teaching and study practices in finnish foreign language classrooms pirjo harjanne...

Teaching and Study Practices in Teaching and Study Practices in Finnish Foreign Language Finnish Foreign Language

ClassroomsClassrooms

Pirjo Harjanne [email protected]

Research Centre for Foreign Language Education (ReFLEct)

http://www.helsinki.fi/sokla/reflect

Department of Applied Sciences of Education

University of Helsinki

Seppo Tella

[email protected]

Waseda Institute for Advanced Study Waseda University

Tokyo, Japan and

Department of Applied Sciences of Education

University of Helsinki

22TBLT 2009TBLT 2009 Harjanne & TellaHarjanne & Tella 22

Contents of the presentationContents of the presentation

Introduction:

- Finnish national core curricula: CLT

- CLT in Finnish foreign language classrooms?

KIELOKIELO—Research and Developmental Project in Foreign Language Teaching, Studying and Learning (2008–2012)

KIELO KIELO research and other research on Finnish foreign language classrooms

Harjanne & TellaHarjanne & Tella


Finnish national core curriculaFinnish national core curricula (LOPS, 2003; POPS, 2004)(LOPS, 2003; POPS, 2004)

Aim of language teaching: communicative language proficiency

Means: communicative language teaching (CLT)

What should CLT include in FL classrooms? Some salient features of CLT and TBLTSome salient features of CLT and TBLT(Harjanne, 2006; based on e.g. Nunan, 1989; Donato, 2000; van Lier, 2000; (Harjanne, 2006; based on e.g. Nunan, 1989; Donato, 2000; van Lier, 2000;

Brown, 2001; Richards & Rodgers, 2001;Brown, 2001; Richards & Rodgers, 2001; Ellis, 2003; Skehan, 2003 Ellis, 2003; Skehan, 2003) )


Socioculturalism in classroomsSocioculturalism in classrooms

The participation metaphor/Socioculturalism

Learning Participation in social interaction and communication

Knowing Participation in social interaction and communication

TBLT 2009TBLT 2009 44Harjanne & TellaHarjanne & Tella

Theory of language

*The function of language is the expression of meaning; above all interaction and communication

Theory of learning

*Real communication, trial and error; meaningful tasks, meaningful language to the learner

Objectives *Functional and linguistic; the starting point: thestudent’s needs, experiences and contents*Meaningful authentic communication

Communication *A communicative goal, the connection with life outside the classroom *Taking all the components of communicative language proficiency into consideration*Integrated practising of listening, reading, speaking and writing*Primary focus on meaning, secondary focus on form*Interaction, negotiating of meaning, risk-taking

Student’s role *Co-operative participator in communication

Teacher’s role *Mentor, instructor, needs’ analyst, task organizer, resource, feedback, researcher and learner

Role of material *Task-based, authentic, supporting communicative language use

66Harjanne & TellaHarjanne & Tella 66

KIELO A Research and Developmental

Project in Foreign Language Teaching,

Studying and Learning (2008–2012)

TBLT 2009TBLT 2009 Harjanne & TellaHarjanne & Tella


the FL teacher’s cognition the FL teacher’s cognition • • conceptions of students, teaching, studying conceptions of students, teaching, studying and learning based on values, beliefs, and learning based on values, beliefs, prior experience, practical knowledge and prior experience, practical knowledge and theoretical knowledgetheoretical knowledge &&the sociocultural context of school and the sociocultural context of school and language classroom language classroom • • define what and how foreign languages are define what and how foreign languages are taught, studied—and learnttaught, studied—and learnt

Premises of the KIELO project



**A holistic view on Communicative Language Teaching

**A communicative task as a crucial part of teaching and studying

**The didactic teaching–studying–learning he didactic teaching–studying–learning process (TSL process)process (TSL process)

****TThe FL teacher’s own personal didactics he FL teacher’s own personal didactics and pedagogical thinkingand pedagogical thinking

The key components of KIELO’s theoretical framework



To analyse, describe and interpretTo analyse, describe and interpret the thepresent state of foreign language (FL) present state of foreign language (FL) teaching in Finnish FL classroomsteaching in Finnish FL classrooms – the way – the way foreign languages are taught, studied and foreign languages are taught, studied and learnt. learnt.

A sA special focus pecial focus is is laid on the role, status laid on the role, status and significance of communicative language and significance of communicative language teaching (CLT) teaching (CLT) and task-based language and task-based language teaching (TBLT) teaching (TBLT) as a current and topical as a current and topical teaching practice and as a methodological teaching practice and as a methodological approach among FL teachers. approach among FL teachers.

Research taskResearch task



1 What salient features and emphases are found in Finnish FL classrooms?

2 What teaching and study practices are used in Finnish FL classrooms?

3 In what ways are the teaching and study practices justified by the teachers?

4 In what ways do FL teachers implement communicative language teaching and task-based language teaching?

Research questionsResearch questions



Research Setting

Research methodology• Exploratory practice• Mixed methods

Target groups• FL teachers• Students



Exploratory PracticeExploratory Practice (Allwright, 2000; 2003; Allwright & Hanks, 2009)(Allwright, 2000; 2003; Allwright & Hanks, 2009)

Key objective: to increase Key objective: to increase understandingunderstanding of of the quality of language classroom lifethe quality of language classroom life the salient features of an the salient features of an “ordinary” “ordinary” classroom’s classroom’s

activitiesactivities

Teachers and learnersTeachers and learners are are equal partners equal partners in researching in researching their own classroom lives their own classroom lives – – teaching and studyingteaching and studying

Research has to be Research has to be relevant to the teacher and relevant to the teacher and the studentsthe students

Academic researchers are Academic researchers are research cresearch consultants onsultants



Research Setting

Data gathering• Questionnaires• Interviews• Classroom observation• Electronic and digital documentation

Data analysis• Content analysis• Discourse analysis


KIELO KIELO research and other research on Finnish

Foreign Language Classrooms

Current research on teaching and study practices in Finnish FL classrooms is scarce.

Only a few doctoral theses; most studies are Master’s theses or Bachelor’s theses;still, they are important and indicatory.

TBLT 2009TBLT 2009 1515Harjanne & TellaHarjanne & Tella


CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue

60% of the Finnish teachers 60% of the Finnish teachers of English: of English: English at most 50% English at most 50% of the teaching time of the teaching time

Under 10% Under 10% of the Finnish teachers of of the Finnish teachers of English: the target language English: the target language at least 75% at least 75% of the teaching timeof the teaching time

(The assessment of pupils’ skills in English in eight European countries, 2002).




English / lower and upper secondary school /English / lower and upper secondary school /

four (two and two) video-recorded lessons :four (two and two) video-recorded lessons : 60% 60% (lower secondary) /(lower secondary) / 51% 51% (upper (upper

secondary) secondary) of the teacher talk of the teacher talk was was FinnishFinnish GrammarGrammar: in Finnish: in Finnish

(Reini, 2008 (Reini, 2008 / Master’s thesis) / Master’s thesis)




KIELO KIELO research

English / lower and upper secondary school

Interviews of the teachers (N=11),

observation of lessons (N=11)

The aim of the teachers:maximum use of English in the lessons




Observation At the beginning of the lesson: English / 11 Instructions: English / 5, English and Finnish / 4,

Finnish and English 2 Grammar: Finnish / 8, English / 3 General conversation: English / 5, English and Finnish

/ 4, Finnish and English 2 Private conversation: English / 3, English and

Finnish / 4, Finnish and English / 4 Dicipline: English / 6, English and Finnish / 1, Finnish

and English / 4 Intervention in the students’ use of Finnish: yes / 4,

not always / 3, no / 4




The experienced teachers used much more English than the inexperienced teachers

The students used much more English, when the teacher used English and especially, when they were encouraged to speak English

(Kuoppala, 2009 / Pedagogical thesis)





English / lower secondary school

Classroom observation (1–3 lessons per 5

teachers) and a questionnaire Instructions / 5 teachers: primarily English >>

Observation: Finnish and English GrammarGrammar / 5 teachers: Finnish Small talk / The teachers: English >

Observation: English To praise the students / The teachers: English

> Observation: EnglishHarjanne & TellaHarjanne & Tella




Paying attention to the students’ use ofFinnish / 5 teachers: try to pay attention to the use of Finnish > Observation: The teachers asked the students to be quiet or they let them continue in Finnish but didn’t encourage them to speak English

(Järnberg, 2009 / Pedagogical thesis)


CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching

English / lower secondary school: Teaching and studying focused on linguistic items isolated from meanings and language functions (Alanen, 2000)

English / upper secondary school: Little (if any) evidence of student-centredness or of the student’s role as an active user of the target language (Nikula, 2007)




English / primary school: The teacher

• had a high level of control and • focused her teaching on

isolated linguistic units The teacher usually used

English communicatively only for a few minutes during a lesson

(Hinkkanen & Säde, 2003 / Master’s thesisMaster’s thesis)




English / primary school: The pupils:

The exercise book exercises and listening to and reading the textbook chapters played a major role

Their use of English was minimal, as even discussion tasks in pairs were written down in their copybooks

(Jalkanen & Ruuska, 2007 / Master’s thesisMaster’s thesis)




English / English / upper secondary schoolupper secondary school Classroom ethnography, conversation analysis /One double-lesson of English (a part of a largerdata collection of face-to-face ordinary EFL lessons)

The nature of EFL conversation in classroomThe nature of EFL conversation in classroom: : The teacher The teacher had had controlcontrol, focusing on , focusing on checking checking

the exercisesthe exercises Teacher-centred Teacher-centred Genuine conversation Genuine conversation was was scarcescarce (Turunen, 2007 / Master’s thesis)(Turunen, 2007 / Master’s thesis)



CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingEnglish/ primary school English/ primary school

Three case studies about Three case studies about dramadrama; teacher as; teacher as

a researcher, observation, interviews a researcher, observation, interviews of theof the

teachers, questionnaires to the pupils teachers, questionnaires to the pupils

Drama Drama enabled enabled to simulate authentic communicationto simulate authentic communication

in English in English to practise all the components ofto practise all the components of

communicative competence communicative competence

(Ropponen, 2006 / Master’s thesis)(Ropponen, 2006 / Master’s thesis)Harjanne & TellaHarjanne & Tella



Swedish / lower and upper secondary school Microethnography, exploratory practice, teacher

as a researcher / audio-recorded lessons,

a questionnaire

Oral practice of Swedish with the aid ofOral practice of Swedish with the aid of

collaborative scheme-based and elaborationcollaborative scheme-based and elaboration

taskstasks Student-centredStudent-centred lessons lessons Teacher:Teacher: a mentora mentor Students: active participatorsStudents: active participators

in communication in Swedishin communication in SwedishHarjanne & TellaHarjanne & Tella



The students’ communication: The students’ communication: co-construction of the dialogueco-construction of the dialogue peer-scaffoldingpeer-scaffolding much more attention to meaning than formmuch more attention to meaning than form

Conclusion: Conclusion: students’ students’ collaborationcollaboration and and interactional interactional

communicationcommunication came true, having the came true, having the connection with life outside the classroom.connection with life outside the classroom.

(Harjanne, 2006 / Doctoral thesis)Harjanne & TellaHarjanne & Tella


CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingKIELO KIELO researchWhat tasks do FL teachers at a university ofapplied sciences use in their lessons?A questionnaire to 8 FL teachers (English, Spanish,French, Swedish, German and Russian) (> 9 teachersparticipated!) Many more oral than written tasks The oral tasks were more communicative

than the written tasks Co-operative tasks Authentic materials, self-edited materials About same number of group work and individual

tasks About same amount of teacher-centred and student-

centred teaching(Naumanen, 2009 / Pedagogical thesis)



CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingKIELO KIELO research What kind of foreign language teaching do the

pupils at lower secondary school findinteresting? A questionnaire, N=42 Group work and projects in addition to

grammar >> to hear and use foreign languages

More speaking in foreign languages Varied FL teaching including

culture and communication (Keskinen, 2009 / Pedagogical thesis)





Which teaching approaches do the FL teachersin primary school and lower secondary school

prefer on their lessons and why?

A questionnaire (N=23) Teacher-centred (58% of the teachers),

a need to control Student-centred and co-operative

(42% of the teachers), to activate the students to inspire, participate and take more responsibility



CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching Authoritarian teaching style

(59% of the teachers) clear rules and goals > learning if too much control to the students

> non-learning; Democratic teaching style

(33% of the teachers) to enable the students to participate and

to assume more responsibility

(Lehtinen, 2009 / Pedagogical thesis)



Conclusions from research on Conclusions from research on Finnish FL classroomsFinnish FL classrooms

The results are in line with many international research results (e.g,. Karavas-Doukas, 1996; D. Li, 1998;

Sato & Kleinsasser, 1999):

Most second language (L2) teachers claim to use CLT approach

Communicative FL classrooms still seem to be in the minority (teaching still being teacher-centred and focused on grammar)

(Gatbonton & Segalowitz, 2005)



Conclusions from research on Conclusions from research on Finnish FL classroomsFinnish FL classrooms

The language tasks used mirror the teachers’ views on FL proficiency, teaching, studying and learning.

The language tasks used seem to have a decisive role on defining what happens in FL classrooms.



CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingTasksTasks


What kind of tasks do the exercise books in

French at lower secondary school include in

Finland, Sweden and Canada?

Task classification modified on basis of Nunan

(1989), Skehan (1998) and Littlewood (2004)



Tasks in French

A Finnish book (132 tasks)

A Swedish book (390 tasks)

A Canadian book (295 tasks)

Non-communicative

49.2% 62.6% 49.8%

Pre- communicative

37.1% 32.1% 38.3%

Communicative 13.6% 5.4% 11.9%



Why do FL teachers prefer ‘traditional’ (teacher-centred, focus on grammar) language teaching? It’s hard for the FL teachers used to teach

grammatical rules and isolated words and word lists, to see that communicative tasks improve learning (Gatbonton & Segalowitz, 2005)

The FL teachers’ beliefs determine their teaching crucially (e.g., Borg, 2006)

Misunderstandings of communicative Misunderstandings of communicative language teaching and of a communicative language teaching and of a communicative task: task: Purely oral practice, no grammar teaching or practising




on teaching and study practices

in Finnish FL classrooms

is continued…

What, how and why?What, how and why?



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Ellis, R. (2003). Ellis, R. (2003). Task-based language learning and teachingTask-based language learning and teaching . Oxford: Oxford University Press.. Oxford: Oxford University Press.Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian The Canadian

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Keskinen, N. (2009). Peruskoululaisten käsityksiä kolmannen kielen valinnasta. [[A primary school pupils’ views on A primary school pupils’ views on choosing a third foreign languagechoosing a third foreign language]. ]. Pedagoginen tutkielma. Aineenopettajankoulutus. Soveltavan kasvatustieteen laitos. Helsingin yliopisto. [[Pedagogical thesis, unpublished.]Pedagogical thesis, unpublished.]

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