Issues in language learning (2018-1).pptx

ISSUES IN LANGUAGE LEARNING

1. Issues in language learning (1) Howard Nicholas Ho Chi Minh City Open University November 19-29, 2018

2. Introductions (1) Contexts

3. La Trobe University (http:// adb.anu.edu.au /biography/la-trobe-charles-joseph-2334) Charles Joseph La Trobe (1801-1875), superintendent and lieutenant-governor, was born on 20 March 1801 in London, the son of Christian La Trobe and his wife Hannah, née Sims. His family was of Huguenot origin. Charles appears to have been educated in Switzerland and intended to enter the ministry. He did not do so but taught for a time at the Fairfield Boys' Boarding School, a Moravian institution in Manchester. In October 1824 he went to Neuchâtel, Switzerland, as tutor to the family of the count de Pourtalès who was also of Huguenot extraction. He remained there until February 1827, becoming a noted mountaineer: a pioneer member of the Alpine Club, he climbed mountains and passes without the help of guides and porters. Possibly through the official contacts his family had made in the campaign for the abolition of slavery, La Trobe was sent by the British government in 1837 to report on measures necessary to fit the West Indians for freedom. 

4. La Trobe University (Melbourne)

5. Similarities and differences ON YOUR OWN, list the four most important things about either your current English (additional language) teaching context, including how you teach OR the English language teaching context that you would like to work in, including how you would like to teach Find someone whose (desired) context is (almost) the same as yours Find someone whose (desired) context is VERY different from yours

6. The context(s) Similarities University students – older Mixed levels Salary – low Students are shy; don’t like English Hard work Prefer outdoor activities Large class sizes Differences Group work is difficult Students have different reasons for learning English (passing tests; communication) Teaching methods; learners don’t understand English (enough); different learning modes Issues in classroom management

7. Introductions (2) Beliefs and issues

8. Prioritising issues Tell the person next to you One thing that you believe is important and true about learning an additional language One question that you have related to learning an additional language In groups of FOUR Put your group’s beliefs in order from most agreed to most disputed Put your group’s questions in order of importance In groups of EIGHT Repeat step 2

9. Beliefs Group A (drills) Teaching methods (design for activity) Learning environment (class size) Motivation – external and internal Students’ self-consciousness (autonomy) Practice Group B (middle) The purpose of learning (reason to use) Don’t be afraid of making mistakes Speak fluently Practise skills every day Get good job opportunities Get high marks Group C (balcony) Love/interest/motivation (reason: necessary but not sufficient) Learning environment Reasons for learning Responsibility Practice Critical thinking

10. Questions Group A (drills) What activities should teachers design (to get students active)? What activities are suitable for big classes? How to motivate students? How to make students find English important? How should students practise? Group B (middle) What is the purpose …? (Why do I have to do this?) How to avoid shyness in front of class? How to speak fluently? How to practise? What qualifications? How? Group C (balcony) Remembering vocabulary? How to practise effectively? Pronunciation? How to maintain interest? How to use language correctly in reality? How effective is the course?

11. Comparisons Beliefs Students need to be motivated and have a sense of purpose The learning environment is complex and difficult to manage Learners need to practise Questions But how do they learn? So how can the students be placed in the centre of learning opportunities that go beyond remembering? But practise what if ‘learning’ is more than ‘remembering’?

12. Priorities for this subject

13. Readings (in pairs) What is the key argument? What is the key quote that supports it? Humphreys & Wyatt (2014) Autonomy positively impacts on language learning and provides students with enhanced ability to make learning decisions Strong autonomy supports learning Society has an important role to play in supporting learner autonomy Nguyen (2017) Vn teachers are (not) capable of using CLT in their classes. Code-switching is (not) detrimental to ELT Vn is not ‘ready’ for CLT

14. The readings and you – key claims Humphreys & Wyatt Creating strong learner autonomy requires teachers to work in ways that share responsibility with learners Nguyen We’ve tried lots of things but nothing has really worked ‘YOU’ We have to stop ‘talking’ and start really trying to do things differently.

15. So how does your context shape your students’ opportunities for learning? Primary school and foreign language centre – 1) learning to pass exams; 2) improving communication skills College with different majors; large classes so limited opportunities for use or feedback English centre: small classes (evening), optional commitment, high motivation

16. When, how and where can you ‘intervene’ in your students’ learning processes? Focussing on accuracy; correction immediately; speaking – correct later Increase focus on participation and support motivation with bonuses Helping/scaffolding rather than correcting

17. Why (not)?

18. Priorities for change With the person next to you, agree on one thing that you COULD change in your context what the hardest thing to change is and why Groups of four: Compare your conclusions Same or different? Groups of eight Group together the things that are the same Explain what causes the differences

19. Administrative issues Referencing (APA6) – examples of format Barrot , J. (2018) English curriculum reform in the Philippines: Issues and challenges from a 21 st Century learning perspective. Journal of Language, Identity & Education , doi : 10.1080/15348458.2018.1528547 Becker, C. & Roos, J. (2016) An approach to creative speaking activities in the young learners’ classroom. Education Inquiry, 7 (1), 9-26. doi : 10.3402/edui.v7.27613 Assessment Look carefully at possible connections between class tasks and aspects of the assessment.

20. Readings for tomorrow Bui (2016) Weissberg (2000)

21. And remember to bring Samples of work from your students