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Collaborative Authentication
A Social Constructivist Perspective on
ESP Learning and Teaching
Kurt Kohn
University of Tübingen (DE) Steinbeis Transfer Center (DE)
kurt.kohn@uni-tuebingen.de Language Learning Media
http://projects.ael.uni-tuebingen.de www.sprachlernmedien.de
Twitter: @kurtkohn – LinkedIn - Facebook
2013 International Conference on English Education, 20-21 April 2013, Shih Chien University, Taipei, Taiwan, R. O. C.
1
The many faces of English
English as a
native language
English as a
lingua franca
English as a
foreign language
English as a
second language
 Increasingly, people find themselves in intercultural
contact zones with English as a necessary and natural
means of communication for non-native speakers
 In private and vocational contexts of communication from
culture and education to business and technology
English is developing into a culturally and economically
relevant means for global communication
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
2
English as a lingua franca
 The language metaphor
 Typical definitions
 ELF as a “thing” – a language?
 However, is ELF a language at all? Or rather, how useful
it is (for my purposes) to regard it as a language?
 Imagine a group of speakers in an intercultural contact situation
 Colin, Khurshid, Yvonne and Felix
 Each of them will speak his/her OWN English:
native language – second language – foreign language
 Everyone tries their level best to make things work
 Accommodation, meaning negotiation, handling misunderstandings, ‘let it pass’
 ELF communication IS intercultural communication IS communication
To better understand all this let us go back to the roots
** How do we acquire languages? **
"instance of language in a postmodern
world" (James 2005), "a contact
language“ (Jenkins 2006), “a non-
codified form of English” (Dewey 2012)
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
3
My language – my English – my ESP
[Kohn 2011, 2014; http://youtu.be/yCfpD49YhSg]
How do I acquire a language?
 I acquire a language by developing/constructing/CREATING my own version of it in
my mind, my heart and my behavior
 Oriented toward my perception of the target language
 Influenced by my native language, my attitudes & motivation, my goals &
requirements, my learning approach, the effort I invest, and the people I talk to and
want to be with
 Not in idiosyncratic isolation, but in communicative and social interaction with others
The English I develop is my own. And it is inevitably different from any target
language toward which it is oriented.
– The social constructivist “My English” condition –
[part of the human condition for knowledge and learning]
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
4
Teaching ELF is about helping learners …
 to develop their English (lexis, grammar) so that they are able to meet their
own requirements of performance
 Comprehensibility (⇒ feasibility)
 Grammatical accuracy (⇒ possibility)
 Situational appropriateness (⇒ acceptability, probability)
 Participation and self-expression
 to develop their (individual & social) identity orientation and requirements
 to acquire strategies for making best use of their English in communication
 Accommodation – meaning negotiation – handling misunderstandings – ‘let it pass’
 to explore and trust one’s own non-native speaker creativity
 However, is there a conflict between NNS’ creativity and their SE orientation?
o NO! A constructivist argument for a “weak” SE orientation
o Teaching ELF does NOT mean teaching incorrect English
 For pedagogical purposes the variety view is misleading
 Models and purposes: the sun and the earth example
 An “ELF = variety” model seems to suggest the teaching of incorrect English
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
5
Collaborative authentication
 Authentication in and through communicative collaboration
 Authenticity, genuineness, and authentication [Widdowson 2003]
 Understanding more than what is explicitly said [Sperber & Wilson 1995]
 Accommodation and negotiation of communicated meaning
 Participation and group coherence: peer groups and communities of practice
 Interdependence of communication and language learning
 Communication is the goal of language learning
 Language learning is mediated through communication
 Lexis before grammar [Lewis 1993]
 Backwash of communication on language learning
 Blending of general communication into ESP communication (> soft ESP)
 Insights about communicative processing can be generalized
 De-standardization of terms through communication
 Implications for ESP translation competence
 Standardization and communication
 I am NOT arguing against standardization in ESP
 However, de-standardization effects of natural ESP communication
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
6
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
7
 Cultural issues
customs/traditions - arts – sports - new technologies
 Economic issues
fishing & agriculture, automotive industry, world of labour, trade unions
 Urban and rural life
 Social issues
minorities and fringe groups, immigration multicultural society
 Health & social security
national health system, hospitals, health professions, welfare and social
benefits
 Education
educational system & institutions, vocational education, educational
mobility
 The environment
climate change, traffic & pollution, renewable energies, environmental
policy
 Government & politics
political system, institutions & parties, mayor, city council, local
government
BACKBONE interview topics
8Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical
lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
9
BACKBONE Search – “Browse” function
10Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Section Search“ function
11Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Section Search“ results
12Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Co-occurrence“
13Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Concordance“
Users can enter up to 3
key words and restrict
their search to selected
thematic domains
14Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Lexical lists“
15Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Lexical lists“
16Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning
instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
17
BACKBONE Search – Enrichment resources
 Learning modules for listening
comprehension and focus on
form and vocabulary
 Instructions for exploratory and
communicative activities
18Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE enrichment resources: Telos exercises
Listening comprehension
and focus on form
19Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE enrichment resources: instructions for
exploratory and communicative activities
Collaboration (Wiki)
Forum discussions
Exploring interviews
Internet research
20Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
21
E-Learning for Languages ⇒ Blended learning
 E-learning can play an enhancing role in foreign language learning and teaching
 provided pedagogic exploitation proceeds from a sound understanding of the HUMAN
NATURE of the needs, conditions and processes involved
 There is clearly a need for language teacher education regarding both educational
technology and the human dimension of language learning and teaching
 Pedagogical affordances
 Multimedia practice & authoring ⇒ linguistic/communicative knowledge & skills
 Pedagogic corpus explorations of (real) communication ⇒ awareness raising,
skills practice and lexical searches
 VLE platforms ⇒ e.g. Moodle
 Tele/web-collaboration
o Forum, wiki, blog, sound/video conferencing (e.g. Skype, BigBlueButton), 3D
virtual worlds (SecondLife, OpenSim), webinars
o REAL-LIFE contact and intercultural
(ELF) communication
o Collaborative interaction:
networking, sharing, community building
o Learning – teaching – teacher education
 e.g. TILA: Telecollaboration
for intercultural language
acquisition
[www.tilaproject.eu]
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
22
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
23
BACKBONE Virtual Resource Pool (VRP)
 Enrichment resources in a Virtual Resource Pool
 Links to video + audio files
 Links to learning modules (e.g. TLP packages)
and blended learning patterns
accessible via
resource sheets
24Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
25
The BACKBONE transcription
26Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE annotation
 Annotation
 Annotation at section level
 Annotation categories customized to
capture, e.g. topics, grammatical, lexical,
textual characteristics, and CEF level
 Drag & drop annotation
 Collaborative annotation
27Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
The BACKBONE annotation
28Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
 From pedagogically used descriptive corpora (⇒ data-driven learning)
[Repper 2010] to pedagogic corpora, i.e. corpora designed for
pedagogical purposes [Kohn 2012a]
 Pedagogically relevant (interview) topics
 Corpus search [http:purl.org/backbone/searchtool]
 Browse, Section search, Co-occurrences, Concordances, Lexical lists
 Enrichment resources: video/sound, exercises, learning instructions
 Pedagogical application: from corpus search to blended e-learning
 Tools for “do it yourself” corpus creation
 Corpus enrichment: Virtual Resource Pool (VRP)
 Pedagogical transcription, annotation & management
BACKBONE
Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
29
References
Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141 – 170.
Glombitza A. (2012). A blended practice-enterprise course for language learning in an international business community.
Journal of e-Learning and Knowledge Society, 8 (3), 67-77. [download ]
Hymes, D.H. (1972). On communicative competence. In Pride & Holmes, (eds.). Sociolinguistis. Penguin, 269-293.
James, A. (2005). The challenges of the lingua franca: English in the world and types of variety. In: C. Gnutzmann & F.
Intemann (eds). The Globalisation of English and the English Language Classroom. Tübingen: Narr, 133-144.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40/1,
157-181.
Kohn, K. (2009). Computer assisted foreign language learning. In: Knapp, K. & B. Seidlhofer (eds.). Foreign Language
Communication and Learning. [Handbooks of Applied Linguistics, volume 6]. Mouton-de Gruyter, 573 - 603. [download ]
Kohn, K. (2011). ELF and the Standard English misunderstanding. In De Houwer & Wilton (eds.). English in Europe Today.
Sociocultural and Educational Perspectives. Amsterdam: John Benjamins, 72-94. [download]
Kohn, K. (2012a). The BACKBONE project: pedagogic corpora for content and language integrated learning. Objectives,
methodological approach and outcomes. Eurocall Review 20/2. [download ]
Kohn, K. (2012b). ‘My English’ - Second language learning as individual and social construction. TESOL Convention,
Philadelphia, 28-31 March 2012. [play video]
Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In Bayyurt and Akcan (eds.). Current Perspectives
on pedagogy for ELF. De Gruyter Mouton. [draft version] [download]
Kohn, K. & C. Warth (2011). Web Collaboration for Intercultural Language Learning. A Guide for Language Teachers,
Teacher Educators and Student Teachers. MV-Wissenschaft. [download]
Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International Journal of Applied
Linguistics 15/2, 119-144.
Lewis, M. (1993). The Lexical Approach. The State of ELT and the Way Forward. Hove: Language Teaching Publications.
Repper, R. (2010). Using Corpora in the Language Classroom. Cambridge UP.
Sperber, D. & D. Wilson (1995). Relevance: Communication and Cognition (2nd ed.). Oxford: Blackwell.
Widdowson, H. (2003). Defining Issues in English Language Teaching. Oxford UP.
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
30
Thank you
Access to my presentation slides:
⇒ www.sprachlernmedien.de
⇒ Slideshare
⇒ Facebook and Linkedin
Kurt.kohn@uni-tuebingen.de
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
31

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Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective on ESP Learning and Teaching, Taipei 20-21 April 2013

  • 1. Collaborative Authentication A Social Constructivist Perspective on ESP Learning and Teaching Kurt Kohn University of Tübingen (DE) Steinbeis Transfer Center (DE) kurt.kohn@uni-tuebingen.de Language Learning Media http://projects.ael.uni-tuebingen.de www.sprachlernmedien.de Twitter: @kurtkohn – LinkedIn - Facebook 2013 International Conference on English Education, 20-21 April 2013, Shih Chien University, Taipei, Taiwan, R. O. C. 1
  • 2. The many faces of English English as a native language English as a lingua franca English as a foreign language English as a second language  Increasingly, people find themselves in intercultural contact zones with English as a necessary and natural means of communication for non-native speakers  In private and vocational contexts of communication from culture and education to business and technology English is developing into a culturally and economically relevant means for global communication Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 2
  • 3. English as a lingua franca  The language metaphor  Typical definitions  ELF as a “thing” – a language?  However, is ELF a language at all? Or rather, how useful it is (for my purposes) to regard it as a language?  Imagine a group of speakers in an intercultural contact situation  Colin, Khurshid, Yvonne and Felix  Each of them will speak his/her OWN English: native language – second language – foreign language  Everyone tries their level best to make things work  Accommodation, meaning negotiation, handling misunderstandings, ‘let it pass’  ELF communication IS intercultural communication IS communication To better understand all this let us go back to the roots ** How do we acquire languages? ** "instance of language in a postmodern world" (James 2005), "a contact language“ (Jenkins 2006), “a non- codified form of English” (Dewey 2012) Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 3
  • 4. My language – my English – my ESP [Kohn 2011, 2014; http://youtu.be/yCfpD49YhSg] How do I acquire a language?  I acquire a language by developing/constructing/CREATING my own version of it in my mind, my heart and my behavior  Oriented toward my perception of the target language  Influenced by my native language, my attitudes & motivation, my goals & requirements, my learning approach, the effort I invest, and the people I talk to and want to be with  Not in idiosyncratic isolation, but in communicative and social interaction with others The English I develop is my own. And it is inevitably different from any target language toward which it is oriented. – The social constructivist “My English” condition – [part of the human condition for knowledge and learning] Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 4
  • 5. Teaching ELF is about helping learners …  to develop their English (lexis, grammar) so that they are able to meet their own requirements of performance  Comprehensibility (⇒ feasibility)  Grammatical accuracy (⇒ possibility)  Situational appropriateness (⇒ acceptability, probability)  Participation and self-expression  to develop their (individual & social) identity orientation and requirements  to acquire strategies for making best use of their English in communication  Accommodation – meaning negotiation – handling misunderstandings – ‘let it pass’  to explore and trust one’s own non-native speaker creativity  However, is there a conflict between NNS’ creativity and their SE orientation? o NO! A constructivist argument for a “weak” SE orientation o Teaching ELF does NOT mean teaching incorrect English  For pedagogical purposes the variety view is misleading  Models and purposes: the sun and the earth example  An “ELF = variety” model seems to suggest the teaching of incorrect English Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 5
  • 6. Collaborative authentication  Authentication in and through communicative collaboration  Authenticity, genuineness, and authentication [Widdowson 2003]  Understanding more than what is explicitly said [Sperber & Wilson 1995]  Accommodation and negotiation of communicated meaning  Participation and group coherence: peer groups and communities of practice  Interdependence of communication and language learning  Communication is the goal of language learning  Language learning is mediated through communication  Lexis before grammar [Lewis 1993]  Backwash of communication on language learning  Blending of general communication into ESP communication (> soft ESP)  Insights about communicative processing can be generalized  De-standardization of terms through communication  Implications for ESP translation competence  Standardization and communication  I am NOT arguing against standardization in ESP  However, de-standardization effects of natural ESP communication Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 6
  • 7.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended e-learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 7
  • 8.  Cultural issues customs/traditions - arts – sports - new technologies  Economic issues fishing & agriculture, automotive industry, world of labour, trade unions  Urban and rural life  Social issues minorities and fringe groups, immigration multicultural society  Health & social security national health system, hospitals, health professions, welfare and social benefits  Education educational system & institutions, vocational education, educational mobility  The environment climate change, traffic & pollution, renewable energies, environmental policy  Government & politics political system, institutions & parties, mayor, city council, local government BACKBONE interview topics 8Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 9.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended e-learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 9
  • 10. BACKBONE Search – “Browse” function 10Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 11. BACKBONE Search – „Section Search“ function 11Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 12. BACKBONE Search – „Section Search“ results 12Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 13. BACKBONE Search – „Co-occurrence“ 13Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 14. BACKBONE Search – „Concordance“ Users can enter up to 3 key words and restrict their search to selected thematic domains 14Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 15. BACKBONE Search – „Lexical lists“ 15Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 16. BACKBONE Search – „Lexical lists“ 16Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 17.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended e-learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 17
  • 18. BACKBONE Search – Enrichment resources  Learning modules for listening comprehension and focus on form and vocabulary  Instructions for exploratory and communicative activities 18Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 19. BACKBONE enrichment resources: Telos exercises Listening comprehension and focus on form 19Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 20. BACKBONE enrichment resources: instructions for exploratory and communicative activities Collaboration (Wiki) Forum discussions Exploring interviews Internet research 20Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 21.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 21
  • 22. E-Learning for Languages ⇒ Blended learning  E-learning can play an enhancing role in foreign language learning and teaching  provided pedagogic exploitation proceeds from a sound understanding of the HUMAN NATURE of the needs, conditions and processes involved  There is clearly a need for language teacher education regarding both educational technology and the human dimension of language learning and teaching  Pedagogical affordances  Multimedia practice & authoring ⇒ linguistic/communicative knowledge & skills  Pedagogic corpus explorations of (real) communication ⇒ awareness raising, skills practice and lexical searches  VLE platforms ⇒ e.g. Moodle  Tele/web-collaboration o Forum, wiki, blog, sound/video conferencing (e.g. Skype, BigBlueButton), 3D virtual worlds (SecondLife, OpenSim), webinars o REAL-LIFE contact and intercultural (ELF) communication o Collaborative interaction: networking, sharing, community building o Learning – teaching – teacher education  e.g. TILA: Telecollaboration for intercultural language acquisition [www.tilaproject.eu] Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 22
  • 23.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended e-learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 23
  • 24. BACKBONE Virtual Resource Pool (VRP)  Enrichment resources in a Virtual Resource Pool  Links to video + audio files  Links to learning modules (e.g. TLP packages) and blended learning patterns accessible via resource sheets 24Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 25.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended e-learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 25
  • 26. The BACKBONE transcription 26Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 27. BACKBONE annotation  Annotation  Annotation at section level  Annotation categories customized to capture, e.g. topics, grammatical, lexical, textual characteristics, and CEF level  Drag & drop annotation  Collaborative annotation 27Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 28. The BACKBONE annotation 28Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
  • 29.  From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]  Pedagogically relevant (interview) topics  Corpus search [http:purl.org/backbone/searchtool]  Browse, Section search, Co-occurrences, Concordances, Lexical lists  Enrichment resources: video/sound, exercises, learning instructions  Pedagogical application: from corpus search to blended e-learning  Tools for “do it yourself” corpus creation  Corpus enrichment: Virtual Resource Pool (VRP)  Pedagogical transcription, annotation & management BACKBONE Pedagogical design, use and creation http://projects.ael.uni-tuebingen.de/backbone/moodle Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 29
  • 30. References Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141 – 170. Glombitza A. (2012). A blended practice-enterprise course for language learning in an international business community. Journal of e-Learning and Knowledge Society, 8 (3), 67-77. [download ] Hymes, D.H. (1972). On communicative competence. In Pride & Holmes, (eds.). Sociolinguistis. Penguin, 269-293. James, A. (2005). The challenges of the lingua franca: English in the world and types of variety. In: C. Gnutzmann & F. Intemann (eds). The Globalisation of English and the English Language Classroom. Tübingen: Narr, 133-144. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40/1, 157-181. Kohn, K. (2009). Computer assisted foreign language learning. In: Knapp, K. & B. Seidlhofer (eds.). Foreign Language Communication and Learning. [Handbooks of Applied Linguistics, volume 6]. Mouton-de Gruyter, 573 - 603. [download ] Kohn, K. (2011). ELF and the Standard English misunderstanding. In De Houwer & Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam: John Benjamins, 72-94. [download] Kohn, K. (2012a). The BACKBONE project: pedagogic corpora for content and language integrated learning. Objectives, methodological approach and outcomes. Eurocall Review 20/2. [download ] Kohn, K. (2012b). ‘My English’ - Second language learning as individual and social construction. TESOL Convention, Philadelphia, 28-31 March 2012. [play video] Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In Bayyurt and Akcan (eds.). Current Perspectives on pedagogy for ELF. De Gruyter Mouton. [draft version] [download] Kohn, K. & C. Warth (2011). Web Collaboration for Intercultural Language Learning. A Guide for Language Teachers, Teacher Educators and Student Teachers. MV-Wissenschaft. [download] Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International Journal of Applied Linguistics 15/2, 119-144. Lewis, M. (1993). The Lexical Approach. The State of ELT and the Way Forward. Hove: Language Teaching Publications. Repper, R. (2010). Using Corpora in the Language Classroom. Cambridge UP. Sperber, D. & D. Wilson (1995). Relevance: Communication and Cognition (2nd ed.). Oxford: Blackwell. Widdowson, H. (2003). Defining Issues in English Language Teaching. Oxford UP. Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 30
  • 31. Thank you Access to my presentation slides: ⇒ www.sprachlernmedien.de ⇒ Slideshare ⇒ Facebook and Linkedin Kurt.kohn@uni-tuebingen.de Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 31