The document outlines an event on language across the curriculum. It includes:
- Presenters from various South African universities who will speak on topics related to language policy and integrating language skills across subjects.
- The program includes talks on language policy, multilingual glossaries, research on the topic, and a practical application in a math classroom.
- The background discusses an international collaboration between universities in Belgium and South Africa to develop a comprehensive program for integrating language across the curriculum in teacher education programs.
THE EFFECTIVENESS OF DIGITAL STORYTELLING ON LANGUAGE LISTENING COMPREHENSION...ijma
ABSTRACT
This study investigated the effectiveness of Digital Storytelling on the language listening comprehension of the pupils. The researchers used quantitative research design with mixed data collection. To evaluate the effectiveness of the KiDS material, a Quasi-experimental with pre and posttest was utilized. Findings revealed that the experimental group attained a very high score on their language listening comprehension test after the implementation of the material that shows a significant difference between the control and experimental group. To conclude, digital storytelling is one of the essential tools in teaching language listening comprehension. With suitable elements and appropriate storyboard it can help motivate the pupils and improve listening skill. Therefore, the use of KiDS material is recommended to make the teaching of language more effective.
Applied linguistics and linguistique appliquéeShona Whyte
The document discusses the history of applied linguistics and linguistique appliquée in France from 1964-2013. It notes that while applied linguistics developed internationally, in France the field split into specialized areas and applied linguistics lasted only about a decade. Three key innovations that helped shape the field included Corder's work on learner errors, Culioli's theory of enunciative operations, and Galisson's establishment of research in teaching French as a foreign language. However, applied linguistics faced challenges being seen as subordinate to other disciplines in France.
This document discusses a study that examined the effects of using an interactive advance organizer activity prior to viewing an English language DVD on the listening comprehension of 95 intermediate university-level English language learners. The study tested four conditions: an advance organizer group, a captions group, a captions plus advance organizer group, and a control group. The study found that using advance organizers as an instructional strategy facilitated listening comprehension and reduced dependence on captions by 50% for initial comprehension. Participants also had a positive attitude towards the interactive advance organizer activity. The findings provide insight into teaching listening to language learners who typically have stronger reading skills than listening skills.
A workshop given to the participants of The Professional Development Workshop Series, an initiative of the Department of English, TNU School of Foreign Languages. The initiative aims to create a forum for professionals to share their teaching practices and research outcomes.
Currently, the application of the network resources and various means of teaching such as multimedia into the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
Developing corpus-based resources for language learning: looking back in "hope"Pascual Pérez-Paredes
This document outlines the development of corpus-based resources for language learning over time. It begins with early steps creating multimedia youth language corpora like SACODEYL. It then discusses growing efforts including the Backbone search interface. Next, it covers work with young adults through the TELL-OP project promoting data-driven learning. Finally, it notes that while the pedagogic potential of corpora is still underexploited, guidance and technologies are improving to realize this potential for language learning.
The document summarizes research on formulaic sequences in English for Academic Purposes (EAP) and Second Language Acquisition (SLA). It discusses definitions of formulaic sequences from both a learner-external perspective focused on linguistic norms, and a learner-internal perspective focused on an individual's language processing. Corpus studies are described that identify frequent word strings in academic texts. Psycholinguistic studies show formulaic sequences may help improve L2 fluency but memorization does not guarantee accurate recall. Teaching implications are that direct instruction on formulaic sequences can help L2 learners improve reading speed, writing style and oral proficiency.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
THE EFFECTIVENESS OF DIGITAL STORYTELLING ON LANGUAGE LISTENING COMPREHENSION...ijma
ABSTRACT
This study investigated the effectiveness of Digital Storytelling on the language listening comprehension of the pupils. The researchers used quantitative research design with mixed data collection. To evaluate the effectiveness of the KiDS material, a Quasi-experimental with pre and posttest was utilized. Findings revealed that the experimental group attained a very high score on their language listening comprehension test after the implementation of the material that shows a significant difference between the control and experimental group. To conclude, digital storytelling is one of the essential tools in teaching language listening comprehension. With suitable elements and appropriate storyboard it can help motivate the pupils and improve listening skill. Therefore, the use of KiDS material is recommended to make the teaching of language more effective.
Applied linguistics and linguistique appliquéeShona Whyte
The document discusses the history of applied linguistics and linguistique appliquée in France from 1964-2013. It notes that while applied linguistics developed internationally, in France the field split into specialized areas and applied linguistics lasted only about a decade. Three key innovations that helped shape the field included Corder's work on learner errors, Culioli's theory of enunciative operations, and Galisson's establishment of research in teaching French as a foreign language. However, applied linguistics faced challenges being seen as subordinate to other disciplines in France.
This document discusses a study that examined the effects of using an interactive advance organizer activity prior to viewing an English language DVD on the listening comprehension of 95 intermediate university-level English language learners. The study tested four conditions: an advance organizer group, a captions group, a captions plus advance organizer group, and a control group. The study found that using advance organizers as an instructional strategy facilitated listening comprehension and reduced dependence on captions by 50% for initial comprehension. Participants also had a positive attitude towards the interactive advance organizer activity. The findings provide insight into teaching listening to language learners who typically have stronger reading skills than listening skills.
A workshop given to the participants of The Professional Development Workshop Series, an initiative of the Department of English, TNU School of Foreign Languages. The initiative aims to create a forum for professionals to share their teaching practices and research outcomes.
Currently, the application of the network resources and various means of teaching such as multimedia into the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
Developing corpus-based resources for language learning: looking back in "hope"Pascual Pérez-Paredes
This document outlines the development of corpus-based resources for language learning over time. It begins with early steps creating multimedia youth language corpora like SACODEYL. It then discusses growing efforts including the Backbone search interface. Next, it covers work with young adults through the TELL-OP project promoting data-driven learning. Finally, it notes that while the pedagogic potential of corpora is still underexploited, guidance and technologies are improving to realize this potential for language learning.
The document summarizes research on formulaic sequences in English for Academic Purposes (EAP) and Second Language Acquisition (SLA). It discusses definitions of formulaic sequences from both a learner-external perspective focused on linguistic norms, and a learner-internal perspective focused on an individual's language processing. Corpus studies are described that identify frequent word strings in academic texts. Psycholinguistic studies show formulaic sequences may help improve L2 fluency but memorization does not guarantee accurate recall. Teaching implications are that direct instruction on formulaic sequences can help L2 learners improve reading speed, writing style and oral proficiency.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
(1) Telecollaboration is becoming increasingly popular in education as a way to enhance meaningful language acquisition, intercultural competence, and motivation, but most research has focused on tertiary education. (2) The TILA project aims to integrate telecollaboration activities in secondary schools across Europe to innovate foreign language teaching, empower teachers, and study the added value of telecollaboration. (3) Initial pilots involved 212 learners, 20 teachers, and 8 schools using synchronous communication tools, and showed telecollaboration has potential but also challenges around support, networks, and promoting independent learning.
This document discusses three experiments on applying cognitive load theory in language classrooms. The first experiment found that subtitles or scripts helped with comprehension but not listening skills. The second experiment using eye tracking found that students read captions about 68% of the time while watching videos, but having audio, text, and images at once can overload students cognitively. Keeping cognitive load in mind, educators should consider students' different goals and reduce extraneous information when teaching languages using technology.
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
This document discusses the influence of multimedia technology in English language teaching. It begins by outlining the history of technology use in ELT, from early audio recordings to today's multimedia computers. It then discusses the importance of English in India, both historically and currently. English is used widely in government, business, and higher education. The document also covers teaching English as a second language in India, including the aims of ELT and challenges faced by students from non-English medium schools. It proposes that multimedia technology can help address these challenges and enhance English language acquisition.
The influence of the basic difference between everyday meaning of English wor...iosrjce
The study sought to determine theinfluence of the basic difference between everyday meaning of
English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa
speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public
primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as
sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303
girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data.
The result indicates that there is significant difference between Hausa speaking pupils’ performance in basic
every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary
school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary
sense.The statistically significant difference between dominant meaning and secondary context can be
interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem
prone to access the dominant sense of the common terms used even when they are used in sentences biased
towards a mathematics meaning.
Enhancing the Learning Experience with ReadspeakerD2L Barry
The document discusses how ReadSpeaker technology helps students and educators by enhancing the learning experience. It describes how text-to-speech (TTS) supports principles of Universal Design for Learning (UDL) by providing multiple means of representation and engagement with content. ReadSpeaker offers TTS solutions like Enterprise Highlighting and DocReader that integrate with learning management systems and allow content to be accessed auditorily. This helps a wide range of learners and allows content to reach more people.
Effects of the Computer Mediated Communication Interaction on Vocabulary Impr...TELKOMNIKA JOURNAL
This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly assigned to one control group (face-to-face interaction) and one experimental group (CMC interaction) in order to compare the effect of CMC on the learners’ vocabulary improvement. The learners took a pre-test to select 12 target lexical items, treatment activity to perform information-gap task, and two immediate and delayed post-tests for assessing the acquisition of new lexical items. Yahoo Messenger was used to provide the chat communication. The research provided evidence that there was a significant relationship between the use of CMC interaction and face-to-face interaction with regard to improvement in the learners’ vocabulary learning. The result indicated that the learners’ vocabulary learning improved more in CMC interaction in comparison to face-to-face interaction. In addition, there was a significant difference in negotiating the meaning of new lexical items through CMC interaction in comparison to face-to-face interaction. Moreover, the results indicated that in terms of signal, the CMC interaction outperformed face-to-face group.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
The document discusses research on cognitive control in bilingual and multilingual children and implications for language education policy. Some key points:
- Bilingual and multilingual children show enhanced cognitive control compared to monolinguals due to managing multiple language systems.
- Managing more languages is cognitively more demanding and requires recruitment of additional brain regions.
- For education policy, introducing a second language early along with the first language is optimal for developing cognitive control skills before adding a third language later. Introducing multiple new languages simultaneously may overburden children's cognitive resources.
- The document recommends piloting language education programs and conducting more research to better inform policy decisions around optimal approaches for students to learn multiple languages.
A Golden Age of ESP teaching: 20th century practiceShona Whyte
This document discusses the history of English for Specific Purposes (ESP) teaching and teacher education in the 20th century. It focuses on four key figures in British ESP from the 1970s-1980s: John Swales, Tim Johns, Tony Dudley-Evans, and Jack Ewer. These pioneers prioritized developing tailored ESP teaching materials and collaborative practices between language and content teachers. However, there was less focus on learner needs, language acquisition theory, and evaluating learning outcomes. More recently, ESP didactics has aimed to address these gaps by taking a more learner-centered approach and drawing on theories of second language acquisition.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life.
- It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use.
- Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
J. Basic. Appl. Sci. Res., 2(12)12879-12891, 2012Houman Tabar
This document summarizes a study that examined the effect of using multimedia on vocabulary learning for pre-intermediate and intermediate Iranian English language learners. The study involved 60 students who were randomly assigned to experimental and control groups. The experimental groups learned vocabulary words using a multimedia software program called Vocaboly, while the control groups learned through traditional teacher-led instruction. Pre-tests and post-tests were administered, and results showed that the experimental groups performed better on post-tests, indicating that multimedia treatment had a significant positive impact on vocabulary learning.
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WL...Ghada Awada
Ghada Awada & Ghazi Ghaith
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WLMM Journaling, Wikis and Legal Videos in University Classrooms
This document discusses disciplinary literacy in teaching mathematical literacy. It notes that only 50% of learners take mathematics, and many do not pass, which led to the new curriculum including mathematical literacy. Mathematical literacy focuses on everyday numeracy, technology, and authentic real-world contexts. There is a gap between reading word problems and finding solutions, as reading is under-emphasized. The document proposes filling this gap by explicitly teaching reading strategies, modeling metacognition, focusing on subject language, and facilitating discussion. The outcome would be a scaffolded reading program integrated across subjects, staff training, multilingual glossaries, and a handbook to support disciplinary and academic language development.
Analysing Foreign Language Instructional Materials Through The Lens Of The Mu...Erica Thompson
This document summarizes a research article that analyzes foreign language instructional materials through the lens of the multiliteracies framework. The researchers examined 25 lesson plans from two lower-level Spanish courses that targeted interpretive communication skills. They found an overwhelming emphasis on the "experiencing" knowledge process, while the processes of "conceptualizing", "analyzing", and "applying" occurred much less frequently. The authors discuss factors contributing to these findings and their implications for teacher development and student learning in collegiate foreign language contexts.
This document describes the methodology used in a study on multilingual preschool learners in Pretoria, South Africa. It used a quantitative, exploratory, descriptive, and contextual research design. Data was collected through questionnaires completed by preschool teachers to understand their needs and perceptions, and through language assessments of preschool learners to describe their proficiency in English. The study aimed to explore the role of speech language therapists in supporting multilingual learners and teachers.
Sign language as a medium of instructionAmanuelEndale
This document provides an outline for a thesis that will assess the practice and challenges of using sign language as a medium of instruction among deaf students at Yekatit 23 Primary School in Bahir Dar, Ethiopia. The study will employ a mixed methods research design and collect data from 15 deaf student respondents and 7 special needs teachers through surveys and interviews. The thesis will be submitted in partial fulfillment of requirements for a BA degree in Special Needs and Inclusive Education at Bahir Dar University. It will consist of 5 chapters that will introduce the topic, review relevant literature, describe the research methods, analyze the results, and provide conclusions and recommendations.
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. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
(1) Telecollaboration is becoming increasingly popular in education as a way to enhance meaningful language acquisition, intercultural competence, and motivation, but most research has focused on tertiary education. (2) The TILA project aims to integrate telecollaboration activities in secondary schools across Europe to innovate foreign language teaching, empower teachers, and study the added value of telecollaboration. (3) Initial pilots involved 212 learners, 20 teachers, and 8 schools using synchronous communication tools, and showed telecollaboration has potential but also challenges around support, networks, and promoting independent learning.
This document discusses three experiments on applying cognitive load theory in language classrooms. The first experiment found that subtitles or scripts helped with comprehension but not listening skills. The second experiment using eye tracking found that students read captions about 68% of the time while watching videos, but having audio, text, and images at once can overload students cognitively. Keeping cognitive load in mind, educators should consider students' different goals and reduce extraneous information when teaching languages using technology.
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
This document discusses the influence of multimedia technology in English language teaching. It begins by outlining the history of technology use in ELT, from early audio recordings to today's multimedia computers. It then discusses the importance of English in India, both historically and currently. English is used widely in government, business, and higher education. The document also covers teaching English as a second language in India, including the aims of ELT and challenges faced by students from non-English medium schools. It proposes that multimedia technology can help address these challenges and enhance English language acquisition.
The influence of the basic difference between everyday meaning of English wor...iosrjce
The study sought to determine theinfluence of the basic difference between everyday meaning of
English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa
speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public
primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as
sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303
girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data.
The result indicates that there is significant difference between Hausa speaking pupils’ performance in basic
every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary
school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary
sense.The statistically significant difference between dominant meaning and secondary context can be
interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem
prone to access the dominant sense of the common terms used even when they are used in sentences biased
towards a mathematics meaning.
Enhancing the Learning Experience with ReadspeakerD2L Barry
The document discusses how ReadSpeaker technology helps students and educators by enhancing the learning experience. It describes how text-to-speech (TTS) supports principles of Universal Design for Learning (UDL) by providing multiple means of representation and engagement with content. ReadSpeaker offers TTS solutions like Enterprise Highlighting and DocReader that integrate with learning management systems and allow content to be accessed auditorily. This helps a wide range of learners and allows content to reach more people.
Effects of the Computer Mediated Communication Interaction on Vocabulary Impr...TELKOMNIKA JOURNAL
This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly assigned to one control group (face-to-face interaction) and one experimental group (CMC interaction) in order to compare the effect of CMC on the learners’ vocabulary improvement. The learners took a pre-test to select 12 target lexical items, treatment activity to perform information-gap task, and two immediate and delayed post-tests for assessing the acquisition of new lexical items. Yahoo Messenger was used to provide the chat communication. The research provided evidence that there was a significant relationship between the use of CMC interaction and face-to-face interaction with regard to improvement in the learners’ vocabulary learning. The result indicated that the learners’ vocabulary learning improved more in CMC interaction in comparison to face-to-face interaction. In addition, there was a significant difference in negotiating the meaning of new lexical items through CMC interaction in comparison to face-to-face interaction. Moreover, the results indicated that in terms of signal, the CMC interaction outperformed face-to-face group.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
The document discusses research on cognitive control in bilingual and multilingual children and implications for language education policy. Some key points:
- Bilingual and multilingual children show enhanced cognitive control compared to monolinguals due to managing multiple language systems.
- Managing more languages is cognitively more demanding and requires recruitment of additional brain regions.
- For education policy, introducing a second language early along with the first language is optimal for developing cognitive control skills before adding a third language later. Introducing multiple new languages simultaneously may overburden children's cognitive resources.
- The document recommends piloting language education programs and conducting more research to better inform policy decisions around optimal approaches for students to learn multiple languages.
A Golden Age of ESP teaching: 20th century practiceShona Whyte
This document discusses the history of English for Specific Purposes (ESP) teaching and teacher education in the 20th century. It focuses on four key figures in British ESP from the 1970s-1980s: John Swales, Tim Johns, Tony Dudley-Evans, and Jack Ewer. These pioneers prioritized developing tailored ESP teaching materials and collaborative practices between language and content teachers. However, there was less focus on learner needs, language acquisition theory, and evaluating learning outcomes. More recently, ESP didactics has aimed to address these gaps by taking a more learner-centered approach and drawing on theories of second language acquisition.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life.
- It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use.
- Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
J. Basic. Appl. Sci. Res., 2(12)12879-12891, 2012Houman Tabar
This document summarizes a study that examined the effect of using multimedia on vocabulary learning for pre-intermediate and intermediate Iranian English language learners. The study involved 60 students who were randomly assigned to experimental and control groups. The experimental groups learned vocabulary words using a multimedia software program called Vocaboly, while the control groups learned through traditional teacher-led instruction. Pre-tests and post-tests were administered, and results showed that the experimental groups performed better on post-tests, indicating that multimedia treatment had a significant positive impact on vocabulary learning.
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WL...Ghada Awada
Ghada Awada & Ghazi Ghaith
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WLMM Journaling, Wikis and Legal Videos in University Classrooms
This document discusses disciplinary literacy in teaching mathematical literacy. It notes that only 50% of learners take mathematics, and many do not pass, which led to the new curriculum including mathematical literacy. Mathematical literacy focuses on everyday numeracy, technology, and authentic real-world contexts. There is a gap between reading word problems and finding solutions, as reading is under-emphasized. The document proposes filling this gap by explicitly teaching reading strategies, modeling metacognition, focusing on subject language, and facilitating discussion. The outcome would be a scaffolded reading program integrated across subjects, staff training, multilingual glossaries, and a handbook to support disciplinary and academic language development.
Analysing Foreign Language Instructional Materials Through The Lens Of The Mu...Erica Thompson
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To achieve the purpose of the study. The main target group is Deaf student and their teacher
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2. PRESENTERS
Dr Hanlie Dippenaar, senior lecturer (IP & SPFET), Dept of
English, Faculty of Education, CPUT
Prof An de Moor – Language policy advisor University of
Leuven (Brussels), University of Applied Sciences Odisee,
policy advisor to the Flemish Minister of Education, Belgium
Ms Linda Manashe, Courseware Developer, Centre for
Innovative Educational Technology (CIET), CPUT
Dr Candice Livingston - Research coordinator, senior
lecturer, Faculty of Education, CPUT, SA Project leader
‘Training the Teachers of the Future: Language Policy and
Literacy Development ’
Mrs Elma Fleischmann, Math Literacy lecturer (SPFET) ,
Faculty of Education, CPUT
3. Hanlie Dippenaar – Welcome and background to the
project
An de Moor – Language policy and Language across
the Curriculum
Linda Manashe – Multilingual glossaries
Candice Livingston – Research in the project
Elma Fleischmann - Practical application in the Maths
classroom
Hanlie Dippenaar - Concluding comments
Q & A
PROGRAMME
4. Training the Teachers of the Future: Language
Policy and Literacy Development
• International collaborative project CPUT x Howest
(Prof Johan Anker & Gerti Wouters)
• Five HEIs: University of Gent, University of Applied
Sciences in Odisee , Howest Hogeschool,
(Belgium), CPUT, UWC (Dept of Linguistics - PhD
student)
• Develop a comprehensive programme for the
integration of Language across the curriculum
(LAC) and Disciplinary Literacy (DL) in B Ed
programme
• An de Moor provided training for whole programme
5. Rationale
• Language Across the Curriculum (LAC),
Disciplinary Literacy (DL) for teaching every
subject across the curriculum.
• No language effectively learnt without a context.
• Language and content closely interrelated.
• Teachers use language to explain concepts and
content to learners.
• Learners use language to internalise and
demonstrate the knowledge they have acquired
(Lucas, 2011).
6. Background
• HELTASA 2020
• An exploratory study - Integration of
Language across the curriculum (LAC)
and Disciplinary Literacy (DL)
• Identified needs of lecturers and students
at a Faculty of Education
• Recommendations for the way forward
7. An De Moor - Language policy advisor
30 March 2021
Language
Across the Curriculum
8. An De Moor
1. Introduction
2. Measuring = knowing
3. LDT
8
Framework
9. An De Moor 9
21st century skills: information- & communications society
Impact of language profiency on study success
Gap between daily language use, and academic and professional
language skills (reading, listening, writing and speaking)
Socially diverse student intake
> active support
> inclusive language policy
Why pay attention to language
competences?
10. 90% coverage ratio
Knowing the importance of lexical __, many second language researchers have __ to develop
__ computational methods with which to measure it. Such methods attempt to __ the
practical and theoretical questions about lexical __ common in second language acquisition
and to help better define the construct. Despite these efforts, reliable methods for measuring
lexical __ have been difficult to develop due largely to the number of lexical features inherent
in vocabulary knowledge. __, recent studies that investigated human judgments of lexical __
using computational methods have shown promise. The current study __ these efforts by
using human analytic judgments of lexical __ for common lexical features (e.g. human
judgments of __ accuracy, word frequency, word specificity) to predict __ judgments of lexical
__. Such an analysis can provide a richer understanding of which elements of the lexicon are
most predictive of lexical __ by __ human intuition to assess lexical __ as compared to relying
on computational algorithms. Information __ from such an analysis can inform definitions of
lexical __ and build on previous investigations that have examined this complex construct.
An De Moor 10
11. Knowing the importance of lexical proficiency, many second language researchers have
striven to develop valid computational methods with which to measure it. Such methods
attempt to address the practical and theoretical questions about lexical proficiency
common in second language acquisition and to help better define the construct. Despite
these efforts, reliable methods for measuring lexical proficiency have been difficult to
develop due largely to the number of lexical features inherent in vocabulary knowledge.
Nonetheless, recent studies that investigated human judgments of lexical proficiency
using computational methods have shown promise. The current study furthers these
efforts by using human analytic judgments of lexical proficiency for common lexical
features (e.g. human judgments of collocation accuracy, word frequency, word specificity)
to predict holistic judgments of lexical proficiency. Such an analysis can provide a richer
understanding of which elements of the lexicon are most predictive of lexical proficiency
by tapping into human intuition to assess lexical proficiency as compared to relying on
computational algorithms. Information gleaned from such an analysis can inform
definitions of lexical proficiency and build on previous investigations that have examined
this complex construct.
An De Moor 11
90% coverage ratio
12. How many words do you have to know?
12
Reading goal Coverage
ratio
Demands on
vocabulary
Reading for fun
Detailed understanding
98% 8,000 – 9,000 most
frequent word families
Adequate
understanding of a text
95% 5,000 most frequent
word families
Elke Peters, KU Leuven, Engels in het HO; Nation 2006.
• Highly educated native speakers > 20,000 word families
• In a lesson of 1 hour 8,000 – 10,000 words reach the student!
An De Moor
13. An De Moor 13
Vocabulary knowledge
= predictor for academic success
Strong correlation between vocabulary and
- reading ability / text comprehension
- listening ability / listening comprehension
- writing skills
14. Academic language skills and
achievement
An De Moor 14
Language is the vehicle or
instrument that enables the
understanding of how
knowledge is structured and
how meaning is negotiated
(Van Dyk, 2015)
16. An De Moor
1. Introduction
2. Measuring = knowing
3. LDT
16
Framework
17. An De Moor 17
Research KUL: the predictive validity of a
practical, low-stakes, web-based academic
reading and vocabulary screening test
24,781 students of the Association KU Leuven were tested
18. An De Moor 18
Language proficiency of students in
higher education is DECLINING
• De Vries & Van der Westen, 2008; Jansen, 2008; Berckmoes & Rombouts,2009; De
Wachter & Heeren, 2014; van Koeven & Smits, 2016; De Moor & Colpaert, 2019
Weak but significant relation with
study success
• De Wachter & Heeren, 2014
Language test results: conclusion
20. 0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0% 100,0%
Foutief gebruik van scheidbare werkwoorden
Foutief gebruik van voornaamwoorden
Foutief gebruik van lidwoorden
Congruentiefouten
Beperkt woordenschatgebruik
Foutief gebruik van voegwoorden
Onaangepast register
Foutief gebruik van voorzetsels
Foutief gebruik van woordtekens
Foutieve meervoudsvorming
Foutieve werkwoordspelling
Fouten open / gesloten lettergreep
Afgebroken zinnen
Weinig afwisseling
Foutieve woordvolgorde
Totale afwezigheid van tekststructuur
Geen alinea's
Gebrek aan basisstructuur
CorrectheidWoordenschatWoordniveauZinsniveau
Tekstniveau
Figuur 1: Gemiddelden per foutencategorie
Top 3
Lack of structure in texts
Inappropriate lang. register
Limited ac. vocabulary
20
Main bottlenecks
Research
Huis van het Nederlands Brussel, VLEKHO, HONIM, VUB, Erasmushogeschool Brussel in 2006-2007
An De Moor
21. In short
An De Moor 21
“The development of the language proficiency of students is the
responsibility of everyone involved in education, and not only from the
language teacher or the student himself. [...]
Moreover, experience has taught us that remediation that is
integrated into the curriculum has a positive effect on the motivation
of the students.”
(Van Houtven & Peeters, 2014); (Hebbrecht, Depoorter, & Delbaere, 2008; Kuiken, 2014;
Beijer, Panday, & Haijer, 2014; Van Gorp & Verheyden, 2005; Cajot, 2014)
22. To conclude
An De Moor 22
"The big gain in recent years is that it is accepted
university-wide that working on language proficiency
[...] is related to the study results.“
(Beijer, Panday, & Haijer, 2014)
23. To conclude
An De Moor 23
"The big gain in recent years is that it is accepted
university-wide that working on language proficiency
[...] is related to the study results.“
(Beijer, Panday, & Haijer, 2014)
Students do no make the transfer between what
they have learned in language classes and what they
need in subject lessons & for their future profession.
24. An De Moor
1. Introduction
2. Measuring = knowing
3. LDT
24
Framework
25. Biggest bottlenecks
1. Missing basic
structure
2. Register errors
3. Limited vocabulary
4. Incorrect use of
prepositions
5. Congressional errors
6. Wrong pronouns and
references
NDN -TOL 03/10/2012
26. Biggest bottlenecks
• Both language and subject
lecturers have to work on this
1. Missing basic
structure
2. Register errors
3. Limited vocabulary
• A task for the language
specialist
4. Incorrect use of
prepositions
5. Congressional errors
6. Wrong pronouns and
references
NDN -TOL 03/10/2012
27. Every lecturer
= a language-conscious lecturer
27
AUCH!
No, you
mean
‘OUCH!’
28. What is LDT?
28
Attention to spelling or grammar
Lesson English in a lesson of Mathematics
Only important for language teachers
Something extra
... NOT
An De Moor
29. What is LDT?
29
A teaching methodology
Important for all subject
lecturers
Result: better transfer of subject
content (integration)
Attention to the language of
teaching
Diversity is the norm
(weak ánd STRONG)
An De Moor
30. 30
An De Moor
Definition of LDT
LDT is a way of teaching in which every
lecturer (including the non-language
lecturer) explicitly plays a role in
stimulating and supervising the process
of language development of students ”
(based on van der Westen, 2009)
32. Context Interactie
Language
support
Main target: integration of content and language
purposefully looking at the subject with language glasses
being aware of cognitively demanding language
working on student language development
32
An De Moor
33. 33
Pillar 1: context
• Connect with prior knowledge
• Connect with the world of students
• Connect with the work field
• Give concrete examples
• Frame lesson in a larger lesson unit
• Create provocative and challenging
environments
An De Moor
34. 34
Pillar 2: interaction
How do students learn in an active way during class?
= This means more than simply asking questions
= Create a safe climate for interaction
= Build in thinking time and concept check
= Make connections explicit, learn how to formulate
thoughts
Deep level learning = writing/talking about the content of a lesson
An De Moor
35. Pillar 3: Language support
35
What are the language challenges of the lesson?
Which language skills are expected of the students?
How are students supported to acquire the course
material and to get started with it?
An De Moor
= Language feedback on applied language learning strategies
= Visual language support
= Language learning strategies
= Clear instructions
36. Pillar 3: Language support
Schematic representation of subject matter
Speaking or writing frame, especially for complex
verbal information
An De Moor 36
37. Ensure coordination and mutual reinforcement for a
shared language practice:
• through cross-departmental tasks
• through team teaching and exchange of good
practices, e.g. for the use of abstract instruction
language
• through joint checklists for a common approach and
follow-up of crucial language skills by the entire
teacher team
Effective language stimulation
measures
37
An De Moor
39. Language conscious team of lecturers
Proficient and motivated students ready for
the linguistic requirements of the academic
and professional field
Students have more study success
An De Moor 39
Results > LDT
43. References
43
• De Wachter, L., Heeren, J., Marx S. & Huyghe, S. (2013). Taal: een noodzakelijke, maar
niet de enige voorwaarde tot studiesucces. De correlatie tussen de resultaten van een
taalvaardigheidstoets en de slaagcijfers bij eerstejaarsstudenten aan de KU Leuven.
Levende Talen Tijdschrift, 14(4), 28-36.
• Hajer, M. & Meestringa, T. (2009). Handboek taalgericht vakonderwijs. Bussum: Coutinho.
• Herelikxa C. & Verhulst S. (2014). Rapport Nederlands in het hoger onderwijs, een
verkennende literatuurstudie naar taalvaardigheid en taalbeleid. Nederlandse Taalunie.
[beschikbaar in pdf].
• Nation, I. (2006). How Large a Vocabulary Is Needed For Reading and Listening? The
Canadian Modern Language Review, 63,1 (September), 59-82.
• Van den Branden K. (2010). Taalbeleid in het hoger onderwijs, In E. Peters & T. Van
Houtven (red.) Taalbeleid in het hoger onderwijs: de hype voorbij? (pp. 213-223). Leuven:
Acco.
An De Moor
47. Multilingual Glossaries
• The online MLG project started in 2012 at Fundani (ETU)
• The project aims provide academic support to students.
• Stakeholders involved in the project include: Lecturers, Students, Faculty
Language Coordinators, CPUT Language Specialists, External Linguists, and
Industry Personnel.
• Current online multilingual glossaries: Biotechnology, Ecology, Horticulture,
Microbiology, Nutrition, Sociology, Law of Contracts, Family Law, Maritime
Studies, Architectural Technology, Public Relations, Foundation of Nursing
Practice , Mental Health, Primary Care Psychiatry.
51. Research
• Needs analysis (2018) - 2 X BA students, 2 X MA students
• Interviews, lecture observations and document analysis
• Case studies and focus groups – Skryfhulp, Text Trainer and the
development of checklists, Multilingual Glossaries, Disciplinary literacy
and Disciplinary reading and an E-learning platform for teaching
multilingualism
• PhD – integration of LAC across the curriculum (collaboration between
CPUT, University of Ghent and UWC)
• 1 X M.Ed on the uptake of lecturers
• Development of a LAC manual for staff (will include checklists,
multilingual glossary links and case study scenarios)
• Cross-institutional article development
52. OUTPUTS
• 2 X BA (2018)
• 2 X MA (2018)
• Academic exchange (2018, 2019 and 2020)
• Two articles (2020)
• Four articles in the pipeline
• A symposium (2020)
• Conference attendance (HELTASA 2020)
• Organising an international conference in 2022
• E learning platform for multilingualism
• 4 videos for LAC already created by Odisee for SA use. Aim to make our own
before the end of the project
• A LAC manual for lecturers (translated into the three official languages of
the Western Cape)
• Numerous staff training opportunities throughout the 4 years
54. Disciplinary Literacy
in teaching Mathematical Literacy
Background – why and what
Mathematical Literacy vs Mathematics
The ‘gap’
Filling the ‘gap’
Way forward
55. Background – Why ML?
Background ML vs Maths The ‘gap’ Filling the ‘gap’ Way forward
Only 24% passed some
form of Maths
•Previously 40% of learners chose
HG or SG Mathematics
•60% of those passed
New Curriculum –
Mathematical Literacy
•Give opportunities to ALL learners
•Every day numeracy (Cell phone
contracts, taxes etc)
•Computers and 21st century
56. Background – What is ML?
Background ML vs Maths The ‘gap’ Filling the ‘gap’ Way forward
basic mathematical content
authentic real-life contexts
familiar and unfamiliar problems
decision making and communication
integrated content and/or problem solving skills
57.
58. The ‘gap’
Background
ML vs
Maths
The
‘gap’
Filling
the ‘gap’
Way
forward
Reading ‘feels’ important
CAPS
•Does not explicitlyrefer to reading or how learnersshouldbe taught to read
•Only ‘reading of’
Diagnostic report 2019 – teachers should:
•Giveattention to terminology
•“Enhance learners’skillsin accuratelyinterpretingspecificquestions and using
informationthat is relevant”
59. Types of text
• Narrative
(Scenario)
• Symbols
• Graphs
• Tables
• Sketches
•
•
Proble
m
Types of text
• Narrative
(Scenario)
• Symbols
• Graphs
• Tables
• Sketches
•
•
Solution
Literacy – gap between problem and solution
60. Types of text
• Narrative
(Scenario)
• Symbols
• Graphs
• Tables
• Sketches
•
•
Problem
Types of text
• Narrative
(Scenario)
• Symbols
• Graphs
• Tables
• Sketches
•
•
Solution
decoding
transfer
meta-
cognition
integration
Literacy – gap between problem and solution
61. Reading – Filling the ‘gap’
• Reading is used to ‘make meaning’ (Duke & Pearson, 2002)
• Making connections between prior knowledge and what is read
(Massey & Riley, 2012)
• Reading and comprehension interconnected (Duke & Carlisle,
2014)
• Subject specific – disciplinary literacy (Anker
, 2020)
• Make learners part of the discourse in the subject (Shanahan &
Shanahan, 2014)
Background ML vs Maths The ‘gap’ Filling the ‘gap’ Way forward
62. Principles
Teaching reading in the content areas
(Billmayer &
Barton, 1998)
Background ML vs Maths The ‘gap’ Filling the ‘gap’ Way forward
Constructivism
Prior
knowledge
Metacognition
Reading AND
writing
Social process
63. What to do? Practically…
• Explicitly modelilng how to read…
• … and what I think while I read
• Giving time for interaction with the text
• Focus on the language of the subject
• Conversation about reading and the implications for
teachers
• Group where professor Johan Anker (reading expert) lead
discussions with subject experts (Art, Education, Life
Sciences, etc.)
z
Background MLvsMaths The‘gap’ Filling the‘gap’ Wayforward
64. Multi-layered Model of Language Development
Provision (the MMLDP) (reference?)
• 1: Universities provide generic essay writing support reading
comprehension strategies.
• 2: Academic Language Learning (ALL) staff in a centralised unit:
generic and/or individual student support in writing of
assignments or addressing specific problem areas.
• 3: Collaboration between ALL staff and discipline specific
lecturers: support through guest lectures, workshops,
development of materials, designing of rubrics, joint research
into subject specific literacy.
• 4: Language integrated into subject discipline content, subject
lecturer trained in generic and specific language skills.
Collaboration of reading specialist and subject lecturer.
65. LEVEL 1 & LEVEL 2
•Scaffold a generic academic reading programme across the
four years of the Bachelor of Education degree.
•Develop multilingual academic vocabulary glossaries in the
content subjects.
•Encourage students to independent practice of LAC skills.
•Generic support to be offered by reading specialists in the
faculty.
•Generic support and individual student support in academic
reading and writing assignments by ALL.
• Addressing specific problem areas of students, eg the
development of academic vocabularies.
•
66. LEVEL 3
•Assist lecturers in development of LAC materials,
designing of rubrics and checklists.
• Joint staff research on discipline specific literacy.
•Focus on LAC and DL as pedagogical methodology in
all content subjects.
•Develop students’ conceptual literacy and discourse
competence in all domains of language use (reading,
writing, listening and speaking).
67. LEVEL 4
•Ongoing Faculty support of lecturers.
•Development of a multilingual LAC programme
integrated into discipline and subject content areas.
•A language development policy across the
curriculum in the Faculty integrated across the four
years of B Ed.
•Link between language, learning and
comprehension explicit and implicit in the
curriculum.
68. ENVISAGED OUTCOME
•Integrated scaffolded generic reading comprehension
strategy programme.
•Staff development in supporting LAC and DL in specific
subject groups with literacy specialists –collaborative
approach.
•Development of multilingual glossaries in all content
subjects across the four years of the Bachelor of
Education degree.
•E - learning platform for multilingualism
69. CONCLUSION
•Multilingual context of Faculty of Education requires
integrated approach to LAC and DC, address academic
language needs of all students.
•Development of sustained LAC and DL in the curricula.
•Extended to LAC as writing strategy.
•Effective integration of LAC in the Faculty of Education.
woordfamilie: grondwoord + andere woorden (bv. to accept, acceptance, acceptable)
dekkingsgraad: hoeveel woorden heb je nodig om een tekst te snappen?
https://sites.arteveldehogeschool.be/efye/sites/default/files/20160404_efye-academiclanguageskills.pdf
Studenten moeten zich aanpassen aan de academische omgeving
Language proficiency is assumed to play a role in achievement in tertiary education. When requirements for university entrance are low or demographic changes in the population take place, universities often employ post-admission language assessments to screen all incoming students. In this study, we looked at the predictive validity of a practical, low-stakes, web-based academic reading and vocabulary screening test.
Waar liggen de problemen?
= zaken waar taal- én vakdocenten aan kunnen werken! (wat er in volgende slide staat bij dit overzicht vertellen)
Iedere docent een taalbewuste docent
Vakonderwijs = vocational education?
Denken, leren en taal zijn onlosmakelijk met elkaar verbonden.
Leerstof/vakinhoud zit vervat in taal.
Evaluatie: leerstof/vakinhoud wordt bevraagd in taal en antwoorden van studenten worden geëvalueerd.
Denken, leren en taal zijn onlosmakelijk met elkaar verbonden. Taal speelt een belangrijke rol bij het leren: met taal leer je denken over vak en taal, wat er ook geleerd wordt. Vanuit dit basisprincipe houdt TOL in dat je als docent bij het lesgeven naast vakinhoud ook nadrukkelijk aandacht besteedt aan het proces van taalontwikkeling van studenten.
Cf. Marzano, Wat werkt in de klas: welke didactische strategieën werken echt goed. Dat blijken er 9 te zijn die ideaal gesproken tot het basisrepertoire van elke leraar zouden moeten behoren.
Coat rack
In één uur bereiken maar liefst 8.000 tot 10.000 woorden de student. Om aan deep level learning te doen, moet de studenten met de materie aan de slag door erover te praten en/of te schrijven.
Studenten goed en slechte producten geven en hen de kans geven om erover te overleggen + een korte nabespreking.
Op het einde van een les vraagt een docent vaak: “Is alles duidelijk?”. Doorgaans komt hierop weinig reactie. Zie verder voorbeeld op de dia.
In een lesfase waarin nieuwe informatie aan bod komt, kan je studenten aanduiden als expert van een bepaald onderdeel.
Activerende vragen stellen:
Betrek studenten door ze zelf aan te wijzen. Maak duidelijk dat iedereen over de vraag moet nadenken.
Gebruik concrete, open vragen. Laat studenten de antwoorden corrigeren of aanvullen.
Vraag studenten om iets op te schrijven.
Je kunt als docent beter studenten een halve minuut de tijd geven om een belangrijke term of een samenvatting van de les in 2 zinnen op te schrijven en om gedurende 1 minuut met de buurman te overleggen.
Het meest effectief is om de studenten steeds in twee of viertallen te laten werken. Regelmatig wisselen van gesprekspartner of groep is aangewezen.
• maak taalaanbod begrijpelijk• bied hulpmiddelen aan om begrip te verhogen• formuleer instructies helder• zorg voor toegankelijk cursusmateriaal• ondersteun bij produceren van mondelinge en schriftelijke taal• geef feedback over aangewende taalleerstrategieën• expliciteer taaldoelen
Leraren van verschillende vakken proberen bewuster om te gaan met hun instructietaal in de klas en werken daarrond samen. Leraren zoeken bijvoorbeeld in overleg binnen vakwerkgroepen, maar ook over vakwerkgroepen heen, naar concrete manieren om in de klas bewuster met abstracte, complexe instructietaal om te gaan. Ze proberen samen (over vakgrenzen heen) concrete werkvormen uit om de principes van taalgericht vakonderwijs (contextualiseren, interactie, taalsteun) in hun klaspraktijk in te voeren, en bekijken samen wat daarvan het effect op de leerlingen en op de kwaliteit van hun lessen is. Ze wisselen succesvolle ideeën gratis en voor niets met elkaar uit. Ze voeren bewust teamteaching in om elkaar op dat vlak te kunnen observeren en verrijken, en om er na de les samen over te reflecteren. Waarom ze dat zouden doen? Om beter vakonderwijs te geven, natuurlijk!