Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers.
While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method.
While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
How can we optimise blending online learning with face-to-face teacher-student contact time? What is the best way to assess students’ performance in a blended learning programme? These are some of the questions the University of Worcester Language Centre has addressed in recent years. Following the introduction of a 50% e-learning based syllabus on our Pre-sessional courses, we adopted a similar approach on our modern foreign language modules. A significant part of the content is now delivered via Blackboard. From end-of-programme testing we moved to continuous assessment via a portfolio and a reflective journal. Portfolio and journal submission is becoming increasingly electronic. What are some of the advantages and challenges of this approach, both for students and for tutors? On the basis of their feedback, what improvements could we make? We would like to share our experience so far and are interested in exchanging ideas about content delivery and assessment.
Internationalisation of universities of recent years has changed the work of language centres considerably. The institutional focus on English as lingua franca on one hand and the interest of international students and staff in languages of the local cultures surrounding the universities on the other have brought the necessity to adapt educational practices of language teachers to the dynamic multilingual academic environment.
In this paper, I will present a Creative Approach to Language Teaching (CALT) as a possible tool for such an adaptation. I will introduce theories of M. Csikszentmihalyi, K. Robinson, E. de Bono, J.P. Guilford and B. Krouwel that enable us to view creativity as an integral part of language teaching practice. I will address questions of creative potential, processes, situations and barriers, and I will identify approaches that can help teachers broaden their own repertoire as multilingual educators. I will discuss successful examples of how creativity may equip teachers with strategies that can help solve a wider variety of challenges that multilingual classes bring.
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.
This will be a show-and-tell concerning the Language Resource Centre's adaption of Planet eStream' IPTV system. This was initially to provide answers to DVD storage issues and live international TV distribution which has now developed into a sophisticated digital based teaching tool that allows access to a huge amount of language and cultural media resource. The system also provides individualised and customised media channels for teaching and learning.
1) The document discusses using improvisation techniques in language learning classes at the LSE Language Centre. They have found that improv helps develop students' communication, presentation, and language skills.
2) Some of the improv activities described include warm-up games, story-building exercises, and role-playing scenarios. Student feedback indicates these activities have helped increase confidence and fluency.
3) The Centre now offers several improv language courses and has integrated some improv into other language classes. Feedback from students and teachers suggests improv is an effective way to engage students and improve language abilities.
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
How can we optimise blending online learning with face-to-face teacher-student contact time? What is the best way to assess students’ performance in a blended learning programme? These are some of the questions the University of Worcester Language Centre has addressed in recent years. Following the introduction of a 50% e-learning based syllabus on our Pre-sessional courses, we adopted a similar approach on our modern foreign language modules. A significant part of the content is now delivered via Blackboard. From end-of-programme testing we moved to continuous assessment via a portfolio and a reflective journal. Portfolio and journal submission is becoming increasingly electronic. What are some of the advantages and challenges of this approach, both for students and for tutors? On the basis of their feedback, what improvements could we make? We would like to share our experience so far and are interested in exchanging ideas about content delivery and assessment.
Internationalisation of universities of recent years has changed the work of language centres considerably. The institutional focus on English as lingua franca on one hand and the interest of international students and staff in languages of the local cultures surrounding the universities on the other have brought the necessity to adapt educational practices of language teachers to the dynamic multilingual academic environment.
In this paper, I will present a Creative Approach to Language Teaching (CALT) as a possible tool for such an adaptation. I will introduce theories of M. Csikszentmihalyi, K. Robinson, E. de Bono, J.P. Guilford and B. Krouwel that enable us to view creativity as an integral part of language teaching practice. I will address questions of creative potential, processes, situations and barriers, and I will identify approaches that can help teachers broaden their own repertoire as multilingual educators. I will discuss successful examples of how creativity may equip teachers with strategies that can help solve a wider variety of challenges that multilingual classes bring.
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.
This will be a show-and-tell concerning the Language Resource Centre's adaption of Planet eStream' IPTV system. This was initially to provide answers to DVD storage issues and live international TV distribution which has now developed into a sophisticated digital based teaching tool that allows access to a huge amount of language and cultural media resource. The system also provides individualised and customised media channels for teaching and learning.
1) The document discusses using improvisation techniques in language learning classes at the LSE Language Centre. They have found that improv helps develop students' communication, presentation, and language skills.
2) Some of the improv activities described include warm-up games, story-building exercises, and role-playing scenarios. Student feedback indicates these activities have helped increase confidence and fluency.
3) The Centre now offers several improv language courses and has integrated some improv into other language classes. Feedback from students and teachers suggests improv is an effective way to engage students and improve language abilities.
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
A challenge that language teachers can face in the classroom is enabling students who are not language specialists to engage with the learning process. These students may find the language class abstract and disconnected from their own interests. A possible solution is to teach language through a topic that can be of interest for, and bring together, students from diverse academic background, and to allow them to develop transferable skills, such as critical thinking, problem solving and co-operation. In this paper, I will present a sequence of lessons on advertising for post-GCSE students in French (A2 level).
Advertising constitutes an engaging topic because it involves audio-visual media, language games and products that may correspond to students’ cultural image of France (fashion, gastronomy and elegance) and can accordingly raise their interest — their ‘active engagement and enjoyment combined, leading to more active participation in the on-going learning activities’ (Waninge, 2015) — for French language and culture. Through teaching materials and activities, including advertising texts, slogans, critical texts and recordings about advertisement, commercial spots, individual and group presentations, and the writing of a text promoting a bizarre product (coming from chindōgu, the Japanese art of inventing gadgets), learners can develop their reading, listening, speaking, writing and grammar skills, as well as analysing texts and using argumentative techniques. By pondering on the goals of advertising, publicists’ techniques and the influence of advertising on their lives, they also develop a critical mind.
Working with authentic materials in and outside the classroom allows us to work with real language as it functions in contextually appropriate ways, while providing opportunities to improve students’ intercultural awareness.
We will examine several examples of teaching practice, specifically designed for a language module aimed at students of Spanish in HE working with a B2+ level of linguistic competence (CEFR), where we have introduced sociocultural content by means of authentic written and oral texts from a variety of sources (mass media, cinema, official bodies, employment agencies, educational institutions, etc.) specifically related to the professional world.
Activities have been designed to enhance communicative skills and specific subject knowledge (grammar, lexicon and language functions). The use of simulations and real tasks will encourage the students’ active participation in solving real problems, giving them the opportunity to further develop those skills which make them employable, as most of these students will be carrying out during their third year a work placement or seeking temporary part-time employment in a Spanish speaking country.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
No one is ever more than six feet from an act of translation. While the original caution from which these words are adapted is—hopefully—an urban myth, our lives are undeniably surrounded by acts of translation: in the mediation between self and other, the negotiations of our journey through time and across space, the processes of cognition through which we make sense of the world. Translation has, in that regard, more than an exchange value. What we might think of as a translational awareness has a crucial ethical dimension: it destabilises correctness of interpretation, rightness of assumption, self-containment of being. It urges—or should urge—its users to look at things differently. In this regard translation, as a cultural practice, inserts itself into one of the most powerful and potentially fruitful tendencies of modern thought and art: the questioning of representation—how we represent cultural difference, how we imagine time and space, how we understand our relatedness to the world. Acts of translation are, in that sense, everywhere. And yet in the modern foreign-language classroom, translation is all too readily traduced as little more than an exercise in comprehension, and the translational awareness that informs it frequently subsumed into learner error terror. This talk is concerned with the implications of this particular translation of translation.
Learning Analytics Connect More BelfastPaul Bailey
The Jisc learning analytics initiative aims to help organizations implement learning analytics through developing standard tools and sharing knowledge. The initiative provides a learning analytics toolkit and community resources. It is developing a cloud-based learning analytics architecture that institutions can customize. Currently 35 institutions are engaged in the initiative through a discovery process. Going forward, the initiative will provide a readiness toolkit to help institutions prepare for learning analytics implementation. The presentation also discusses considerations around data used, stakeholder involvement, and conducting a readiness assessment.
Grosvenor Grammar School is a co-educational, inter-denominational school in East Belfast established in 1945 that currently has 1088 pupils and 73 teachers. The school offers a wide range of subjects including modern languages, art, history, media studies, music, English, mathematics, geography, technology, business studies, ICT, LLW, politics, religious studies, chemistry, physics, and biology. It has received specialist school status for languages and international awards recognizing its community and international engagement.
This document discusses developing intercultural skills in student group work at university. It presents a case study analyzing how students from different cultures interacted in mixed-nationality group projects. The study found that intercultural interaction created both tensions from differences in communication and ways of thinking, but also opportunities for personal transformation as students learned to work together across cultures and changed their approaches. Productive learning environments for developing intercultural skills were found to be those with open-ended, authentic tasks and opportunities for prior experience working together.
The document discusses the knowledge, understanding, and skills involved in interculturality. It lists different languages, genres, discourses, and social and cultural understanding as aspects of knowledge and understanding. It also lists skills of investigation, self-directed language learning, interacting, networking, and discussing as important skills for interculturality. The document was created by Romina Baez, Barbieri-Merdes Bazterrica, Marisa Córdoba, Gladis Fonseca, and Denis Peralta to outline the key elements of learners' development in intercultural contexts.
The document provides several definitions of culture from anthropologists and scholars. Culture is defined as the cumulative knowledge, beliefs, values and material objects acquired by a group over generations. It also refers to learned behaviors and elements that are shared and transmitted between members of a society. Additionally, culture is described as the collective programming of the mind that distinguishes one group of people from another.
Semantic roles describe the relationship between participants and the main verb in a clause. The main semantic roles are agent, patient, theme, experiencer, goal, instrument, and locative. The agent performs the action, the patient undergoes the action, the theme is affected by the action, the experiencer experiences the action, the goal is the location or entity towards which an action is directed, the instrument is used to carry out an action, and the locative specifies the place where an action occurs. Examples are provided to illustrate each semantic role.
Die Internationale Deutsche Tagung (IDT 2009), die im August stattfand, war das schönste und inspirationsreichste Erlebnis in meinem Berufsleben in der letzten Zeit. Ich habe etwas Zeit gebaucht, um alle wertvollen Informationen zu bearbeiten die Schlussfolgerungen zu ziehen und den praktischen Einsatz zu finden.
Der MMF2 - Kurs hat mich auch schon dazu inspiriert, wie ich manche Ideen (es betrifft vor allen E - Learning) ins Leben umsetzen kann.
Alle meine Eindrücke möchte ich mithilfe meiner Präsentation mit Ihnen/eich teilen!
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
A challenge that language teachers can face in the classroom is enabling students who are not language specialists to engage with the learning process. These students may find the language class abstract and disconnected from their own interests. A possible solution is to teach language through a topic that can be of interest for, and bring together, students from diverse academic background, and to allow them to develop transferable skills, such as critical thinking, problem solving and co-operation. In this paper, I will present a sequence of lessons on advertising for post-GCSE students in French (A2 level).
Advertising constitutes an engaging topic because it involves audio-visual media, language games and products that may correspond to students’ cultural image of France (fashion, gastronomy and elegance) and can accordingly raise their interest — their ‘active engagement and enjoyment combined, leading to more active participation in the on-going learning activities’ (Waninge, 2015) — for French language and culture. Through teaching materials and activities, including advertising texts, slogans, critical texts and recordings about advertisement, commercial spots, individual and group presentations, and the writing of a text promoting a bizarre product (coming from chindōgu, the Japanese art of inventing gadgets), learners can develop their reading, listening, speaking, writing and grammar skills, as well as analysing texts and using argumentative techniques. By pondering on the goals of advertising, publicists’ techniques and the influence of advertising on their lives, they also develop a critical mind.
Working with authentic materials in and outside the classroom allows us to work with real language as it functions in contextually appropriate ways, while providing opportunities to improve students’ intercultural awareness.
We will examine several examples of teaching practice, specifically designed for a language module aimed at students of Spanish in HE working with a B2+ level of linguistic competence (CEFR), where we have introduced sociocultural content by means of authentic written and oral texts from a variety of sources (mass media, cinema, official bodies, employment agencies, educational institutions, etc.) specifically related to the professional world.
Activities have been designed to enhance communicative skills and specific subject knowledge (grammar, lexicon and language functions). The use of simulations and real tasks will encourage the students’ active participation in solving real problems, giving them the opportunity to further develop those skills which make them employable, as most of these students will be carrying out during their third year a work placement or seeking temporary part-time employment in a Spanish speaking country.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
No one is ever more than six feet from an act of translation. While the original caution from which these words are adapted is—hopefully—an urban myth, our lives are undeniably surrounded by acts of translation: in the mediation between self and other, the negotiations of our journey through time and across space, the processes of cognition through which we make sense of the world. Translation has, in that regard, more than an exchange value. What we might think of as a translational awareness has a crucial ethical dimension: it destabilises correctness of interpretation, rightness of assumption, self-containment of being. It urges—or should urge—its users to look at things differently. In this regard translation, as a cultural practice, inserts itself into one of the most powerful and potentially fruitful tendencies of modern thought and art: the questioning of representation—how we represent cultural difference, how we imagine time and space, how we understand our relatedness to the world. Acts of translation are, in that sense, everywhere. And yet in the modern foreign-language classroom, translation is all too readily traduced as little more than an exercise in comprehension, and the translational awareness that informs it frequently subsumed into learner error terror. This talk is concerned with the implications of this particular translation of translation.
Learning Analytics Connect More BelfastPaul Bailey
The Jisc learning analytics initiative aims to help organizations implement learning analytics through developing standard tools and sharing knowledge. The initiative provides a learning analytics toolkit and community resources. It is developing a cloud-based learning analytics architecture that institutions can customize. Currently 35 institutions are engaged in the initiative through a discovery process. Going forward, the initiative will provide a readiness toolkit to help institutions prepare for learning analytics implementation. The presentation also discusses considerations around data used, stakeholder involvement, and conducting a readiness assessment.
Grosvenor Grammar School is a co-educational, inter-denominational school in East Belfast established in 1945 that currently has 1088 pupils and 73 teachers. The school offers a wide range of subjects including modern languages, art, history, media studies, music, English, mathematics, geography, technology, business studies, ICT, LLW, politics, religious studies, chemistry, physics, and biology. It has received specialist school status for languages and international awards recognizing its community and international engagement.
This document discusses developing intercultural skills in student group work at university. It presents a case study analyzing how students from different cultures interacted in mixed-nationality group projects. The study found that intercultural interaction created both tensions from differences in communication and ways of thinking, but also opportunities for personal transformation as students learned to work together across cultures and changed their approaches. Productive learning environments for developing intercultural skills were found to be those with open-ended, authentic tasks and opportunities for prior experience working together.
The document discusses the knowledge, understanding, and skills involved in interculturality. It lists different languages, genres, discourses, and social and cultural understanding as aspects of knowledge and understanding. It also lists skills of investigation, self-directed language learning, interacting, networking, and discussing as important skills for interculturality. The document was created by Romina Baez, Barbieri-Merdes Bazterrica, Marisa Córdoba, Gladis Fonseca, and Denis Peralta to outline the key elements of learners' development in intercultural contexts.
The document provides several definitions of culture from anthropologists and scholars. Culture is defined as the cumulative knowledge, beliefs, values and material objects acquired by a group over generations. It also refers to learned behaviors and elements that are shared and transmitted between members of a society. Additionally, culture is described as the collective programming of the mind that distinguishes one group of people from another.
Semantic roles describe the relationship between participants and the main verb in a clause. The main semantic roles are agent, patient, theme, experiencer, goal, instrument, and locative. The agent performs the action, the patient undergoes the action, the theme is affected by the action, the experiencer experiences the action, the goal is the location or entity towards which an action is directed, the instrument is used to carry out an action, and the locative specifies the place where an action occurs. Examples are provided to illustrate each semantic role.
Die Internationale Deutsche Tagung (IDT 2009), die im August stattfand, war das schönste und inspirationsreichste Erlebnis in meinem Berufsleben in der letzten Zeit. Ich habe etwas Zeit gebaucht, um alle wertvollen Informationen zu bearbeiten die Schlussfolgerungen zu ziehen und den praktischen Einsatz zu finden.
Der MMF2 - Kurs hat mich auch schon dazu inspiriert, wie ich manche Ideen (es betrifft vor allen E - Learning) ins Leben umsetzen kann.
Alle meine Eindrücke möchte ich mithilfe meiner Präsentation mit Ihnen/eich teilen!
Learn German with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/german/free-german-course-2
Новітні форми й методи у викладанні німецької мови як першої іноземноїЕлектронні книги Ранок
Всеукраїнський педагогічний інтерактивний марафон
Тема: Новітні форми й методи у викладанні німецької мови як першої іноземної
Спікер: Сотникова Світлана Іванівна, кандидат філологічних наук, доцент кафедри німецької філології і перекладу Харківського національного університету імені В. Н. Каразіна, автор серії підручників — переможців Всеукраїнського конкурсу
Ефективні методи, техніки та прийоми навчання німецької мови як другої іноземноїЕлектронні книги Ранок
Всеукраїнський педагогічний інтерактивний марафон
Тема: Ефективні методи, техніки та прийоми навчання німецької мови як другої іноземної
Спікер: Сотникова Світлана Іванівна, кандидат філологічних наук, доцент кафедри німецької філології і перекладу Харківського національного університету імені В. Н. Каразіна, автор серії підручників — переможців Всеукраїнського конкурсу
Learn German with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/german/free-german-course-3
The document summarizes information about the Ulster Museum in Northern Ireland and the Chinese community there. It provides background on the Ulster Museum, including its history and collections related to China. It then discusses the period of The Troubles in Northern Ireland from the late 1960s and how the Chinese community was one of the minority groups affected but whose experiences are missing from the museum. It concludes by noting the growth of the Chinese community over the last 60 years and hope it can be seen as an important part of Northern Ireland rather than just an ethnic minority.
In this CCF2020 talk, Prof Nathan Congdon shares his intercultural experience when working with Chinese professionals and serving the communities in China.
The presentation theme focusses on the common questions about their academic writing that postgraduate students from China is very topical for a wide audience of academics, students from many backgrounds and disciplines and for the professional services staff supporting them.
The Chinese collections at Queen's | 女王大学的中国收藏
Speaker: Dr Aglaia De Angeli 司马兰 (Lecturer, HAPP/History, QUB)
This presentation is part of the Chinese Culture Forum 2020 programme at Queen's University Belfast, organised by the Language Centre at Queen's.
The document provides an overview of various aspects of Chinese culture and language for someone discovering China, including greetings and etiquette, transportation, currency, gift giving customs, and phrases for basic communication. It discusses Chinese characters, pinyin romanization, pronunciation, names, regional diversity, and recommends following up with Mandarin or Cantonese language courses to facilitate cultural exchange and connection with Chinese partners.
The document provides information about the UK education system and degree programmes at Queen's University in Belfast. It discusses undergraduate and postgraduate degrees including integrated masters degrees that are normally 4 years. It describes Queen's academic year structure with 2 semesters from September to December and January to April, and examination periods in April and May. Modules are the units that make up each year of a degree, with each module equivalent to 20 CATS credits or 200 hours of study. Assessment methods at Queen's are diversifying and include assignments, tests, reports and projects in addition to exams. There is a focus on practical and project-based learning at Queen's.
The Language Centre is committed to providing all staff and students of Queen’s University Belfast with opportunities to improve their foreign language skills and broaden their cultural awareness through organising resources, courses and workshops.
Teaching and Learning Experience Design – der Ruf nach besserer Lehre: aber wie?Isa Jahnke
Der Ruf danach, dass es bessere Lehre geben muss oder das Lehre verbessert werden sollte, ist nicht neu. Es gibt auch schon seit längerer Zeit Rufe danach, dass Lehre der Forschung in Universitäten gleichgestellt werden soll. (Und in den letzten Jahren ist in Deutschland auch einiges an positiven Entwicklungen geschehen, z.B. durch die Aktivitäten des Stifterverbands). Wie kann die Verbesserung der Lehre weitergehen? Fehlt etwas in dieser Entwicklung? Ja, sagt dieser Beitrag, der zum Nachdenken und Diskutieren anregen soll. In diesem Beitrag wird ein forschungsbasierter Ansatz zur Diskussion gestellt. Es wird argumentiert, dass Lehre nur dann besser wird, wenn es mit den Prinzipen der Wissenschaft und Forschung angegangen wird (d.h. gestalten, Daten erheben, auswerten, verbessern). Es benötigt neue Verhaltensregeln oder -prinzipien bei der Gestaltung von Lehrveranstaltungen. Das bedeutet zum Beispiel das Prinzipien der Evidenzbasierung und wissenschaftliche Herangehensweisen im Lehr-Lerndesign als zentrales Fundament etabliert werden sollte. Evidenzbasierung hier meint, folgt man der Logik der Forschung, dass Lehrveranstaltungen als Intervention verstanden werden. Mit dieser Intervention werden Studierende befähigt, bestimmte vorab festgelegte Kompetenzen zu entwickeln. Und die Frage, die sich bei jeder Lehr-Lernveranstaltung dann stellt, ist, ob diese Objectives bzw. Learning Outcomes auch erreicht wurden. Klar ist, dass die subjektive Lehrevaluation der Studierenden oder auch die Notengebnung nicht ausreichen, um diese Frage zu beantworten. Hierfür gibt es eine Reihe von Methoden, die genutzt werden können, z.B. aus dem Bereich des User- / Learning Experience Design. Diese Methoden umfassen unter anderem Usability-Tests, Learner Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese können zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet (Reigeluth 1983, Honebein & Reigeluth, 2022).
Der Beitrag will die Entwicklung zur Verbesserung von Lehre weiter pushen. Neue Ideen in die Bewegung bringen. Als Gründungsvizepräsidentin der UTN hab ich die Chance, hier ein neues Fundament für eine gesamte Uni zu legen. Wird das Gelingen? Ist dieser Ansatz, den ich hier vorstelle, eine erfolgsversprechende Option dafür? Hier können sich die TeilnehmerInnen an dieser Entwicklung beteiligen.
Mathematikunterricht in 1zu1 Ausstattungen.pptxFlippedMathe
Wie geht guter Mathematikunterricht? Und jetzt auch noch mit Tablet/Laptop? In dieser Fortbildung soll es genau darum gehen.
Sebastian Schmidt kennt vielleicht nicht Ihre persönliche Antwort auf guten (digitalen) Mathematikunterricht, aber er hat seit 2013 versucht, mit digitalen Hilfsmitteln seinen Unterricht kompetenzorientierter zu gestalten. Die Digitalisierung von Unterricht hat immer die Problematik, das Lernen der Schülerinnen und Schülern aus dem Fokus zu verlieren. Diese sollen digital mündig werden und gleichzeitig Mathematik besser verstehen.
In dieser eSession werden zahlreiche Methoden, Konzepte und auch Tools vorgestellt, die im Mathematikunterricht des Referenten erfolgreich eingesetzt werden konnten. Nicht alles kann am nächsten Tag im Unterricht eingesetzt werden, aber man erhält einen Überblick, was möglich ist. Sie entscheiden dann selbst, worauf Sie Ihren Fokus legen und wie Sie selbst in die 1:1-Ausstattung starten.
Lassen Sie sich überraschen und nehmen Sie mit, was für Sie sinnvoll erscheint. Auf der Homepage von Sebastian Schmidt gibt es neben Links und Materialien zur Fortbildungen auch Workshops fürs eigene Ausprobieren. https://www.flippedmathe.de/fortbildung/mathe-ws/
Supporting Language Learners through Phonetics Tutorials
1. Supporting Language Learners
through Phonetics Tutorials
The case of German Phonetics at the Centre for
Foreign Language Studies, Durham University
AUCL 2017
Alex Burdumy
3. ∂
Core questions
• How can very specific problems of a sub-group of
learners be addressed?
• How are listening and pronunciation skills acquired?
• How interrelated are the four language learning
areas?
• How are listening and pronunciation skills usually
dealt with in classes, how in common course
books?
• Do we need to teach more “phonetics” or is it too
specific for the typical language class?
4. ∂
Basic assumption
My thesis: Problems with phonetic system of a
language carry over from listening
comprehension to all other aspects of the
language.
Anecdotal evidence: High frequency that
learners with an L1/„Asian“ background
struggle when learning German as L2;
contrast to „European“ peers.
5. ∂
German Phonetics Booster Class
• My vision: If a student is struggling with an aspect in
a language (but willing to learn), you support him!
• But:
• Time constraints in regular class
• Teaching materials don’t exist
• Too specific for many learners
Research into the phonological differences between
German on the one side and Chinese and Japanese on
the other side.
6. ∂
Research/literature backing up
my thesis
“Der Erwerb bzw. die Vermittlung einer (..) Aussprache
gehört zu jedem kommunikativ orientierten
Fremdsprachenunterricht, denn ohne die Fertigkeiten und
Fähigkeiten, Klangmerkmale der Fremdsprache adäquat
wahrzunehmen und zu produzieren ist mündliche
Kommunikation nicht möglich. Die Aussprache umfasst dabei
nicht nur Vokale und Konsonanten sondern auch
übergreifende Merkmale wie Wort- und
Wortgruppenakzentuierung, Rhythmus, Gliederung
(Pausierung) und Melodie.” (Hirschfeld & Stock, 2007: 1f)
7. ∂
Research/literature backing up
my thesis
„artikulatorische Bewegungsmuster… sind
automatisiert“, „Schwierigkeiten setzen mit dem Hören
ein“, „muttersprachliches Lautsystem, das wie ein Filter
wirkt“, „die falsche auditive Wahrnehmung verhindert
dann eine korrekte Artikulation“ (Storch, 1999: 104)
The phonological system of the mother tongue acts as a
sieve through which all other languages are processed
and interpreted (compare Trubetzkoy, 1977:47).
8. ∂
Optional German phonetics
tutorials
• Project in 2015/16, 5x1h sessions in language lab
sessions
• Incentivised
• Dossier
Exercise pattern:
Practice of
specific
phonemes
Contrastive
exercises using
German words
Rhythmic
exercises
One hour of
homework (self-
study)
assignments
10. ∂
Phonological differences (from a
German teacher‘s perspective)
German Chinese Japanese
Vowels - #
phonemes
16-17 9 5
Consonants - #
phonemes
26 21 17
Consonant
differentiation
Voiced
consonants
Only unvoiced
consonants, but
aspiration is
added
✖
/r/ Three different
phonemes:
uvular fricative
[ʁ] and trill
consonants [r, ʀ]
✖ ✖
Pronounced as [l]
11. ∂
Phonological differences (from a
German teacher‘s perspective)
German Chinese Japanese
Length of vowels
carries meaning
difference
✔ ✖
Tonal language
(“pitch“ carries
meaning)
✖
Consonant
clusters
✔ ✖ ✖
Very simple system of
usually consonant
followed by vowel
Final-obstruent
devoicing
✔ ✖ ✖
Final /d/
pronounced as [t]
✔ ✖ ✖
12. ∂
Feedback and outcome?
• Student feedback very positive and encouraging
• Teaching very different, challenging at first, requires
a lot of preparation; very rewarding in understanding
the topic and the problems
• Students learn more about German phonology, but
not a lot about phonetics
• Sustainable model?
13. ∂
Online tutorials as a solution?
• Widely accessible
• CALL technology can provide support for very
specific learning challenges that cannot be
addressed in the classroom
• More tailored to specific needs
• No replacement of the traditional classroom
setting, but an extension of it (virtual practice
room, not virtual classroom).
14. ∂
„Challenges“
• Precise and exact production of minute
phonetic details
• Logical sequence that covers basics, but then
moves to a modular character
• Ability to record oneself
• Instant and reliable feedback (for example
through recording)
• Available resources
17. ∂
Bigger picture
• Increase retention, especially in beginners
classes:
• Avoid disillusionment, struggles and frustration
among learners
• More predictable and comparable learning
outcomes
• Better language skills overall
• Use of technology in a sensible way
18. ∂
Questions for discussion
Phonetics in the classroom – pushed to the side and
widely ignored. Should it be more prominent?
Does lack of phonetic understanding cause deficiencies
in other areas of language learning? Or is it just
natural that some students need to put more work in
than others?
One size fits all, or highly specific? Should language
learning cater to very specific subgroups of learners?
Do online tutorials for particular aspects of language
learning (not just for phonetics) have a future?
19. ∂
Bibliography
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36.
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Hinweis der Redaktion
This is the core problem:
such specific problems cannot be addressed in the syllabus due to time constraints
Description of tutorials, data gained; description of exercises used & problems
sustainable model? in some institutions possible, at Durham especially timetable constraints
Assessment results very positive – only one single fail, and not in the oral exam
add some feedback from students
Why online?
- CALL technology can support specific language learning problems without forcing all students to spend the same time on it; key area for CALL technology can be peripheral langauge learning areas, problems & needs only some students have; future of blended learning/online learning is not the elimination of tradiational classes, but the extension of them with specific self-study exercises (custom-tailored); not „virtual classroom“ but „virtual homework/practice room“.
Requirements: Exact, recording of oneself, focused on most important aspect first, then more detailled and obscure aspects; lots of practice; logical sequence and covering basics; compatibility; instand and reliable feedback.
our solution is only an example; it is not the perfect solution, but rather an experiment; statistics and feedback still outstanding/to be collected
easily made available for other modules as well;
„infancy stage“