presentatie gehouden op 24 november 2011 in Utrecht

1. Uitdagingen voor de docenten Moderne
Talen in de volwassen educatie
Kristi Jauregi
Universiteit Utrecht
Coutinho / Levende Talen

2. Schema
1. Maatschappij
2. Onderwijs breed
3. Taalonderwijs
– Context (NT2 /MVT)
– Voorwaarden voor taalverwerving
– Grammatica
– Interactie
– Interculturele communicatie
– Web 2.0

3. 1. Maatschappij
Globalisatie

4. Dynamisch
Snel
Lifelong learning

5. Creativiteit
Kofino

6. Netwerken
Samenwerking

7. Verbonden
Kofino
Kofino

8. Social media

9. Belang van
communicatie
& talen
Kofino

10. Cross-culturele communicatie
Meertaligheid: Interculturele
1+2 competentie
Sociale cohesie

11. Kofino

12. Internet gebruik in Nederland

14. Waar gebruik je internet voor?

15. 2. Onderwijs
Top down Docent Formeel onderwijs

16. 80 % van kennis en vaardigheden wordt
opgedaan via: informeel leren

17. Studenten
Kofino

19. Onderwijs: leer en student gericht
Kofino

20. Kofino

21. Stimuleer de creativiteit!

22. Stimuleer de samenwerking
Kofino

23. Verandering in leertheorieën
Cognitivisme Sociaal constructivisme
• Kennis wordt • Kennis als betekenis die
verworven, wordt geconstrueerd
opeengestapeld via taken
• Leren: individueel • Leren van en met
gebeuren anderen

24. De vaardige docent van de 21ste eeuw
• Is vertrouwd met gebruik computers
• Is creatief
• Is kritisch
• Zoekt uitdagingen
• Is constructief
• Is verbonden (connected)

25. 3. Moderne talen onderwijs: context
Verschillen NT2 / MTO?
• Doelgroep
• Behoeftes / Doelen
• Toegang tot T2/VT input en interactie
• Methodologie

26. Taalonderwijs:
vorwaarden
en principes
1. Blootstelling aan begrijpelijk, gevarieerd en rijke input (i+1, Krashen, 1982,
1985).
2. Mogelijkheden om (pushed) output (Swain, 1985) te produceren, die
begrijpelijk, correct en adequaat is in de gesprekscontext (Lantolf, 2006).
3. Interactie in de doeltaal stimuleren in een sociale en authentieke context
(Lantolf, 2006; Kasper, 2001). In dit proces staat negotiation of meaning (Long,
1996) centraal.
4. In een betekenis georiënteerde onderwijsperspectief, moeten er
momenten zijn om aandacht te schenken aan formele taalelementen:
focus of form (Doughty & Willis, 1998; Long, 1996).
5. Het gebruik van strategieën moet gestimuleerd worden (Oxford, 2010;
Dörnyei et al 1997; Richards et al 2009).
6. Focus op Interculturele Communicatie (Byram,1997; Kasper, 2001; Kramsch,
1993, 1998; Lo Bianco et al 1999; Müller-Jacquier, 2003).

27. Interactie centraal in leerprocessen
Taken
Met expert leeftijdsgenoten

28. Grammatica
• Een van de subcompetenties binnen de
communicatieve competentie

29. LINGUISTIC
COMPETENCES
Functional
competence
COMMUNICATIVE
LANGUAGE
Discourse
COMPETENCES competence
Expressions
Interaction of folk
schemata wisdom
Lexical
(Common European Grammatical
Framework of Reference
for Languages: Learning, Phonological
Teaching, Assessment …….
Semantic

30. Grammatica
• Onenigheid over welke methode de beste is
(onderzoek/docenten/studenten)(Ellis, 2006):
– Direct / indirect
– Impliciet / Expliciet
• Belangrijk om grammatica in de communicatieve
context te behandelen (focus on form) (Swain; 1996; Doughty
& William, 1998; Lightbown, 1998; Norris & Ortega, 2000; Ellis, 2002; Lyster,2004).
• Lessituatie: veel variabelen (Kumaravadivelu, 2009)
• Grammatica onderwijs: geen duidelijk beeld (Allwright,
1983)
• Post method: Drama grammar (Even, 2011)

31. Interculturele communicatie

32. Sociale cohesie
Wederzijds begrip
(Byram, 1997; Zarate et al. 2004; Kramsch)

33. Kofino

34. Belang van Web 2.0
NIFLAR Project

35. NIFLAR 2009-2011
Objectives:
• Enrich
• Innovate learning processes
• Improve
Make them more rewarding!!

36. Blended learning
Learner centeredness
Telecollaboration
ICC

37. NIFLAR 2009-2011, Virtual environments:
Video-
communication
Adobe connect
Virtual worlds
Second Life
Open Sim

38. Experiences NIFLAR (2009-2011)
• 22 pilot experiences have been carried out in
video-communication and Second Life (OS),
• Both with secondary and tertiary learners
(A1-B2 / pre-service teachers)
• 430 students have participated in cross-
cultural sessions (1 to 1 / 1 to 2) (3 to 5
sessions per course once a week)
• Developed criteria for effective tasks
• 60 interaction tasks for Dutch, Portuguese,
Russian and Spanish have been developed &
tested.
• Data gathered for research

39. Voorbeeld videocommunicatie

40. Voorbeeld virtuele werelden

41. Research issues
Is there an added value in implementing virtual
interaction through video-communication & virtual
worlds in language teaching curricula?
1. What are foreign language learners’ experiences?
2. Is there any impact on motivation?
3. Is there any indication suggesting that learners learn
more if they have the opportunity to engage in
networked interaction with experts according to
relevant tasks?
4. What happens during those cross-cultural
interactions?

42. Foreign language learners’ experiences:
positive aspects
“Step by step you learn to speak more easily in the target
language without feeling any boundaries. It improves
your talking skills”
“We learned a lot of new words, known culture
and lifestyle in the Netherlands. I have no fear
of speaking”
“I had an opportunity to talk with a native
speaker which is not very frequent in the
language course. We had also interesting
tasks, so it was something different than a
normal lesson”
“Personally I think that the greatest thing is that we made
new friends from the Netherlands so we can keep in touch
and keep improving”

43. Impact on motivation
5 Competence
VC
Average Answer
4
VC SL
VC SL C
C C
C C
VC
C C SL
VC VC VC
SL
3
SL SL SL
2
1 2 3 4 5 6 7
Start interaction Week
5 point Likert Spanish
scale sessions

44. Learning effect. Results.
Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the
difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p = .012).
8.0
7.2 VW
C
SL
6.4
Score
5.6
VW
C
SL
4.8
4.0
Pre Post
The results show that the difference between pre- and post- oral tests depends on the specific
condition. Especially in the SL and VWC condition students show on average more progression than
in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores.

45. Interaction analysis
• Learners exposed to very rich input (i+1; pragmatic adequacy).
• Learners use language meaningfully (output hypothesis + ICC).
• Varied sequences of negotiation of cultural and linguistic
meaning emerge.
• Authenticity of interaction.
• Positive learning atmosphere. It is fun!
•
en España no hay muchas personas que van en
Differences VC v. SL: EV
bici / hora / un poco por / en las grandes
ciudades empiezan a construir carriles bici
para//
– VC static, visual added value (gestures), EU1 ¿carriles?
carriles bici es la vía por donde va la
EV
bicicleta porque Valencia es una gran ciudad
more quantity of talk donde hay mucho / muchos coches / entonces
ellos fabrican una pequeña vía especial
–
solamente para bicicletas
SL dynamic, creative, unexpected L use EU1 okei
EV está pintada en rojo y nosotros vamos / la
linguistic focus, more silences bicicletas / es más seguro ir por
carril bici / pero es muy nuevo / es
el
un
concepto de hace cuatro o cinco años /
normalmente los españoles cogen mucho el
coche
EU1 okei
EV es una pena
EU1 en Holanda hay muchos carriles bici

46. Meer weten, doen?
• NIFLAR: www.niflar.eu; www.niflar.ning.com
• Euroversity: www.euroversity.ning.com / TILA
• NL: 3DLes (de NIFLAR sims, Chatterdale, Parolay and …more
GRID locations)
• Utrecht Summerschool 2012 NIFLAR Comenius course:
in Utrecht (week 32) & Valencia (week 42)
SURF - OWD2011

47. Hartelijk dank!

48. • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual
Matters.
• Dörnyei, Z.; Scott, M. (1997). "Communication strategies in a second language: definitions and taxonomies".
Language Learning 47: 173–210.
• Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge:C.U.P.
• Ellis, R. (2002). The place of grammar instruction in second/foreign curriculum. In E. Hinkel & S. Fotos (eds.)
New perspectives on grammar teaching in L2 learning. Mahway: Erlbaum. 00 17-34
• Even, S. (2011). Drama Grammar: towards a performative postmethod peagogy. The Language Learning
Journal, 39/3. 299-312.
• Hinkel, E. (ed.) (2004). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University
Press.
• Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press
• Kramsch, C. 1998. Language and culture. Oxford: O.U.P.
• Kumaradivelu, B. (2009). Understanding Language Teaching. From method to postmethod.New York:Routledge.
• Lantolf, J.P., & Thorne, S.L. (eds.) (2006). Sociocultural Theory and Second Language Learning. Oxford: Oxford
University Press.
• Lo Bianco et al (1999). Striving for the Third Place: Intercultural Competence through Language Education.
Melbourne: Clearinghouse.
• Long, M. (1996). The role of the linguistic environment in L2 acquisition. In Handbook of L2 acquisition, ed. W.
Rirchie & T.K. Bhatia, 413-468. San Diego:
• Müller-Jacquier, J. (2003). Linguistic awareness and cultures. In Jürgen (Ed.) Studien zur internationalen
Internehmenskommunikation (pp. 20-49). Leipzig: Popp.
• Richards, Jack C.; Schmidt, Richard, eds (2009). "Communication strategy". Longman Dictionary of Language
Teaching and Applied Linguistics. New York: Longman.
• Swain, M. (1985). Communicative competence. Some roles of comprehemsible input and comprehensible
output in its development. In Input in second language acquisition, ed. S. Gass & C. Madden, 235-253. Rowley:
Newbury.
• Vygotsky, L.S. (1962). Thought and Language. Massachusetts: MIT Press.

49. • http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related (educ