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ENRICHED FOREIGN LANGUAGE LEARNING PROJECT

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ENRICHED FOREIGN LANGUAGE LEARNING PROJECT Enriched Foreign Language Learning (EFLL): Presentation of the project Foreign Teachers Meeting , Ljubljana, July 2, 2010 – PowerPoint PPT presentation

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Title: ENRICHED FOREIGN LANGUAGE LEARNING PROJECT


1
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
Enriched Foreign Language Learning (EFLL)
Presentation of the project
  • Foreign Teachers Meeting , Ljubljana, July 2,
    2010
  • Katja Pavlic Škerjanc , katja.pavlic_at_zrss.si

Operacijo delno financira Evropska unija iz
Evropskega socialnega sklada ter Ministrstvo za
šolstvo in šport. Operacija se izvaja v okviru
Operativnega programa razvoja cloveških virov v
obdobju 2007-2013, razvojne prioritete Razvoj
cloveških virov in vseživljenjsko ucenje
prednostne usmeritve Izboljšanje kakovosti in
ucinkovitosti sistemov izobraževanja in
usposabljanja.
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Ministry of Education and Sport STRATEGIC LEVEL ? concepts (white books), development strategies (strategic papers), legislation aand funding
National Education Institute TACTICAL LEVEL ? frameworks and guidelines, monitoring implementation. in-service training
Schools OPERATIONAL LEVEL ? piloting (PLANNING and implementation), evaluating and upgrading suggested solutions (REPORTS), dissemination of results (GOOD PRACTICE)
5
ENRICHED FOREIGN LANGUAGE LEARNING
  • foreign teachers integration into the school
    curriculum as an innovative approach to foreign
    language teaching

6
FOREIGN TEACHERS PROJECT KEY CONCEPTS
SCHOOL DEVELOPMENT Research projects
Dissemination of results (school national
level)
  • Intercultural (communicative) competence
  • Authenticity of
  • learning goals and objectives,
  • learning situations,
  • assessment
  • Language across the curriculum (content-based
    language learning, discipline literacy
    development)
  • School curriculum (planning implementation
    monitoring evaluation- dissemination)
  • Integrative curriculum (cross-curricular
    connections intra- and interdisciplinary
    cooperation)
  • Cooperative/Collaborative teaching
  • Team teaching
  • Project approach (to teaching and learning)

7
FOREIGN TEACHERS PROJECT ADDED VALUE?
  • Collaborative -team teaching in multicultural
    -intercultural teams
  • New approaches to foreign language teaching and
    learning
  • Project approach to innovation action
    research (professional development)

8
NATIONAL PROJECT TEAM (NPT) Project manager core
NPT, extended NPT, enlarged NPT
PROJECT STRUCTURE
  • External ?collaborators
  • Slovene and foreign teachers
  • academic experts

Working Groups (WG) ? School Project Teams (SPT)
?Foreign teachers members of WGs
Personal choice ? Work obligation ?
?Foreign teachers members of SPTs

9
DRIVERS OF CHANGE
10
PROJECT STRUCTURE
  • National Project Team (NPT)
  • core NPT (Katja Pavlic Škerjanc, project manager
    NEI, Maja Celestina, NEI Barbara Gregoric
    financial matters, NEI Domen Petelin legal
    matters, NEI Bronka Straus, MES)
  • extended NPT (core NPT NEI foreign language
    advisers)
  • enlarged NPT (extended NPT school project team
    leaders school FL coordinators selected
    foreign teachers/one per language)
  • School Project Teams (SPT) (3 5 members)
  • Project team leader
  • Foreign language coordinator
  • Foreign teacher
  • Other teachers according to the school project
    goals

11
FOREIGN TEACHERS Aims and goals of the project
  • upgrading the quality of foreign language
    teaching in Slovenia by innovative approaches,
    based on
  • an enhanced authenticity of learning situations
    (communication with a native speaker of the
    target language or a non-native speaker with a
    FL1 otherthan Slovene and using the target
    language as a lingua franca)
  • and
  • cooperative teaching in multicultural teams
    (Slovene foreign teachers of foreign languages,
    Slovene teachers of non-language subjects
    foreign teachers of foreign languages)
  • developing a systemic approach to foreign
    teachers inclusion into the Slovene educational
    system - piloting alternative organizational
    options

12
ADDED VALUE?
  • Bringing together native and non-native (Slovene)
    teachers of target languages (? combining the
    advantages and disadvantages of the emic and the
    etic perspective into a complementary blend of
    both, with the native teacher contributing the
    insiders understanding and fluency and the
    Slovene teacher sharing the cognitive structure
    with the students )
  • Bringing together non-native teachers of target
    languages from different cultural backgrounds (?
    developing cultural multiperspectivism,
    intercultural sensitivity, intercultural
    awareness, intercultural competence of both
    teachers and students)
  • Collaborative -team teaching in multicultural
    -intercultural teams

13
FOREIGN TEACHER ROLE AND TASKS
  • The foreign teacher is an autonomous, independent
    expert, expected to contribute creatively and
    innovatively to the quality of foreign language
    teaching and the school development project.
  • He/She is non only an ambassador of the culture
    he/she comes from but also an active promoter of
    multiculturality and interculturality.
  • He/She (co)-teaches in all parts of the
    curriculum
  • core and elective (80 of the direct
    instruction/teaching workload),
  • optional (up to 10 of the teaching workload)
    and
  • extra-curricular activities (up to 10 of the
    teaching workload).
  • Like Slovene teachers, foreign teachers will be
    required to be available for work at all times
    when the school is open and at other such times
    as the principal/headteacher or governing body
    may reasonably direct.

14
FOREIGN TEACHERS?
  • Target language
  • first (mother) tongue?
  • second language (bilingual bicultural
    speakers)?
  • foreign language (but with a first/second
    language and culture other than Slovene)?
  • Native speaker vs. TEACHER ?
  • foreign language teacher OR
  • subject teacher with a FL teaching certificate?
  • Monocultural vs. intercultural teacher?

15
QUALIFICATION REQUIREMENTS PROFESSIONAL
COMPETENCES?
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ADDED VALUE?
  • Investigating/researching and developing
    collaborative skills of both teachers and
    students ?
  • idea sharing (procedures, protocol )
  • discussion groups
  • peer observation
  • joint teaching learning activities
  • teacher exchanges
  • team teaching
  • type B team teaching (rotational)
  • type A team teaching (interactive)
  • Investigating/researching and developing team
    teaching skills
  • Collaborative -team teaching in multicultural
    -intercultural teams

18
COLLABORATIVE TEACHING
  • INTRA- AND INTER-DISCIPLINARY COLLABORATIVE
    TEACHING
  • Teachers cooperate and collaborate
  • to increase the authenticity of learning through
    interdisciplinary teaching and curriculum
    integration
  • to fight knowledge obsolescence and share the
    burden of keeping up with the knowledge explosion
  • to ensure/provide continuous professional
    development through peer learning

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INTERACTIVE TEAM TEACHING
TT In the same classroom In the same classroom In separate cl.
TT PARALLEL SEQUENTIAL PARALLEL
SAME ACTIVITIES collaborative ( dialogue) alternating (students rotate from one teacher to another) parallel
DIFFERENT ACTIVITIES traditional (interdependent activities) alternating (students rotate from one teacher to another) diferentiated
DIFFERENT ACTIVITIES supportive (one teaches, one observes) complementary (connected, but independent activites) diferentiated
21
Hour distribution and components of an average
weekly FTs teaching workload
15 (16) hours 15 (16) hours 5 (6) hours 5 (6) hours 5 (6) hours
TT team teaching TT team teaching ST single teaching ST single teaching ST single teaching
interactive team teaching guest teaching positive interdependence interactive team teaching guest teaching positive interdependence independence on the basis of collaborative teaching independence on the basis of collaborative teaching independence on the basis of collaborative teaching
together apart individual (small group) work with students compulsory elective activities (OIV) extra-curricular activities
whole class principle division of students into two sub-groups 0 3 hours 0 2 hours 0 2 hours
22
The DOs and DONTs of teaming
  • teams as permanent as possible
  • not more than 3 co-teachers within the same
    period of time (month/week)
  • no one-lesson partnerships(except in guest
    teaching)
  • core and additional teams
  • Forms of collaboration

Core teams Additional teams Guest teaching
as permanent as possible small number of partnerships organised on a yearly principle less permanent flexible depending on the current issues and needs organised on a unit principle (anywhere from 3 lessons upwards) FT should not be forced to do subjects/topics she/he is not comfortable doing could be in a form of substitute teaching but preplanned
23
ADDED VALUE?
  • Communication in foreign languages as a key
    competence and cross-curricular goal (?
    investigating and developing ways and means of
    curriculum integration)
  • Developing intercultural competence
  • in foreign languages
  • as a cross-curricular goal
  • Innovative Fl teaching ?
  • F)LAC (Foreign) Language Across the Curriculum
    / LANGUAGE IN OTHER SUBJECTS
  • CBLL Content-Based Language Learning (cf. CLIL)
  • Language sensitive content learning
  • Discipline / Academic literacy development
  • A new role of the mother tongue in FLL from
    monolingual to bilingual appr.
  • New approaches to FL teaching and learning

24
Gimnazija Modernisation CURRICULAR ENRICHMENTS
INTEGRATIVE CURRICULUM - CURRICULAR CONNECTIONS
monodiscuplinary and pluridisciplinary intradisciplinary and interdisciplinary multidisciplinary and interdisciplinary partial and cross-curricular vertical and horizontal
?
intercultural competence as a cross-curricular goal
?
media literacy - film literacy as a cross-curricular goal
25
INNOVATIVE APPROACHES TO FOREIGN LANGUAGE
TEACHING AND LEARNING
  • Developing intercultural competence
  • in foreign languages
  • as a cross-curricular goal
  • A new role of the mother tongue from monolingual
    to bilingual approach
  • Collaborative/Team teaching
  • intradiscipliary teams
  • interdisciplinary teams
  • intercultural teams
  • (F)LAC (Foreign) Language Across the Curriculum
    ?LANGUAGES IN OTHER SUBJECTS
  • CBLL Content-Based Language Learning (cf. CLIL)
  • Language sensitive content learning
  • Discipline / Academic literacy development

26
ADDED VALUE?
  • Schools had to apply with a research project
    proposal (?investigating a research question
    relevant for the national project)
  • Reflective practice, schools as learning
    communities (? looking for the answer to the
    research questiion by investigating their own
    practice)
  • Project approach to innovation action research
  • (professional development)
  • With a development (ie. research) project, a
    school
  • introduces change(s)
  • into the usual (ie. everyday, established)
    teaching and learning process(es)
  • in a planned and systematic way
  • to raise - directly or indirectly - the quality
    of student learning and outcomes.

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Change and Different Roles of Teachers
  • Teachers participating in development projects
    are expected to assume different roles
  • teachers,
  • change agents,
  • course designers,
  • materials providers,
  • researchers,
  • evaluators.
  • Teachers as reflective practitioners
  • Schools as learning organisations

29
Initiating a research project PRE-PLANNING STEPS
  • Research area/topic
  • Research goal
  • Research QUESTION
  • Expected outputs and outcomes
  • Quality indicators

30
SCHOOL RESEARCH PROJECTS
RESEARCH AREAS /TOPICS GOALS (ie. sample goals)
COLLABORATIVE TEAM TEACHING Implementing interactive team teaching Activating inter-class and inter-school teacher exchanges Developing collaborative school culture through planned and structures implementation of collaborative teaching
INTERCULTURAL COMPETENCE Developing intercultural awareness and intercultural sensitivity in teachers as an instruction prerequisite
INNOVATIVE APPROACHES TO FLT AND FLL Reading across the curriculum Developing reading skills in FL Creative reading and creative writing in FL Developing discipline/academic literacy in foreign languages
31
ENRICHED FOREIGN LANGUAGE LEARNING
  • foreign teachers integration into the school
    curriculum as an innovative approach to foreign
    language teaching

32
FOREIGN TEACHERS IN SLOVENE SCHOOLS (2010/11 ?)
  • Who to approach?
  • Organizational Framework?
  • ENRICHED FOREIGN LANGUAGE LEARNING Project (?
    OUTJ / EFLL)
  • Foreign language teachers (European funds)
  • German DSD teachers (European funds)
  • European Classes foreign teachers
  • (national funds to be gradually
    integrated into EFLL project)
  • Zavod RS za šolstvo
  • (Katja Pavlic Škerjanc, project manager)

33
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
  • The second phase of the project introduces school
    status diversification
  • Home Schools,
  • Partner Schools and
  • Satellite Schools.
  • Although only the Home Schools will employ the
    foreign teachers, 20 of their teaching duties
    will be in either Partner and/or Satellite
    schools.
  • This system ensures that those schools which do
    not employ a foreign teacher will also have at
    least partial access to enriched foreign language
    teaching (under specific conditions and on a
    basis of negotiation NB choice and voice vs.
    choice only).

34
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
  • Although FOREIGN TEACHERS will be
  • employed by one school (the so-called Home
    School),
  • only 80 of the teachers duties will be carried
    out at this school.
  • One of the basic goals of the 2nd phase of the
    project is to ensure equity of access to the
    added value that a foreign teacher brings to
    foreign language learning. 

35
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
  • Types of schools / Participation staus

36
Zagotavljanje pravicnosti oz. enakosti
dostopnosti
i.e EQUITY OF ACCESS
37
FOREIGN TEACHERS WORKLOAD
38
FOREIGN TEACHERS WORKLOAD
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PARTICIPATION / APPLICATION REQUIREMENTS
(limitations)
  • Due to the fact that EFLL is a development
    project that seeks to investigate how foreign
    teachers can be placed into the system, only
    schools with relevant expert knowledge (human
    resurces) and organizational flexibility will be
    eligible for participation.
  • Compliance with participation requirements will
    be evaluated on the basis of applicant schools
  • experience with research projects
  • experience in the following areas
  • team teaching,
  • employment of foreign teachers,
  • school improvement/development/research work
  • quality of the application, and
  • unconditional acceptance of the national projects
    framework and guidelines and contractual
    obligations.

43
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
  • Scope of the project in (employment rates)
  • 20 foreign teachers (FT) of different target
    languages (EN, DE, FR, IT, ES, RU no language)
  • 6 German DSD teachers (NPU) schools cgosen
    directly by the Ministry of Education and sport)

Home school Partner school
Gimnazija FM Ljutomer ? (EFLL)
Gimnazija Ptuj ? (EFLL)
Prva gimnazija Maribor II. gimnazija Maribor
ŠCRM Kamnik ESIC Kranj
Gimnazija Bežigrad Gimnazija Poljane (ni NJD)
Gimnazija Novo mesto SŠ Crnomelj (DSD?)
DSD School network
44
Time schedule of prtoject activities
Activity Date Comments
Informativno srecanje za tuje ucitelje 2/7 ob 10.00, na ZŠ (215)
Individualne konzultacije za prijavitelje 2/7  in 5/7 Telefonsko ali e-narocanje (Petra Mikulan 01/3005131, petra.mikulan_at_zrss.si)
PRIJAVLJANJE ŠOL (maticnih in partnerskih) rok za oddajo do 6/7 Elektronsko in po obicajni pošti (podpis ravnatelja, žigosano)
Sestanek komisije za izbor šol 8/7 -
Obvestilo šol o izboru do 13/7 E-poštna sporocila ravnateljem izbranih šol Spletna stran ZRSŠ (Novice)
Zagonsko srecanje nadaljevanja projekta (šole) 25/8 Vabilo s programom 20/8 (E-pošta)
Zagonsko srecanje nadaljevanja projekta (TU) 30/8 Vabilo s programom 25/8 (E-pošta)
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