personal development “on their own” 4: Scarce content-specific LSP materials and high demand from recruiters: content creation skills needed + more open content (Open Educational Resources-OER) 5: pedagogical isolation of LSP teachers in specialized institutions: more face-to-face & online LSP networking needed Conclusions in a snapshot: 10
  11. 11. Part II: a hackathon for LSP teachers 11
  12. 12. Hypothesis: Participation to a Challenge would enable cross-fertilization of points of view and skills co-development between LSP teachers located in different locations in Europe Due to the informal learning context of a hackathon, a possibility to reflect on processes of learning and teaching a language for specific purposes The hypothesis
  13. 13. 13 “Co-create language resources for languages for specific purposes!”: topic of hackathon challenge November 9-10, 2021
  14. 14. Organisation- before the Challenge: call for participation for LSP teachers (via the Catapult MOOC and an open call) • A week before the start of the Challenge: checking availabilities, grouping participants => 4 groups created • a Zoom meeting with participants + the 2 tutors: presentation of the setting, roles, timing, communication tools (Slack, Zoom, Google Drive); During the challenge: – Regular feedback from the tutors on Slack and skype;
  15. 15. Final result One group submitted its result on time: Result fully available online: https://digieduhack.com/en/solutions/the -architecture-through-historical- monuments-3 Team members: Margarita Chatzoudi , Elizabetta Cazzolla , Danai Koutsoumpeli
  16. 16. 16
  17. 17. Preliminary results 17 • Enthusiasm with new forms of peer learning • Reluctance on variety of technologies used in short time (Slack for intra-group communication, Whatsapp (optional), Google Drive and Zoom for inter-group interaction • Ability to connect this experience to teaching LSP • Public access to group solutions largely considered very positive Improvements • More investment in the call for participation- almost 55% of registered users did not participate • More time to familiarize participants with logistics and technology: 15% quitted before submission
  18. 18. Indicative readings: • The Reader-to-Leader Framework: Motivating Technology-Mediated Social Participation. https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1004&context=thci • Language learning as the agency for a social purpose: examples from the coronavirus pandemic https://journals.openedition.org/alsic/4880 • Make It So: Leveraging Maker Culture in CALL. https://journals.equinoxpub.com/CALICO/article/view/42531 Indicative EU projects: • HEIDI https://heidiproject.eu/ • INOS https://inos-project.eu/ Further readings on learning potential of open knowledge activities (such as hackathons) 18
  19. 19. • Co-creation of learning materials by language teachers: what forms exist? Are hackathon challenges relevant? • Open educational materials: change in attitudes and sharing possibilities among LSP teachers? Discussion time:-) 19 @ProjectCatapult @web2learn_eu http://catapult-project.eu/ This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

A presentation during the symposium organised by the EU-funded project CATAPULT (Computer Assisted Training and Platforms to Upskill LSP teachers- http://catapult-project.eu/) on August 25, 2021, at the annual EUROCALL conference

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