Uitdagingen voor de docenten Moderne Talen in de volwassen educatie

Kristi JauregiUniversiteit Utrecht

Coutinho / Levende Talen

Schema

1. Maatschappij2. Onderwijs breed3. Taalonderwijs

– Context (NT2 /MVT)– Voorwaarden voor taalverwerving– Grammatica– Interactie– Interculturele communicatie– Web 2.0

1. Maatschappij

Globalisatie

Dynamisch

Snel

Lifelong learning

Creativiteit

Kofino

Netwerken

Samenwerking

Kofino

Verbonden

Kofino

Social media

Belang van communicatie

& talen

Kofino

Cross-culturele communicatie

Meertaligheid:1 + 2

Interculturele competentie

Sociale cohesie

Kofino

Internet gebruik in Nederland

Waar gebruik je internet voor?

2. Onderwijs

Top down Docent Formeel onderwijs

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

Studenten

Kofino

Onderwijs: leer en student gericht

Kofino

Kofino

Stimuleer de creativiteit!

Stimuleer de samenwerking

Kofino

Verandering in leertheorieën

Cognitivisme

• Kennis wordt verworven, opeengestapeld

• Leren: individueel gebeuren

Sociaal constructivisme

• Kennis als betekenis die wordt geconstrueerd via taken

• Leren van en met anderen

De vaardige docent van de 21ste eeuw

• Is vertrouwd met gebruik computers• Is creatief• Is kritisch• Zoekt uitdagingen• Is constructief• Is verbonden (connected)

3. Moderne talen onderwijs: context

Verschillen NT2 / MTO?

• Doelgroep• Behoeftes / Doelen• Toegang tot T2/VT input en interactie• Methodologie

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).

Taalonderwijs: vorwaarden en principes

Interactie centraal in leerprocessen

Interactie

Socio constructivisme

(Vygotsky, 1962)

T2V

ICC

Met expert leeftijdsgenoten

TakenTaken

Grammatica

• Een van de subcompetenties binnen de communicatieve competentie

PRAGM

ATIC

PRAGM

ATIC

COM

PETENCES

COM

PETENCESSOCIO

LINGUIS

TIC

SOCIOLIN

GUISTIC

COMPETENCES

COMPETENCES

LINGUISTIC LINGUISTIC COMPETENCESCOMPETENCES

COMMUNICATIVECOMMUNICATIVE

LANGUAGELANGUAGE

COMPETENCESCOMPETENCES

Interaction Interaction schemataschemata

Discourse Discourse competencecompetence

Functional Functional competencecompetence

Expressions Expressions of folk of folk wisdomwisdom

Dialect and accent

Dialect and accentLexicalLexicalGrammaticalGrammatical

Register Register differences

differences

Politeness

Politeness

conventions

conventions

Linguistic

Linguistic

markers of

markers of

social relations

social relations

(Common European Framework of Reference for Languages: Learning, Teaching, Assessment …………..

PhonologicalPhonologicalSemanticSemantic

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)

Interculturele communicatie

(Byram, 1997; Zarate et al. 2004; Kramsch)

Sociale cohesieWederzijds begrip

Kofino

NIFLAR Project

Belang van Web 2.0

NIFLAR 2009-2011Objectives:

• Enrich• Innovate learning processes • Improve

Make them more rewarding!!

Interaction

Telecollaboration

Learner centeredness

ICC

Authenticity of language learning

Blended learning

Second Life

Open Sim

Video- communication

Adobe connect

Virtual worlds

NIFLAR 2009-2011, Virtual environments:

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

Voorbeeld videocommunicatie

Voorbeeld virtuele werelden

Research issues

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?

Is there an added value in implementing virtual interaction through video-communication & virtual worlds in language teaching curricula?

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”

“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”

“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”

“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”

1 2 3 4 5 6 7

Week

2

3

4

5

Ave

rag

e A

nsw

er

VC VC VC

VC

VC

VC

VC

SL SL SL

SL

SL

SL

SL

C C C C C C C

Competence

Start interaction sessions

Start interaction sessions

5 point Likert scale

Spanish

Impact on motivation

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).

Pre Post

4.0

4.8

5.6

6.4

7.2

8.0S

core

VW

VW

SL

SL

C

C

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.

Learning effect. Results.

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!• Differences VC v. SL:

– VC static, visual added value (gestures), more quantity of talk

– SL dynamic, creative, unexpected L use linguistic focus, more silences

EVen España no hay muchas personas que van en bici / hora / un poco por / en las grandes ciudades empiezan a construir carriles bici para//

EU1 ¿carriles?

EVcarriles bici es la vía por donde va la bicicleta porque Valencia es una gran ciudad donde hay mucho / muchos coches / entonces ellos fabrican una pequeña vía especial solamente para bicicletas

EU1 okei

EV está pintada en rojo y nosotros vamos / la

bicicletas / es más seguro ir por el carril bici / pero es muy nuevo / es 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

SURF - OWD2011

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)

Hartelijk dank!

• 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.

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