researching tasks in tslt contexts tblt 2009 - lancaster researching tasks in primary and secondary...
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Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Researching tasks in primary and secondary
foreign language classrooms
Anja Jäger [email protected]
University of Education Freiburg
Prof. Dr. Annika Kolb [email protected]
University of Education Freiburg
Prof. Dr. Michael K. Legutke [email protected]
Gießen University
Michael Müller [email protected]
University of Education Freiburg
Prof. Dr. Andreas Müller-Hartmann [email protected]
University of Education Heidelberg
Thomas Raith [email protected]
University of Education Heidelberg
Prof. Dr. Marita Schocker-v. Ditfurth [email protected]
University of Education Freiburg
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
FuN People: Who we areForschungs- und Nachwuchskolleg
cross-institutional setting (schools & universities)
classroom-based research on tasks
teachers have turned researchers
teachers researching their practice cooperate with senior researchers
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research Context & Research Focus
Coursebook-based TSLT: tasks as tools
Building bridges: university- internship – classroom Action Research Attitude
What task features that promote ICC are likely to motivate learners to invest mental energy in task completion? (tasks-as-workplans)
What can teachers do to support their students’ learning? (tasks-in-process)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Teacher Development: Focus on the Classroom
• Transmission of knowledge and ideas ≠ impact on practice
• Focus on the teachers as change agents in their own field of work
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Teacher development: A pedagogical perspective
Focus on the classroom and on teacher role
“(T)he core of the knowledge base must focus on the activity of teaching itself; it should center on the teacher who does it, the contexts in which it is done, and the pedagogy by which it is done.” (Freeman & Johnson 1998: 397)
“(I)t is not so much the educational training enjoyed by teachers or the academic wisdom they are offered in inservice training or in educational journals, but what they have done and do in the classroom itself, and the meaning that they attach to these experiences, that constitute the backbone of what they think and believe about education.” (Van den Branden 2006: 222)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research on TBLL: A pedagogical perspective
“(T)ask research needs to be conducted within pedagogic contexts, to establish whether or not the research findings have relevance for classroom reality. Within this, it is clear (…) that we need to make progress in understanding what the role of the teacher can most effectively be, as well as how relevant insights on tasks can be incorporated into teacher training” (Skehan 2007: 298)
“(T)here is very little research available on how experienced teachers and student teachers perceive this particular role, on whether they are able and willing to put it into practice and on whether this particular role clashes with other roles teachers have in mind or take up in their classrooms”
(Van den Branden 2006: 217).
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
TSLT Research Projects
University [PRE-SET I]Andreas Müller-Hartmann,
Marita Schocker- v. Ditfurth, Michael Legutke
• Establishing TSLT competences; focus: tasks-as-workplan [evaluating and re-writing tasks-as-workplan in coursebooks]
• Enquiry Projects in affiliated classrooms: Exploring TSLT through qualitative case-studies in seminars and teaching practice [obligatory Classroom Action Research course]
Internship [PRE-SET II]Thomas Raith
Developing task-based language teaching competencies
Primary & Secondary EFL Classrooms [INSET]
Anja Jäger: Drama tasks based on young adult literature [ ICC]
Michael Müller: Tasks in geography lessons taught in English [ ICC]
Annika Kolb: Continuity tasks in EFL primary and secondary classrooms
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research on Teacher Role
Focus: The relationship between teacher’s task-as-workplan and his/her pedagogical decisions when introducing, interactionally supporting and monitoring the task-in-process.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research on Teacher Role
The teacher‘s mediating decisions during the task-in-process:
• involve learners in negotiating content and task selection/design
• keep the learners’ focus on the task • adapt different task demands and support in the
process• support language comprehension and production• focus on form when appropriate• reflect upon task output and process afterwards.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Anja Jäger
The role of the teacher in promoting Intercultural Communicative Competence
with drama tasks and literature
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
My Research Project
Drama tasks,interaction and reflection
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
My Research Project
Drama tasks,interaction and reflection
Young adult literature written in English
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
My Research Project
Purpose: Promoting Intercultural Communicative
Competence (ICC)
Drama tasks,interaction and reflection
Young adult literature written in English
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research questions
What are features of good drama tasks?
How do students interpret tasks?
Which ICC can be observed?
What influence does the learning context have?
What‘s the role of the teacher?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
The first Action Research Cycle
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Third Action Research Cycle
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Sequence of Drama Tasks to promote ICC with Literature
1. Role plays introducing characters of the novel 2. Acting out certain scenes of the story3. Developing additional scenes4. Performing improvisations5. Building statues
Purpose: Support ICC
Cultural knowledge, change of perspectives, understanding / openness, solving conflicts, comparing and coordinating perspectives
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Sequence of Drama Tasks to promote ICC with Literature
1. Role plays introducing characters of the novel 2. Acting out certain scenes of the story3. Developing additional scenes4. Performing improvisations5. Building statues
Purpose: Support ICC
Cultural knowledge, change of perspectives, understanding / openness, solving conflicts, comparing and coordinating perspectives
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research Focus: The Role of the Teacher
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Educator and role modelstudent orientation, respect, consistency, intervention, instruction
Facilitatorwarm-up, instruction, explanation, task support
Language guideCareful correction, when necessary, form-focused phases
ObserverAwareness of students‘ behaviour, competences and problems
MonitorCheck comprehension, time management, task completion
ModeratorGuide through lesson, moderate reflection of task product and of the learning process
The Role of the TSL-Teacher:
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Improvisation“Joe at the Bhamras‘
House“
Knowledge about a different culture
Change of perspectives: Empathy with people of
a different culture
Intercultural conflicts: View from the inside, view from the outside
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Interest in a different culture
Awareness ofone‘s own culture
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Improvisation“Joe at the Bhamras‘
House“
Knowledge about a different culture
Change of perspectives: Empathy with people of
a different culture
Intercultural conflicts: View from the inside, view from the outside
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Interest in a different culture
Awareness ofone‘s own culture
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Change of perspectives: Empathy with people of
a different culture
Intercultural conflicts: View from the inside, view from the outside
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Interest in a different culture
Awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Change of perspectives: Empathy with people of
a different culture
Intercultural conflicts: View from the inside, view from the outside
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Show interest in a
different culture
Awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Change of perspectives: Empathy with people of
a different culture
Intercultural conflicts: View from the inside, view from the outside
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Encourage a change of perspectives / empathy
Intercultural conflicts: View from the inside, view from the outside
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Encourage a change of perspectives / empathy
Reflection on rules of behaviour in a different culture
Experiences in the role of a foreign person, in a certain situation.
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Help to understand and solve
intercultural conflicts
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Encourage a change of perspectives / empathy
Reflection on rules of behaviour in a different culture
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Help to understand and solve
intercultural conflicts
Provide experiences in the role
of a foreign person
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Encourage a change of perspectives / empathy
Verbal and non-verbal intercultural communication
Comparison with one‘s own life and culture
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Help to understand and solve
intercultural conflicts
Provide experiences in the role
of a foreign person
Enhance a reflection on rules of behaviour in a different culture
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Encourage a change of perspectives / empathy
Comparison with one‘s own life and culture
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Help to understand and solve
intercultural conflicts
Provide experiences in the role
of a foreign person
Enhance a reflection on rules of behaviour in a different culture
Teach verbal and non-verbal intercultural communication
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Intercultural Communicative CompetencesIntercultural Communicative Competences
Provideknowledge about a
different culture
Encourage a change of perspectives / empathy
Show interest in a
different culture
Foster the awareness ofone‘s own culture
Improvisation“Joe at the Bhamras‘
House“
Help to understand and solve
intercultural conflicts
Provide experiences in the role
of a foreign person
Enhance a reflection on rules of behaviour in a different culture
Teach verbal and non-verbal intercultural communication
Foster a comparison with one‘s
own life and culture
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Task-as-workplan: Improvisation“Joe at the Bhamras‘ House“
Four steps: 1. Reading an extract of the novel to introduce the scenario
Mr and Mrs Bhamra don’t want Jess to play football anymore. Jess is not allowed out of the house so that she cannot go to the football training sessions. The family is sitting in the living room when suddenly the doorbell rings. Sister Pinky opens the door and there is Jess’ football coach Joe.
A discussion about Jess playing football follows. (= scenario of the improvisation)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Task-as-workplan: Improvisation “Joe at the Bhamras‘ House“
Four steps: 2. Preparation in group work
Task: In Groups, learners…
a) write down arguments for and against Jess playing football
b) prepare arguments for one specific character
c) practise debating in the role of this character
use body language, costumes and props
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Task-as-workplan: Improvisation “Joe at the Bhamras‘ House“
Four steps: 3. Improvisation
Task: Representatives of the groups…
play the 5 characters Mr. and Mrs. Bhamra, Joe, the football coach, Jess and Pinky. They discuss the problem and try to reach a solution / a compromise
speak freely (without notes), use body language, costumes and props
Groups help their representative by „doubling“ him/her
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Task as workplan: Improvisation “Joe at the Bhamras‘ House“
Four steps: 4. Reflection
a) Actors and actresses talk about their experiences• What was it like to play the character?• Could they identify with him/her?
b) Audience gives feedback• Were the characters presented in an authentic way?• Were cultural aspects included in the arguments?• Was there a structure in the conversation – was it
realistic?• Did they reach a compromise?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research findings: Teacher behaviour to support ICC
Observations: learner and teacher behaviour
Cultural knowledge
Some learners do not integrate many arguments relating to Indian cultural habits (but rather arguments that they know from their own cultural backgrounds).
Sometimes teacher lacks knowledge about the target culture.
Conclusion: What can we learn?
Initiating task process
To support ICC, the teacher …
…underlines the cultural purpose of the task (in instruction).
…makes learners aware of the influences of their own cultural background.
…provides enough cultural input (for example information sheets).
…has enough knowledge himself!
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Conclusion: What can we learn?
Reflecting on the task process
To support ICC, the teacher …
… recognizes and uses culturally relevant learning opportunities.
…instructs indirectly (moderates reflection, appropriate questions).
…provides a cultural and communicative input (body language, non-verbal messages).
Observations: learner and teacher behaviour
Verbal and non-verbal communication
“Mr. and Mrs. B.“ did not welcome the “football coach“ in a polite way.
Teacher moderated a reflection on verbal and non-verbal rules of politeness in Germany / England.
Following groups stood up, shook hands, said “nice to meet you“, offered a seat etc.
Research findings: Teacher behaviour to support ICC
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Conclusion: What can we learn?
Reflecting on the task process
To support ICC, the teacher …
…asks learners to name similarities and differences between the target culture and their own background.
…asks learners to explain the literary characters‘ behaviour.
…asks them to voice their opinion about their behaviour by giving reasons with clear criteria.
…refers to international human rights as reference point for cultural criticism.
Observations: learner and teacher behaviour
Comparing cultures / lives(coordinating perspectives)
In reflection, the teacher does not give feedback on learners‘ own experiences or (cultural) criticism.
Lost learning opportunities !
(Especially interesting: experiences of learners with a different ethnic background)
Research findings: Teacher behaviour to support ICC
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Final conclusion
Besides improving the workplans of the tasks, Besides improving the workplans of the tasks, the teacher has a crucial role in promoting ICC: the teacher has a crucial role in promoting ICC:
Role of the teacherRole of the teacher
mediator of ICC-tasks
intervention for education
respect, understanding, support
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Thank you for listening!Thank you for listening!
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Michael Mueller
Developing Intercultural Competences through Tasks in Geography Lessons
taught in English
CLIL in1999
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Who are my learners?
class 9b / 31 learners / ~15 years old / October 2007
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research Focus
Do tasks have the potential to develop intercultural
competences in geography lessons taught in
English?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Definition of intercultural communicative competences
Byram 1997
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Focus Today Teacher role: Improve tasks
=> support for language & content learning
Research ApproachData collection:
• Lessons videotaped
• Interviews recorded
• Group work recorded
• Observation notes
• Learners' texts
(posters, letters, …)
• Questionnaires
Triangulation: a) data collection b) interpretation
Co-researchers
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
What was taught?
People in India8 lessons
1. Asking an Indian university student about India2. Cultural practices in everyday life (housing, transport, ….)3. Getting married in Germany and India – Religion today4. Childhood in Germany and India5. Women in Germany and India6. Careers of Indian software developers7. Designing schoolbook pages for Indian school students8. a) Asking an Indian university student about India again b) Writing letters to answer the software developer's question 'What image do the Germans have of India?'
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
What was taught?
People in India8 lessons
1. Asking an Indian university student about India2. Cultural practices in everyday life (housing, transport, ….)3. Getting married in Germany and India – Religion today4. Childhood in Germany and India5. Women in Germany and India6. Careers of Indian software developers7. Designing schoolbook pages for Indian school students8. a) Asking an Indian university student about India again b) Answering the software developer's question about India image
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Cycle 1 & 2 / Task 1
"Would you like to ask Ms Gupta* some questions about India?“*changed
Purposes:
- Offer learners to learn authentic language and content from an interlocutor of the target culture
- Find out about the learners’ knowledge and their communication skills
- Compare learners’ outcomes with task at the end of the project
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Cycle 1 / Task 1 / class 9a
Without task planning:1. Ms Gupta* how old are you?2. When did you leave India?3. Do you speak German?After planning in group:4. Ähm, what do you study?5. Are there any McDonalds in India?6. How did you live in India?7. Are you married?8. Why did you come to Germany?9. What did your parents say?10. How did Herr Müller find you?11. If there are snakes in India and (??)12. In India it’s like (??)13. What’s your favourite Indian meal?14. Do you know something about holy cow?15. You can take the milk but you cannot eat
the meat? [of the holy cows]16. What happens to the meat?17. Do you have any pets?18. [Asking about her dog]: How big?19. Do you know any traditional events?20. Äh, which religions are in India? Are they
different or …?
Findings:1. Many questions 2. Questions are very direct.3. Questions do not reveal much
knowledge about India.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Reflection after interviewing the Indian student; Cycle 1
- "I didn't want to be impolite."
- "No, my English is good enough for asking questions."
- "I didn't know enough about India to ask good questions."
(translated; Reflection was done in German)
=> Content support more important than language support
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Improving task 1 after cycle 1
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Improving task 1 after cycle 1
1. Activating existing knowledge (=> content support)
What comes to your mind when you think about India? Where do you have these ideas from? 2. Interviewing without & with preparation time
3. Language support to ask more politely (=> language support)
- May I ask you where / what / when / why / who / how …- Could you please describe / explain ….- Ms Gupta*, is it true that ……..
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Cycle 2 / Task 1 / class 9b – Activating prior knowledge
27 of 31 learners were prepared
associations:1. poverty2. bindi (red dot on forehead)3. food / spices4. Bollywood5. historical aspects6. animals (elephants, …)7. climate8. child labour9. … spices =>
bindi =>
products
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here? [gesture forehead => bindi]3. Why have the women long clothes? [=> Saris]4. Have the colours of the clothes a special meaning?
Cycle 2 / Task 1 / class 9b
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." "Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" "Please say … " "Would you please tell us something in English?"
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" "something," "anything" "something" "nein anything""Anysing heißt's bei Fragen" "Sing! Das schreibt man mit TH"
"in English" "Aber Du musst noch please hinten dran schreiben."
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D" "Schreibt man Indisch im Englischen nicht ohne das C?"
"S H" "Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." "Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" "Please say … " "Would you please tell us something in English?"
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" "something," "anything" "something" "nein anything""Anysing heißt's bei Fragen" "Sing! Das schreibt man mit TH"
"in English" "Aber Du musst noch please hinten dran schreiben."
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D" "Schreibt man Indisch im Englischen nicht ohne das C?"
"S H" "Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: German - Engl.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." "Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" "Please say … " "Would you please tell us something in English?"
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" "something," "anything" "something" "nein anything""Anysing heißt's bei Fragen" "Sing! Das schreibt man mit TH"
"in English" "Aber Du musst noch please hinten dran schreiben."
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D" "Schreibt man Indisch im Englischen nicht ohne das C?"
"S H" "Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Content
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." "Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" "Please say … " "Would you please tell us something in English?"
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" "something," "anything" "something" "nein anything""Anysing heißt's bei Fragen" "Sing! Das schreibt man mit TH"
"in English" "Aber Du musst noch please hinten dran schreiben."
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D" "Schreibt man Indisch im Englischen nicht ohne das C?"
"S H" "Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …""Please say … ""Would you please tell us something in English?"
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us""something,""anything""something""nein anything""Anysing heißt's bei Fragen""Sing! Das schreibt man mit TH".
"in English" "Aber Du musst noch please hinten dran schreiben."
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D""Schreibt man Indisch im Englischen nicht ohne das C?"
"S H""Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something,""anything""something""nein anything""Anysing heißt's bei Fragen""Sing! Das schreibt man mit TH".
"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D""Schreibt man Indisch im Englischen nicht ohne das C?"
"S H""Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH".
"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D""Schreibt man Indisch im Englischen nicht ohne das C?"
"S H""Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH" pronun..
"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics
"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D""Schreibt man Indisch im Englischen nicht ohne das C?"
"S H""Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH" pronun.
"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics
"English?" "Äh, in Indish." "Wie schreibt man Indish?" spelling"I N D" spelling"Schreibt man Indisch im Englischen nicht ohne das C?" spelling
"S H" spelling"Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH" pronun.
"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics
"English?" "Äh, in Indish." "Wie schreibt man Indish?" spelling"I N D" spelling"Schreibt man Indisch im Englischen nicht ohne das C?" spelling
"S H" spelling"Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?
"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH" pronun.
"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics
"English?" "Äh, in Indish." "Wie schreibt man Indish?" spelling"I N D" spelling"Schreibt man Indisch im Englischen nicht ohne das C?" spelling
"S H" spelling"Indish" "Ok, can you tell us anything in Indish, please?"
Cycle 2 / Task 1 / class 9b / group 2: Language
Observations
1. content & language are discussed
2. content in L1
3. language negotiation in L2 (proposals) and L1 (metalinguistic)
4. Presumably lang. supp. was used
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here?3. Why have the women long clothes?4. Have the colours of the clothes a special meaning?After planning in group:5. Ms G. could you please tell us, is the Indian food hot or spicy?6. Are there at school the same subjects as in Germany?7. Do the pupils wear school uniforms?8. Can you say something in Indish, please?9. Do they celebrate Christmas? If yes, how do they celebrate it?10. Why do you come to Germany?11. How many inhabitants has India?12. Can you describe us the caste system?13. What kind of government do you have in India?14. At which age can you marry?15. Do they want it [to marry] voluntarily?16. What's the most common surname you use in India?17. Is it true that India is a poor country?18. What kind of money it gives in India?19. What kinds of animals live in India?20. What can you buy with 50 Rupees (= 1 Euro)?21. Is Ghandi an important person in India?22. In which caste are you born?23. Is in India a monarchy?24. What kind of jobs are there in India?25. Why is the cow holy in India?26. What is the holiest God in India?
Cycle 2 / Task 1 / class 9b
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here?3. Why have the women long clothes?4. Have the colours of the clothes a special meaning?After planning in group:5. Ms G. could you please tell us, is the Indian food hot or spicy?6. Are there at school the same subjects as in Germany?7. Do the pupils wear school uniforms?8. Can you say something in Indish, please?9. Do they celebrate Christmas? If yes, how do they celebrate it?10. Why do you come to Germany?11. How many inhabitants has India?12. Can you describe us the caste system?13. What kind of government do you have in India?14. At which age can you marry?15. Do they want it [to marry] voluntarily?16. What's the most common surname you use in India?17. Is it true that India is a poor country?18. What kind of money it gives in India?19. What kinds of animals live in India?20. What can you buy with 50 Rupees (= 1 Euro)?21. Is Ghandi an important person in India?22. In which caste are you born?23. Is in India a monarchy?24. What kind of jobs are there in India?25. Why is the cow holy in India?26. What is the holiest God in India?
Cycle 2 / Task 1 / class 9b
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here?3. Why have the women long clothes?4. Have the colours of the clothes a special meaning?After planning in group:5. Ms G. could you please tell us, is the Indian food hot or spicy?6. Are there at school the same subjects as in Germany?7. Do the pupils wear school uniforms?8. Can you say something in Indish, please?9. Do they celebrate Christmas? If yes, how do they celebrate it?10. Why do you come to Germany?11. How many inhabitants has India?12. Can you describe us the caste system?13. What kind of government do you have in India?14. At which age can you marry?15. Do they want it [to marry] voluntarily?16. What's the most common surname you use in India?17. Is it true that India is a poor country?18. What kind of money it gives in India?19. What kinds of animals live in India?20. What can you buy with 50 Rupees (= 1 Euro)?21. Is Ghandi an important person in India?22. In which caste are you born?23. Is in India a monarchy?24. What kind of jobs are there in India?25. Why is the cow holy in India?26. What is the holiest God in India?
Cycle 2 / Task 1 / class 9b
Findings:
1. task planning supports prod.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here?3. Why have the women long clothes?4. Have the colours of the clothes a special meaning?After planning in group:5. Ms G. could you please tell us, is the Indian food hot or spicy?6. Are there at school the same subjects as in Germany?7. Do the pupils wear school uniforms?8. Can you say something in Indish, please?9. Do they celebrate Christmas? If yes, how do they celebrate it?10. Why do you come to Germany?11. How many inhabitants has India?12. Can you describe us the caste system?13. What kind of government do you have in India?14. At which age can you marry?15. Do they want it [to marry] voluntarily?16. What's the most common surname you use in India?17. Is it true that India is a poor country?18. What kind of money it gives in India?19. What kinds of animals live in India?20. What can you buy with 50 Rupees (= 1 Euro)?21. Is Ghandi an important person in India?22. In which caste are you born?23. Is in India a monarchy?24. What kind of jobs are there in India?25. Why is the cow holy in India?26. What is the holiest God in India?
Cycle 2 / Task 1 / class 9b
Findings:
1. task planning supports prod.
2. lang. support not much used
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here?3. Why have the women long clothes?4. Have the colours of the clothes a special meaning?After planning in group:5. Ms G. could you please tell us, is the Indian food hot or spicy?6. Are there at school the same subjects as in Germany?7. Do the pupils wear school uniforms?8. Can you say something in Indish, please?9. Do they celebrate Christmas? If yes, how do they celebrate it?10. Why do you come to Germany?11. How many inhabitants has India?12. Can you describe us the caste system?13. What kind of government do you have in India?14. At which age can you marry?15. Do they want it [to marry] voluntarily?16. What's the most common surname you use in India?17. Is it true that India is a poor country?18. What kind of money it gives in India?19. What kinds of animals live in India?20. What can you buy with 50 Rupees (= 1 Euro)?21. Is Ghandi an important person in India?22. In which caste are you born?23. Is in India a monarchy?24. What kind of jobs are there in India?25. Why is the cow holy in India?26. What is the holiest God in India?
Cycle 2 / Task 1 / class 9b
Findings:
1. Task planning supports prod.
2. Lang. support not much used
3. Content improved
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Improvements for third cycle [not carried out yet]:
Problem: Concentration on two aspects simultaneously (content & language)
Solution: Offer a separate work phase to check language
=> separate difficulties
Improving task 1 after cycle 2
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Summing up:
Initiating the task process & pre-task support
- More task planning time => more content & language production
- Activating prior knowledge supported content dimension
- Extra time with a sole concentration on pragmatics / language support
to improve language dimension (=> focus on form)
The role of content - in CLIL
- for ICC
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Thank You
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Annika Kolb:
Continuity Tasks in Primary and Secondary EFL Classrooms
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
1. Context: Primary and secondary EFL in Germany
lack of continuity between primary and secondary EFL teaching
due to:• different learning cultures, teaching methodology and assessment procedures
• lack of information and cooperation between the two institutions
• lack of qualified teachers in primary school
result:mismatch between learning outcomes in primary and teachers´ expectations in secondary school
(Burwitz-Melzer&Legutke 2004; Cameron 2003; Duvander et al. 2008; Edelenbos et al. 2006; Kolb 2009; Kolb&Mayer 2010 fortcoming)
primary EFL secondary EFL
communicative, content-based, multi-sensory and action oriented learning
rule-oriented learning, focus on accuracy, meta-language and writing
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
2. Research context and methodology
Research questions:
• Which task features raise teachers´ awareness of their learners´ competencies?
• Which difficulties do teachers have when diagnosing learners´ competencies?
Data from 2 primary-secondary cooperation settings (Year 4 and Year 5):
• interviews with 2 primary and 2 secondary teachers
• 6-9 learner interviews from each of the 4 classes
• classroom video observation of task implementation
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
3. Task-as-workplan: Continuity Tasks
Sample Task: “Book quiz: Present a character from a picture book”
Year 4:
“Show what you can do”:
•choose a character and fill in a “wanted poster”
•practice presenting your character
•present your character, the others have to guess whom you are talking about
Year 5:
a) “Show what you can do”:
• present a character from a picture book
b) “upgrade”: develop an interview with the character (in pairs)
• practice your interview
• language focus: e.g. question structure
• improve your interview
• present your interview, the others have to guess whom you are interviewing
Final meeting at secondary school: present your quiz to the partner class
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
3. Task-as-workplan: Continuity tasks
Task purposes:
• promote continuity of teaching methods, content and skills: same task frame for primary and secondary
• allow learners to build on existing competencies and prior knowledge
• raise learners´ awareness of their competencies through
• self-assessment and reflection on their learning process
• working towards a product that shows what they can do with language
• allow teachers to diagnose the learners´ competencies in action
• promote cooperation between teachers and learners of the two institutions
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Anthony Browne: Gorilla
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
3. Task-as-workplan: Continuity tasks
Competencies acquired at primary school:
• reading strategies
• basic vocabulary on the topic “talking about oneself”
• simple sentence structures for expressing likes and dislikes
• presentation techniques
• basic communication strategies
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
David Melling: The three wishes
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
3. Task-as-workplan: Continuity tasks
Competencies acquired at primary school:
• reading strategies
• basic vocabulary on the topic “talking about oneself”
• simple sentence structures for expressing likes and dislikes
• presentation techniques
• basic communication strategies
Competencies from primary are built on in secondary through:
• thematic continuity
• expansion of vocabulary
• more complex sentence structures
• dialogues instead of monologues
• focus on form
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
• activities that challenge and involve learners
Ms. A (secondary school teacher) : And they were able to understand many things, even if they didn´t know every word. And the quizzes. I was surprised, how quickly they had solved them (…). The understanding, and the courage to tackle something unknown. Incredible! This is something that´s definitely there and that´s motivating. This is really a big gain, I think.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
• space for independent and creative work with language
Ms. S. (primary school): Well, I had said in the beginning, that I was really curious, how it would work, because I couldn´t imagine that the children, that I could just let them do. That they really had to work on the task on their own. Without knowing the book. (…) And I was quite worried about it, that´s what I had said in the beginning. I was completely astonished, really, that they were able to cope with it. I was really surprised. Totally. Also, that they were able to work quite independently.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
• lack of criteria to describe learners´ competencies
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
primary school teachers secondary school teachers
– presentation skills
– present a rehearsed text
– range of vocabulary
– (implicit) knowledge of grammatical structures
– sentence complexity
– presentation skills
– present a rehearsed text
– range of vocabulary
– pronunciation
– explicit knowledge of grammatical structures
– sentence complexity
– length of sentences
– openness towards the language
Criteria to describe learners´ competencies:
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
primary school teachers secondary school teachers
– presentation skills
– present a rehearsed text
– range of vocabulary
– (implicit) knowledge of grammatical structures
– sentence complexity
– presentation skills
– present a rehearsed text
– range of vocabulary
– pronunciation
– explicit knowledge of grammatical structures
– sentence complexity
– length of sentences
– openness towards the language
Criteria to describe learners´ competencies:
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
• lack of criteria to describe learners´ competencies
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
• lack of criteria to describe learners´ competencies
• too much focus on accuracy
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
• too much focus on accuracy
Ms F (primary school): This is something I would like to go on with, to give the children more open learning opportunities (…). And that I give up my, well my demands that everything has to be orthographically and grammatically correct, that you give up these demands, and let the learners do what they can.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
• lack of criteria to describe learners´ competencies
• too much focus on accuracy
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
• lack of criteria to describe learners´ competencies
• too much focus on accuracy
• primary: too many corrections of the learners in order to make a positive impression on the secondary school teachers
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
4. Task-in-process: Teacher role
Which task features raise teachers´ awareness of their learners´ competencies?
• product / outcome to make competencies visible
• activities that challenge and involve learners
• space for independent and creative work with language
• reflection phase on task-in-process
• diagnostic tool for task outcome
Which difficulties do teachers have when diagnosing learners´ competencies?
• have confidence in learners´ competencies / challenge learners
• lack of criteria to describe learners´ competencies
• too much focus on accuracy
• primary: too many corrections of the learners in order to make a positive impression on the secondary school teachers
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
5. Conclusion
Continuity tasks:
• can increase teachers´ awareness of competencies learners bring from primary
• can change teachers´ attitude towards their teaching
Focus on what learners can do.
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Developing task-based language teaching competences during
internship
Thomas Raith Heidelberg University of Education
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Context
University of Education in Heidelberg Teaching Qualifikation: MA
Internship Institution in Karlsruhe Teaching and courses
TSLT
Curriculum
TSLT Competencies
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research DesignFocus: Reflective Practice in TSLT
Product: Descriptions of competence development
Video-stimulated recall interviews of
two lessons
Teaching Diaries
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Research question
What TSLT teaching competences were
the student teachers aware of when reflecting their lessons?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
A Motivating the language learnerA1 …Can pose task in such a way that students can set goals for themselves and actively participate during the taskA2 …Can introduce the task in such a way that task demand and task support are balanced and that students actively participate during the taskA3 ... Can explain tasks so that the purpose, expected result and the steps towards task completion are clear and understandable for the students
B Interactionally supporting task performanceB1 … Can support the task process so that processes of negotiation of meaning and content can be supportedB2 … Can support the task process in such a way that processes leading to comprehension . of meaningful content is supported B3 … can support task processes to encourage relevant processes of language productionB4 … Can support task processes so that formal aspects are noticedB5 …Can motivate learners through positive feedback during the task in process B6 …can motivate learners to work intensively at task completion and can provide necessary task support
C Evaluating task as processC1 … Can judge learners participation at meaningful language interactionsC2 … Can judge using subjective or objective data if the task lead to accomplishment of . . planned or unplanned language learning goalsC3 … Can judge in how far goals of intercultural learning were reachedC4 ... Can judge to which extent the selection of content(including texts and materials) . . . supported interaction (processes)C5 … Can judge to which extent a methodology of social interaction was appropriateC6 … Can judge if the time allotment was appropriate
Competence Model for TSLT
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Matthias
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Scotland
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
The ‚changed‘ Task
• Purpose: Introducing Scotland• Media: computer-animated
presentation• Post-viewing task: think-pair-share
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Matthias reflecting on the task in process:Well, on the one hand I am aware that the image we have of Scotland, is one of a wild and natural landscape. And surely this is the case, and therefore on the one hand I wanted to show it this way, to distinguish it from our landscapes we know and make the students imagine a different country. At the same time I wanted to show that Scotland is not much different concerning lifestyle and standard of living we have here in Germany. Unfortunately, I wasn’t able to show that with the pictures I chose. I didn’t have any images showing something else than just buildings that are 500 years old, nothing about everyday life. Those images are represented in the students’ contributions later, what they said. But there was nothing new or thought-provoking. My thought was: what might be interesting for my students – therefore I showed images of typical sports – like ‘tossing the caber’. Now I see that I probably rather supported stereotypes. But actually I wanted to paint a picture of a country that has both sides – the historical traditions and wild landscapes, and on the other side the modern aspects of life that are similar to what we are used to. Next time I would take more images of young people in a similar age as the students. Ordinary citizens, to avoid the impression that Scotland is only a country of knights and old buildings.
C3 … Can judge in how far goals of intercultural learning were reached
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Matthias on the post-viewing task:
Well, on the one hand I am aware that the image we have of Scotland, is one of a wild and natural landscape. And surely this is the case, and therefore on the one hand I wanted to show it this way, to distinguish it from our landscapes we know and make the students imagine a different country. At the same time I wanted to show that Scotland is not much different concerning lifestyle and standard of living we have here in Germany. Unfortunately, I wasn’t able to show that with the pictures I chose. I didn’t have any images showing something else than just buildings that are 500 years old, nothing about everyday life. Those images are represented in the students’ contributions later, what they said. But there was nothing new or thought-provoking. My thought was: what might be interesting for my students – therefore I showed images of typical sports – like ‘tossing the caber’. Now I see that I probably rather supported stereotypes. But actually I wanted to paint a picture of a country that has both sides – the historical traditions and wild landscapes, and on the other side the modern aspects of life that are similar to what we are used to. Next time I would take more images of young people in a similar age as the students. Ordinary citizens, to avoid the impression that Scotland is only a country of knights and old buildings.
C4 ... Can judge to which extent the selection of content (including texts and materials) supported interaction (processes)
C2 Can judge, if the task leads to accomplishment of language learning goals by using subjective or objective data
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings?
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Student teachers were aware of:
• A1 …Can implement tasks in such a way that students can set goals for themselves and actively participate during the task
• B3 … can support task processes to encourage relevant processes of language production
• B6 …can motivate learners to work intensively at task completion and can provide necessary task support
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Student teachers were not aware of:
• B1 … Can support the task process so that processes of negotiation of meaning and content can be supported
• C3 … Can judge in how far goals of intercultural learning were reached
• B5 …Can motivate learners through positive feedback during the task in process
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Planning and developing tasks
Introducing tasks
Monitoring tasks
Reflecting and evaluating task as
process
Relective Practice
Evaluating task as process and task as
workplan
Videographie: Tasks in action in the
classroom(task as process)
Video-based reflectionStandards for
task-supported language teaching
Evaluating and Developing Teaching Competencies
Task-supported Language Teaching
Development of task-supported language teaching competencies
Change of classroom practice
Ref
lect
ive
Pra
ctic
e
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Danke
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Conclusion: Research on Teacher Role
Structure of research findings:
initiating the task processfacilitating and structuring the process monitoring and reflecting on the process
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 1: Initiating the Task Process
Existing research studies
FuN findings:
T have low expectations of their L. They exert tight control through form-focussed instruction first
T‘ input has become more functional and natural
Planning time supports SLA
Primarily replication – supporting existing findings
Primary/secondary T were surprised about primary L’ competence to cope with unknown language and situations (Kolb – Continuity tasks)
T pose tasks so that L can set goals for themselves and actively participate (Raith – T training)
Planning time as important task support on meaning/form level (Müller
- ICC)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 2: Initiating the Task Process
Existing research studies FuN findings: T prepare the conceptual
ground of L’ interaction T fail to make procedure
and purpose clear to L (Jäger 2009 – ICC and drama)
New findings T need to provide L with
sufficient cultural/ communicative input to help develop ICC skills (Jäger 2009 – ICC and drama)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 3: Facilitating and Structuring the Process
Existing research studies
FuN findings
T are afraid of losing control (group work, noisy, chaotic classrooms)
T raise complexity through additional demands, such as emphasizing linguistic correctness
Primarily replication – supporting existing findings
T do not reflect on interactional aspects of L‘ negotiations (Raith – T training)
Primary/secondary T focus very much on formal aspects of the language, especially grammar, stressing L’s deficits. T don’t have sufficient criteria for communicative tasks (fluency/communicative success/learning strategies (Kolb – continuity tasks).
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 4: Facilitating and Structuring the Process
Existing research studies
FuN findings
T as responsive listeners, turning the initiative over to L
T are able to motivate learners to work intensively at task completion and to provide necessary task support (Raith 2009 – T training)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 5: Monitoring and Reflecting on the Process
Existing research studies
FuN findings
T interrrupt task process for short reflection phase to discover problems
Post-task reflection of ICC learning process is central for development of ICC. IC learning goals were related to L’ world experience
Primarily replication – supporting existing findings
Reflection on task difficulty (asking questions) allowed T to realize L’s difficulties and to change the approach for next task cycle (Michael – ICC, Jäger – ICC )
Much of ICC development of lessons' targeted IC goals takes place in post-task reflections
(Müller – ICC)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 6 continued: Monitoring and Reflecting on the Process
Existing research studies
FuN findings
T use positive feedback to support L
New findings T had difficulty to motivate learners through
positive feedback during the task in process (Raith – T Training)
Post-task L reflection helps primary L as well as T to become aware of L’ competencies (Kolb – Continuity tasks)
T had difficulty to judge the achievement of IC goals (Raith – T training)
T don’t use the reflection phase to its full potential to develop IC awareness, neglecting to help L coordinate perspectives T lack skills in this area (Jäger – ICC in drama, see also Raith above)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Findings 7 continued: Monitoring and Reflecting on the Process
Existing research studies
FuN findings
New findings T don’t use the reflection phase to its
full potential to develop IC awareness, neglecting to help L coordinate perspectives T lack skills in this area (Jäger – ICC in drama, see also Raith above)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Action research format – FuN Findings
Continuity tasks Primary/Secondary (Kolb)
T realized primary L competencies only after R convinced them to try out more challenging tasks
T training (Raith 2009)
Stimulated recall allowed T to reflect on their lessons and develop their TB competencies. Additional questionnaires can be used for self-reflection, making sure that all competence fields are covered (teacher support groups,coaching
session with an instructor) ICC in Geography/English (Müller)
L reflection of the task process allows T to improve the next task cycle
ICC and Drama (Jäger 2009)
Three research cycles allowed R to observe effects of improved tasks-as-workplan and different teacher behaviour (observable ICC). Co-researchers allowed to triangulate perspectives on L and T behaviour, and identification of ICC
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Conclusion: Where are we now? What are the
issues? 1 Is action research an appropriate tool to
research TBLT? “(T)here is one big problem with action research: there is too little of it. (…) Although it is undoubtedly a noble idea, it just does not seem to work in practice. (…) Published studies of action research in applied linguistics are small in number and as far as my personal experience is concerned, I am still to meet a teacher who has been voluntarily involved in an action research project.” (Dörnyei 2007: 191)
“(C)urrently there is a wide gap between teachers and researchers in most countries, which needs to be bridged. (..) The question, then, is, how to make the teacher-researcher link viable and active. (…) The challenge is to find some doable form of teacher-researcher partnership.“ (Dörnyei 2007: 192-3)
Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster
Conclusion: Where are we now? What are the
issues? 2. Is TBLT research moving in a direction where
the different perspectives of practitioners and academic researchers on tasks are integrated?
“What I am interested in is not the acquisition of linguistic forms through task-based lessons in general terms, but the development of one particular class under the condition of task-based lessons. Tasks are seen as a ‘resource for participation’ (Zuengler & Miller, 2006:36) rather than input for language learning”(Schart 2008: 43).