Integrating Linguacultural knowledge through EBL projects

Integrating Linguacultural knowledge through EBL projects

Theresa Oliver

Durham University

Overview

Background Process writing Example from Beginner level course Example from Advanced level course

26/09/082 Theresa Federici Durham University [email protected]

Background

Collaboration lecturers / language teachers Creation of new post A-level strand Integrated approaches Research interests


On writing skills

Writing requires:– A high degree of organisation in the development of

ideas and information– a high degree of accuracy so that there is no ambiguity of

meaning – the use of complex grammatical devices for focus and

emphasis – and a careful choice of vocabulary, grammatical patterns,

and sentence structures to create a style which is appropriate to the subject matter and the eventual readers

Tricia Hedge, Writing, Oxford: Oxford University Press, 1988


A process approach to learning

Allows writing to become a key component of a communicative language classroom

Enables students to develop independent learning skills and transferable skills

Students “work out their own solutions to the problems they set themselves” (White & Arndt)


Key phases in a process approach

Focusing

Structuring Drafting

Evaluating

Generating ideas

Re-viewing

A model of writing, White and Arndt, Process

Writing, London and New York: Longman 1991


Enquiry-Based and process driven

Students are presented with scenarios Role of the teacher is as facilitator to provide guidance and

support where needed Students placed at the centre of the learning process Students work collaboratively to generate ideas and discuss

courses of action Students develop transferable skills and professional skills Skills are developed in a realistic context Students develop a sense of creating reader-based texts Students develop a sense of responsibility towards their final

outcome


Responsibility

Final outcome is the result of a non-linear strategy Re-reading, checking, proof-reading, assessing are

an integral part of authorship These activities are carried out throughout the writing

process at word, sentence, structural and content level

Lexical and grammatical accuracy are an essential part of the process but not the only outcome


Readership

Gives students a sense of a genuine readership

Not writing just for the teacher/marker Students question readership knowledge,

culture-bound language, levels of interest Successful communication covers such

language skills as style, register and genre-specific writing


Heuristic approach to learning

Generating ideas with mind-maps, concept maps and question words

Evaluating work with heuristic approaches Using heuristic activities to create a

collaborative learning environment to complement individual learning outcomes


Come?Come cambiano la vita dei utenti?Come potrebbe essere la situazione nel futuro?In quale modo potrebbe essere possibile cambiare le idee degli utenti / dei detrattori dei gadget?Come influenzeranno il futuro di internet?

Perché?Perché questi gadget sono diventati così popolari?Perché è importante parlare di questi gadget?

Quando?Quando è iniziato il fenomeno?Quando è diventato importante in Italia?

Chi?

Chi usa questi gadget?Chi è a favore dei gadget?Chi è contrario ai gadget?Chi teme l’uso dei gadget?

Che cosa?

Che cosa sai dell’“attenzione parziale continua”Che cosa devono sapere i lettori?

Adattata da un’attività di Ann Raimes

Leggi le domande qui di seguito per stimolare le tue idee, poi scrivi le tue opinioni in forma di appunti.


Mini cycle of process writing

Heuristic activities

Collaborative learningFeedback and support

Reflection


Assessment

Facilitator offers guidance but not correction Students assess their own work and reflect on their

own assessment Concept of genuine readership is enhanced by

collaborative groups of peer reviewers Facilitator assessment is not centred on a grade but

on action points Checklists address the issue of teacher marking time


Checklist for self assessment

I have checked my work for spelling errors I have checked my punctuation throughout I have checked my work for grammatical accuracy I have checked for verb/noun agreements I have checked the sequencing of my tenses I have checked that my sentence structure is clear and logical I have used a range of structures I have used a range of vocabulary I have checked that my vocabulary is appropriate to the task I have checked that I have used idiomatic phrases

appropriately I have used an appropriate register throughout I have used a consistent register throughout I have used an appropriate style of writing for the task


Checklist for self assessment

The strong points of my first draft are…– Teacher’s comment:

The area/s I think I can improve on are…– Teacher’s comment:

For my next draft I will…– Teacher’s comment:


Peer response

This piece of writing has a good structure Arguments/events are presented in a logical sequence Vocabulary is appropriate and understandable The context for this piece of writing is clear The introduction / opening is well structured The conclusion / end is well structured Strong points of work: Could the work be made more interesting? What is most memorable about the work: Author’s action points:


Facilitator response

Response scale 0-5 corresponding to criteria of assessment Responses and comment given on:

– (V) Vocabulary– (S) Syntax– (GR) Grammar– (Sp) Spelling– (P) Punctuation– (C) Content– (RS) Register and Style– (O) Organisation

Overall Performance with comment but no grade


Process writing and Enquiry-Based Learning

Collaborative learning ethos Emphasis on self-assessment and editing Different sources of feedback Independent learning skills Transferable skills Process by which the end product is

created is as important as the end product


Project work: ab initio learners of Italian

Rationale– Ab initio students are curious to learn more about

Italy– Many students only take the language modules

and not the 1st year culture module– Authentic material is a key element of reading and

listening comprehension courses– Engaging students at a level of personal interest

increases motivation


Ab initio scenario

The Italian tourist board are renewing their website and have asked for contributions on items to include on their site. The contribution needs to be in both a written form and in the form of an oral presentation. In your contribution please specify your personal interest in your chosen item and why you feel it would appeal to others


Project outline

Week 7: 1st project lesson– Generating ideas, focusing ideas, organising groups

Week 9: 2nd project lesson– Presenting and evaluating ideas, reviewing

Week 10: 3rd project lesson– 1st written draft submission, feedback

Weeks 12-14: project presentations Summative outcomes: oral examination


Benefits to student

Language skills– Motivation– Challenge– Freedom– Interest– Applied

Integrated learning– Process of elimination, finding topic– Independent research– Confidence with Italian resources– Increased knowledge of Italy through own research– Increased knowledge of Italy through Q&A


Project work: 2nd year Advanced Italian

Background: 1st year advanced Italian course elements:

– Current affairs and culture– Writing course: creative writing taught with a

process approach and assessed with checklists– Reading course: Mare delle verità with dual

outcomes motivation from reading a complete novel novel used as a source for ‘scenarios’


Scenario

Rai are making a new television series entitled “Italiani, spaghetti e mandolino: L’Italia vista da fuori”. This series aims to investigate the nature of Italian stereotypes as perceived from outside and over time

Rai requires learners of Italian to submit a (max.) 2000 word project proposal for an episode in this series


Project class

Lesson 1 – Discussion on scenario and topics, introduction to course

Lesson 2 – Justification of direction, introduction to using primary and secondary sources

Lesson 3 – Presentation of primary and secondary sources, introduction to structure


Project class

Lesson 4 – Poster presentations, introduction to writing introductions and conclusions

Lesson 5 – Group work on introductions and conclusions, introduction to paragraph writing

Lesson 6 – Presentation of redrafted outline, schematic overview of essay, introduction to abstracts


Project class

Lesson 7 – Working groups on abstract, preparation for debate

Lesson 8 – Debate on paths taken to address scenario

Summative outcomes: – Final project submission – oral examination discussion


Outcomes

Students actively involved in creating their learning process

Sense of achievement and empowerment Core language skills developed Transferable and professional skills


Integrated Outcomes

To encourage students to use language to learn something new about topics of interest

To prepare students to learn subject matter through English To expose students to content from a variety of informational

sources to help them improve their academic language and study skills

To provide students with contextualized resources for understanding language and content

To simulate the rigors of academic courses To promote students’ self-reliance and engagement with

learningStoller, ‘Project Work’ in Methodology in Language Teaching, Cambridge: CUP, 2002


Integrating Linguacultural knowledge through EBL projects

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