Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. However, cognition is closely linked to affect, therefore seeking ways to develop whole-brain learning should accelerate and enrich our learning (Gross, 1992).
I hypothesize that the implementation of teaching methods based on the confrontation to unknown languages (pluralistic approaches as defined by Candelier et al., 2003) can have an impact on both individual and relational factors. Indeed, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently: language anxiety (Gardner and MacIntyre, 1993) can be reduced and students can be invited to review their attitudes (Lasagabaster, 2006). Because of the new class organisation related to the pluralistic approach we envisage, the teacher is led to review his beliefs (Puchta, 1999) and can thus become the facilitator of self-directed learning (Heron, 1989), encouraging the emotional dynamics of the groups.
This presentation will first address the above-mentioned concepts before approaching the mixed methodology used. Finally, specific examples will be examined so as to underline how pluralistic approaches can develop students’ self-esteem and contribute to whole-brain learning.
Can pluralistic approaches develop whole-brain learning? R. DAHM
1. Can pluralistic approaches develop
whole-brain learning?
Rebecca DAHM
ÉSPÉ – University of Limoges
LACES – EA 4140, Bordeaux-Segalen - Bordeaux IV
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
2. Pluralistic approaches of languages and
cultures
= didactic approaches which use teaching/learning
activities involving several (i.e. more than one) varieties
of languages or cultures (http://carap.ecml.at)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
3. Whole-brain learning
• Research underlines importance of connecting left
hemisphere of brain (verbal, logical and analytical
memory) to right hemisphere (spatial and intuitive
processing) (Respress & Lutfi, 2006).
• AFFECT can interfere in the process of learning :
enhance or sabotage ability of pre-frontal lobe to
maintain working memory (Goleman, 1995).
=> « accelerate and enrich our learning, by engaging
the senses, emotions, imagination » (Gross, 1992 :
139).
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
4. Outline
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•
•
•
•
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Research question and hypothesis
Theoretical framework
Research design
Method of analysis
Results
Discussion
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
6. Experimentation
• Led in 2011-2012 : showed that being confronted to
Pluralistic Approaches based upon Unknown
Languages (PAUL) develops students’ cognitive
skills (enhanced strategy use and metalinguistic
competence).
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
7. Research question
• implementation of PAUL sessions can have an
impact on both individual and relational affective
factors (Arnold,1999).
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
8. Impact on individual factors
PAUL sessions : no learning goal.
• language anxiety (Gardner and MacIntyre, 1993) can
be reduced.
• Students review their attitudes (Lasagabaster, 2006)
• Teacher is led to review his beliefs regarding
students’ abilities (Puchta, 1999)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
10. Anxiety
• Specific anxiety related to learning a second
language (Horwitz, Horwitz and Cope, 1986; Rubio,
2004).
• Adolescent learners seek to transmit ‘mature ideas’
but can only resort to ‘immature’ language resources
=> impact self-esteem (Arnold, 2006).
• Anxiety can be reduced through teacher’s attitude
(Dörnyei & Csizér,1998; K. Ellis, 2000)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
11. Effects of self-esteem on learning
• ‘Affective filter’ (Krashen, 1982): influence of negative
emotions.
• Balanced self-esteem: competence and self-worth
(Mruk, 1999).
Responsibility of the individual but also of the social
context. In classroom, self-esteem and confidence can
be encouraged by teacher’s attitude.
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
12. Impact of teacher’s beliefs on learning/teaching
Puchta (1999): negative beliefs of teachers determine
students' expectations.
- If expectations are limited, lower level of motivation =
confirmation of initial beliefs.
- Need to work on current beliefs of teachers
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
14. Mixed methodology
Knowledge
Teacher
Learner
Didactic triangle (Chevallard, 1985)
• Impact on teacher/teaching: action-research
• Impact on learner/learning: quasi-experiment
Both qualitative and quantitative data
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
15. Participants
• Teachers: N=9
• Lower secondary school pupils, two target groups:
• students from year 7 (12-13 year-old)
• students from year 9 (14-15 year-old)
• Observed students: N = 88 students from year 7 (22
groups)
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
16. Procedure
• Three unknown languages: Dutch, Italian, Finnish
• Two types of activities:
Ø metasemantic activities
Ø metasyntactic activities
• Same model: give systematicity to a regular exercise
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
17. Corpus
• Qualitative data (Nvivo):
– Excerpts from 4 different teacher questionnaires
– Excerpts from the transcripts of the action-research workshops
– Excerpts from
– Excerpts from post-experimentation pupil questionnaires
• Quantitative data (ModaLisa): analysis of pupil
questionnaire
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
19. Variables and indicators
• Teachers’ beliefs about students: vision of students’ knowledge, skills and
attitudes (questionnaire 3 + transcripts of workshops 1 and 2 + forum messages)
•
Students’ beliefs:
– Beliefs about unknown languages (analysis of transcript of metasemantic and
metasyntactic activities)
– Beliefs regarding own abilities QII-5 and QII-6 : “Have you improved your ability
to find new information in a text?” “Have you improved your ability to identify
grammar elements?”
•
Self-esteem: student questionnaire Q III-10: “Do you feel more intelligent?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
22. Impact on teacher’s way of considering
students (1/3)
Preconceptions regarding students’ knowledge:
– P2 believes students will not have the same knowledge on unknown
languages as teachers had (excerpt 1).
Excerpt 1
– P9 believes that because of lack of multilingual repertoire comprising
Spanish, students will not be able to access meaning (excerpt 1).
Excerpt 2
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
23. Impact on teacher’s way of considering
students (2/3)
• Preconceptions regarding students’ skills:
– P1 considers it necessary to attract attention of students on
instruction
– P2 believes students will not comply with instruction
Excerpt 3
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
24. Impact on teacher’s way of considering
students (3/3)
• Preconceptions regarding students’ attitudes:
– P4 believes students will not feel like trying to retrieve their
metalinguistic knowledge. They might reject it as an additional
learning task (excerpt 4).
Excerpt 4
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
25. Evolution of teacher’s way of considering
students (1/2)
• Only when working on third language (Finnish), does P4 seem
to believe in the students’ abilities to access meaning in an
unknown language (excerpt 5 from Forum):
Excerpt 5
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
26. Evolution of teacher’s way of considering
students (2/2)
• Teacher final questionnaire shows amazement regarding pupils’
general abilities:
– P1: « fascinantes, surtout celles des élèves en difficulté »
– P2 : « surprenantes et enrichissantes »
• Some view certain students differently:
– P3 states the impact on their self-confidence: « cette expérimentation a permis
à certains élèves d’avoir plus confiance en eux car ils faisaient des remarques
judicieuses (qui les surprenaient eux-mêmes), ils ont découvert que faire
travailler son cerveau pouvait être intéressant ».
– P1 underlines the impact on her vision of pupils with learning difficulties : « à
quel point des élèves en difficulté pouvaient retrouver le sourire et le goût quand
ils se sentaient en réussite ».
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
28. Students’ beliefs (1/2)
– Beliefs regarding own abilities QII-5 : “Have you improved your
ability to find information in an unknown text?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
29. Students’ beliefs (2/2)
– Beliefs regarding own abilities (QII-6) : “Have you improved
your ability to identify grammar elements?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
30. Anxiety and self-esteem
• Development of metalinguistic competence (shown in previous
research), thus leading to an increase of self-esteem
• Student questionnaire Q III-10: “Do you feel more intelligent?”
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
31. Attitudes towards languages
• Transfer of skills to other languages and situations:
– « Quand je suis partie en vacance j'ai pris un texte dans l'aéroport
et j'ai essayé de le traduire ».
– « Sur les bouteilles d’eau, avec le texte en français et la traduction
dans une autre langue ».
• Curiosity towards other languages: 24 other
languages.
33. Impact on teachers
• Implementing Pluralistic Approaches based upon
Unknown Languages has enabled teachers of
English to consider students' abilities otherwise.
• Benefits are not only cognitive but also related to
affect: students can adopt new role
• Renewal and modification of teacher-student
relationship.
34. Impact on students
• Developed self-esteem
• Changed their attitude regarding the language object.
• Developed interest in learning how to learn
• Increased curiosity: students report having used the
methodology in another context. They also would like
to discover a large number of additional languages.
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References
Candelier, M. (2003). L’éveil aux langues à l’école primaire. Evlang : bilan d’une innovation
européenne. Bruxelles: De Boeck.
Deyrich, M.-C. (2011). Exploration de la notion d’altérité dans la formation des enseignants
de langues : pour une résonance des points de vue et des démarches. In Chini, D. et
Goutéreaux, P. Intégration de l’altérité dans l’apprentissage des langues: Formes
didactiques et procédures psycholinguistiques. Paris: L’Harmattan.
Díaz-Corralejo Conde, J. (2004). De l’étrangeté à la complicité. Didáctica (Lengua y
literatura), (16), 23–32.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge:
Cambridge University Press.
Gross, R. (1992). Lifelong learning in the learning society of the twenty-first century. In In
Collins, C. & Mangieri, J. (Eds.), Teaching Thinking: An Agenda for the Twenty-First
Century (p. 137-154). Hillsdale, N.J.: Lawrence Erlbaum and Associates.
Guiora, A. Z., & Acton, W. R. (1979). Personality and language behaviour : a restatement.
Language Learning, 29(1), 193-204.
Gutiérrez, X. (2011). Knowledge representations underlying covert metalinguistic activity: a
working hypothesis. Language Awareness, 20(3), 239-254.
Lasagabaster, D. (2006). Les attitudes linguistiques : un état des lieux. Ela. Études de
linguistique appliquée., 2006/4(144), 393-406.
Mruk, C. J. (1999). Self-esteem: Research, theory, and practice. New York: Springer Pub.
Naiman, N. (1978). The Good Language Learner. Toronto: Ontario Institute for Studies in
Education.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language
Acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (2011). Teaching and Researching Language Learning Strategies. Harlow:
Pearson education.
Puchta, H. (1999). Creating a learning culture to which students want to belong : the
application of Neuro-Linguistic Programming to language teaching. In In Arnold, J. (ed.),
Affect in Language Learning. Cambridge: Cambridge University Press.
Underhill, A. (1999). Facilitation in language teaching. In In Arnold, J. (ed.), Affect in
Language Learning. Cambridge: Cambridge University Press.
31
36. Thank you for your attention !
rebecca.dahm@unilim.fr
LAIRDIL international conference
“ Affective aspects in foreign language teaching and learning “
Toulouse, October 17th-18th, 2013
39. Text in Italian
« Sono un topo molto famoso. Io sono piccolo, con grandi orecchie nere.
Indosso pantaloni rossi con grandi bottoni bianchi. I miei migliori amici
sono Paperino e Pippo e la mia bella ragazza di nome Minnie.
Mio padre è molto famoso: il suo nome è Walt Disney!
Chi sono io? »
40. Text in Finnish
Päivi: " Rakastatko musiikkia?
Timo: "Kyllä, minä rakastan. Lataan paljon musiikkia
Internetistä.
Päivi: Soitatko musiikkia?
Timo: "Kyllä, minä soitan. Soitan pianoa. Sisareni Eija
ei soita pianoa, mutta hän soittaa kitaraa.
Entä sisaresi Nina?
Päivi: Sisareni Nina rakastaa rap-musiikkia.
Rakastaako sisaresi Eija myös rap-musiikkia?
Timo: Ei, hän ei rakasta.