Study Guides, Notes, & Quizzes

4 th International Conference on the Development and Assessment of Intercultural Competence January 2014 CERCLL Tucson, Arizona

Description
Pacific Basin (NASA Composite Satellite Image) 4 th International Conference on the Development and Assessment of Intercultural Competence January 2014 CERCLL Tucson, Arizona Image from
Published
of 26
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Share
Transcript
Pacific Basin (NASA Composite Satellite Image) 4 th International Conference on the Development and Assessment of Intercultural Competence January 2014 CERCLL Tucson, Arizona Image from A useful teacher tool to develop language learners intercultural comepetence? Clare Conway: Heather Richards: Background Harvey, S., Conway, C., Richards, H., & Roskvist Evaluation of Teacher Professional Development Languages (in Years 7-10) and the impact on language learning opportunities and outcomes for students. Report to the Ministry of Education. Auckland: Auckland University of Technology. Key findings: teachers gained knowledge of Ellis s principles (2005) of instructed language learning for developing learners linguistic knowledge. Teachers had limited knowledge of developing learners intercultural competence. Challenge Teachers found it difficult to connect this [deeper treatment of language and culture in communication] conceptually with students personal experiences and lives (Liddicoat and Scarino, 2010, p.62) Teachers understanding and implementation of intercultural communicative language teaching (iclt) principles (Richards, Conway current research) Most useful for helping develop the intercultural language learner: Teaching notes with intercultural focus Bridge between theory and practice Byram, Gribkova & Starkey, 2002 Kramsch, 1993 Liddicoat, Papademetre, Scarino & Kohler, 2003 Elsen & St John, 2007 NZ Curriculum, 2007 Newton, Yates, Shearn & Nowitzki, 2010 Image from IcLL Framework Make connections with own culture opportunities for learners to personalise their learning & to gain an understanding of own environment Compare & contrast and make meaning opportunities for learners to explicitly notice similarities & differences in cultural practices Link culture & language opportunities for learners to explicitly link and explore language and culture. Reflect on own culture through eyes of others opportunities for learners to explicitly reflect on their own culture through the eyes of others Interact in TL across boundaries opportunities for learners to cross cultural boundaries and interact in the TL IcLL Framework Make connections with own culture Compare & contrast and make meaning Link culture & language Reflect on own culture through eyes of others Interact in TL across boundaries learners to personalise their learning & to gain an understanding of own environment learners to explicitly notice similarities & differences in cultural practices learners to explicitly link and explore language and culture. learners to explicitly reflect on their own culture through the eyes of others learners to cross cultural boundaries and interact in the TL What do you do? What does this mean to you? Does everyone do this? Is this the only way? This is one way. Is there another way? What does do? How do they.? How do I.? Is this the same as I do? How is this different? What does. mean? When is it used? How do you say this in your language? How might someone from. feel about this? What might someone from think about this? Why might someone from.. feel/think this? How do you do this in (another culture)? What is appropriate in this situation? Are you succeeding in communicating with someone from another culture? Why do you think this is different? Why do you think you do this in your culture? Background knowledge and understanding Teacher s background knowledge and understanding of their own culture and the target culture will help to inform the questions asked. This background knowledge and understanding will continue to grow and develop as the teacher and class work to make meaning. Conway Richards 2014 Using the framework Certificate in Language Teaching to Adults (CLTA) Pre-service Introductory foreign language lesson Post lesson reflective component Image from Making connections with own culture You re with your friends or family in town. You want to have a drink. Where do you go? and what do you like to drink? Image from: Image from: Visualisation Kahvilassa at the cafe Image C Conway A Hei B Hei. Paljonko tee maksaa?/ kahvi maksaa? A Kolme euroa B. Kaksi teetä/kaksi kahvia A Joo B Kiitos Kahvilassa A: Hei B: Hei. Paljonko tee maksaa? A: Kolme euroa B: Kaksi teetä A: Joo B: Kiitos A: Hi B: Hi. How much does tea cost? A: Three euros B: Two teas A: OK B: Thanks Image from Image from IcLL Framework Make connections with own culture Compare & contrast and make meaning Link culture & language Reflect on own culture through eyes of others Interact in TL across boundaries learners to personalise their learning & to gain an understanding of own environment learners to explicitly notice similarities & differences in cultural practices learners to explicitly link and explore language and culture. learners to explicitly reflect on their own culture through the eyes of others learners to cross cultural boundaries and interact in the TL What do you do? What does this mean to you? Does everyone do this? Is this the only way? This is one way. Is there another way? What does do? How do they.? How do I.? Is this the same as I do? How is this different? What does. mean? When is it used? How do you say this in your language? How might someone from. feel about this? What might someone from think about this? Why might someone from.. feel/think this? How do you do this in (another culture)? What is appropriate in this situation? Are you succeeding in communicating with someone from another culture? Why do you think this is different? Why do you think you do this in your culture? Background knowledge and understanding Teacher s background knowledge and understanding of their own culture and the target culture will help to inform the questions asked. This background knowledge and understanding will continue to grow and develop as the teacher and class work to make meaning. Conway Richards 2014 Seeding ICLL throughout the CLTA course Image from Listening to a dialogue Peter: Did you have a good weekend? Susan: Yeah, it was great. We went out to Piha. Peter: Oh, I really like Piha. Susan: Yeah, it s lovely. We walked along the beach, and had a swim. Then we had a picnic lunch. Peter: Sounds great. Piha Image from Susan: Yeah. It was really hot. After lunch, we went for a walk in the bush, and heard lots of birds. Then we climbed up the hill and saw the sea from the top. Fantastic views. Then on the way back we stopped at Titirangi for a coffee. What about you? Did you have a good weekend? Pre-listening Personalise: How much free time do you have? What do you do in your free time? While listening Set the context: Peter and Susan study together. They meet on Monday morning. They are waiting to take the lift to the classroom. Post-listening: focussed study Did you have a good weekend? When did Peter ask this? Where were they? Does Peter know Susan? Why did he ask this question? Was Susan s answer short or long? What verb tense did Susan use? Did Susan ask him about his weekend? Post-listening: focussed study Did you have a good weekend? Has anyone asked you this question? Where were you? How did you answer? Do you say something like this in your language? What do you say? When do you say it? Who do you say it to? IcLL Framework Make connections with own culture Compare & contrast and make meaning Link culture & language Reflect on own culture through eyes of others Interact in TL across boundaries learners to personalise their learning & to gain an understanding of own environment learners to explicitly notice similarities & differences in cultural practices learners to explicitly link and explore language and culture. learners to explicitly reflect on their own culture through the eyes of others learners to cross cultural boundaries and interact in the TL What do you do? What does this mean to you? Does everyone do this? Is this the only way? This is one way. Is there another way? What does do? How do they.? How do I.? Is this the same as I do? How is this different? What does. mean? When is it used? How do you say this in your language? How might someone from. feel about this? What might someone from think about this? Why might someone from.. feel/think this? How do you do this in (another culture)? What is appropriate in this situation? Are you succeeding in communicating with someone from another culture? Why do you think this is different? Why do you think you do this in your culture? Background knowledge and understanding Teacher s background knowledge and understanding of their own culture and the target culture will help to inform the questions asked. This background knowledge and understanding will continue to grow and develop as the teacher and class work to make meaning. Conway Richards 2014 Image from Discussion Image from ww.123rf.com Would this framework be useful for you? If so, how? References: 1 Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. The Council of Europe. Retrieved April 29, 2009 from Conway, C. Richards, H., Harvey, S. & Roskvist. A. (2010) Opportunities for learners to develop Language Knowledge and Cultural Knowledge. Asia Pacific Journal of Education. 40, Ellis, R. (2005). Principles of instructed language learning. System 33(2), Elsen, A. & St. John, 0. (2007). Learner autonomy and intercultural competence. In M. Raya and L. Sercu (eds.) Challenges in teacher development: learner autonomy and intercultural competence, Frankfurt am Main, Germany: Peter Lang. Harvey, S., Conway, C., Richards, H., & Roskvist Evaluation of Teacher Professional Development Languages (in Years 7-10) and the impact on language learning opportunities and outcomes for students. Report to the Ministry of Education. Auckland: Auckland University of Technology. data/assets/pdf_file/0017/75023/tpdlevaluation- Report22Apr2010d.pdf References: 2 Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford, England: Oxford University Press. Liddicoat, A., Papademetre, L., Scarino, A. & Kohler, M. (2003). Report on intercultural language learning. Canberra: Australian Government, Department of Education, Science and Training. Retrieved 19 June, 2009 from school/educators/resources/lote/cultural Liddicoat, A. & Scarino, L. (2010). Eliciting the intercultural in foreign language education at school. In A. Paran and L. Sercu, Testing the untestable in language education (pp ). Bristol, UK: Multilingual Matters. Ministry of Education, (2007). The generic framework for teaching and learning languages in English-medium schools. Wellington: New Zealand: Learning Media. Newton, J., Yates, E., Shearn S., & Nowitzki, W. (2010). Intercultural Communicative Language Teaching: Implications for effective teaching and learning. A literature review and evidence-based framework for effective teaching.[report]. Wellington, NZ: Ministry of Education.
Search
Similar documents
View more...
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks
SAVE OUR EARTH

We need your sign to support Project to invent "SMART AND CONTROLLABLE REFLECTIVE BALLOONS" to cover the Sun and Save Our Earth.

More details...

Sign Now!

We are very appreciated for your Prompt Action!

x