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Year 7-10 E-Learning in Languages (ELL) Teacher Reports
Does the use of video as a reflective tool for teachers and students impact on student learning of an international language, with a focus on speaking?
Learning Languages in the New Zealand Curriculum‘There is a clear expectation from the
Minister and Ministry of Education that schools with students in Years 7-10 should be working towards including a quality second language programme when designing their school curriculum.’
(Revised curriculum document)
Why study a language?In learning an additional language and its culture,
students will:come to appreciate that languages and cultures are
systems organised in particular ways to achieve meaning;
extend their ability to interact appropriately with speakers of another language or from another culture;
be introduced to new ways to interpret the world and their place in it;
acquire knowledge, skills, and attitudes that equip them for living in a world of diverse people, languages and cultures;
be challenged to consider their own identities and assumptions.
(NZC p. 24-25)
E-learning and pedagogyE-learning has the potential to support
teaching by:assisting students in making connections;facilitating shared learning;creating supportive learning
environments; andenhancing opportunities to learn.
(NZC p. 36)
Focus Question:Does the use of video as a reflective tool for teachers and students impact on student learning of an international language, with a focus on speaking?
Research and theoretical base used to underpin focus question:
Ellis Principles (2005)
Principle 1 – Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.
Principle 7 - Successful instructed language learning also requires opportunities for output.
Principle 8 – The opportunity to interact in the target language is central to developing proficiency.
Principles of Intercultural Communicative Language Teaching and LearningNewton & Yates 2009 MOE NZPrinciple 1 – Integrates language and culture
from the beginning.Principle 2 – Engages learners in genuine
social interactions.Principle 4 – Fosters explicit comparisons and
connections between languages and cultures.
Teaching as Inquiry
Change in schoolsMoved from St Andrews Middle School to
Kimihia School in JulyBlue background blog pages = SAMSRed background blog pages = Kimihia
Research Context
Maori
Pakeha
Fijian
Samoan
Tongan
Cook Island
South African
Indian
Chinese
Australian
Thai
Cambodian
English
46%
43%
Pacific Islander 5%
Other 6%
Kimihia School is a decile 2 full primary school situated on the east side of Huntly in a semi-rural setting. There are 341 students, with 13 ethnicities represented.
Y7 Girl Y7 Boy Y8 Girl Y8 Boy0
1
2
3
4
5
6
7
8
9
Ethnicity of Students in Room 11
Cook Island MaoriAustralianFijianEnglishCambodianMaoriNZ Pakeha
Gender and Year Level
Num
ber
of
Stu
dents
Target GroupName Y
ear
Gender
Ethnicity Student voice relating to prior knowledge in other languages and cultures.
Personal Goal Multiple Intelligence
Stanine (Reading Comp. PAT)
何爱玛héàimǎ
7 F Pakeha 18 months of Japanese. To be able to talk about myself and my family for between 30 seconds and one minutes.
Logical 9
毕蕊妮bìruǐnī
7 F Cook Island Two terms of Japanese. To be able to talk about myself for 20 seconds.
Kinaesthetic/ Naturalistic
5
何杰héjié
7 M Pakeha Two terms of Japanese. I would like to ask for some fish ‘n’ chips in Chinese
Interpersonal 7
史文满shǐwénmǎn
7 M Pakeha Two terms of Japanese. I would like to be able to talk about sports.
Kinaesthetic 9
史莎曼shǐshāmàn
7 F Cambodian Two terms of Japanese. Talk simple Chinese so people understand.
Intrapersonal/ Interpersonal
7
魏岱文wèidàiwén
8 M Fijian Two terms of Japanese. To be able to talk about sports. Interpersonal 6
白珂斌báikēbīn
8 M Maori – Ngaruahine
Two terms of Japanese. To be able to order a meal in Chinese.
Kinaesthetic/ Intrapersonal
7
Student voice – initial survey
First Survey ConclusionsMost students had experience of learning an
additional language.Students had greater access to computers
outside of school than anticipated (85% have access to Internet at home).
Displayed interest in developing digital walls.Most students knew very little about China.Tended to associate what they knew about
Japan with China.All but one speak only English at home.
E-Learning in ChineseThe class blog
• YouTube as an educational resource
• Scribd to upload documents
• Internet for research
• Quizlet
• Voki and ToonDoo
Chinese page on blog
Reflection Questions: What do you feel went well?What do you need to work on?What are the next steps?
Student video and self/peer assessment
Student’s comments on videoChinese Introduction Video
I think I did pretty well for someone who has been learning Chinese for about 5 weeks. (It may sound like a long time but it really isn't!)
I think I spoke clearly, I didn't try to use tones because they are quite confusing.
Please don't laugh at my video!
What I am saying....HelloMy name is BrookeMy phone number is8953535 (not my real phone number)ENJOY!!
Other students’ comments EmmaC said... you were looking at a piece of paper (so was i ) we should work on remembering
what we say. you done awesome! May 11, 2010 2:47 PM Joyce said... I agree with Emma, maybe next time you can try to practice more.^-^ May 12, 2010 5:12 PM shivon said... yeah I agree with Joyce and yeah you could maybe practice on looking at the camera
a bit more (tip)* putting the piece of paper right next to the camera !that's my trick~ May 12, 2010 5:38 PM Hannah said... Brooke that was really good though I think you need to practice on your
pronunciation and fluency! May 12, 2010 9:17 PM Horim C said... I think you did great! Yes, you might have looked at the piece of paper but I think
that's all part of learning! if you didn't need the paper and you worked a bit more on your fluency, next time I think you would be perfect!
May 12, 2010 11:34 PM
I had a bit of trouble with my Chinese assessment because I started learning late but I will soon become better at it. I wasn't very confident because I haven't learnt much1/4. I had a normal voice 2/4. My pace needs a lot of work 1/4. My tone needs a little work 1/4. My pronunciation needs a lot of work1/4 and the flow was just right 2/4. (BJ self -assessment)
Video of teaching session to inform teaching practice
Professional Learning Reflection and Action
Learning Languages: Teacher: Nicole Morrall School/Class: Room 7, SAMS Date:17/5/2010 Next step actions:1.slow down2.scaffold3.think about transition between skills
Teacher Practice: Student Learning:
IMPACT
Professional Learning Conversations
What did I do?What happened?Started out with quick review questions and then a game which worked on this language structure but with different vocabulary – just as a warm-up.This lesson was all about introducing new vocabulary, working within a language structure we already knew (or so I thought).-use of PowerPoint with pictures of vocab.-went through, with students repeating words after me.-Went straight into having students respond to questions: “is this coffee or tea?”-Then got students to take notes on vocabulary – did not give English at any time.
What was the impact?What happened? How do you know your students are learning?I tend to do a quick review each lesson – I think this is reasonably effective but might get a bit boring after a while. Just keeps some of the language structures and vocab alive…As I was trying to avoid using English, had this situation where students kept asking ‘What does it mean?’ – not with regards to the vocabulary items so much as the structures, which I had assumed they would make an easy transfer across form the work we had already done with food.I think I know my students are learning when I can hear they are using the language to interact with each other – either when playing a game or preparing for a roleplay.
Sharing/Feedback/Feedforward: Discussions with colleagues/students?Need to discuss in more detail with students: What is good speaking? What is good listening? Do a wordle or a bubbl.us which we can keep up on the wall and refer back to when needed rather than needing to go through it all explicitly every lesson.
What will I do differently? Why?When introducing the learning intentions at the beginning of the lesson, tell them, for example, that today we are going to be learning how to ask someone: What do you like to drink? And Do you like to drink (tea)?Keep this up on board so it is there for people to refer back to.
Thoughts / Reflections:I had the students working with all four skills today – perhaps letting them know that we are only going to be focusing on 2 skills. Also, explicitly asking them not to write something down when I am trying to work on their pronunciation of the word – let them know that I will give them plenty of time later to get the vocab. written in but for now I want them to concentrate on their pronunciation. Jeanne suggested that focusing on just the one or two skills will help with retention – am trying to do too much.
Changes to make in teachingTry to praise more using formulaic language.Give students more basic formulaic language
to use in everyday classroom situations.Try to give students more task-based
activities for authentic communication – something students will actually use in real life.
Gathering Student VoiceI conducted a class survey after almost one term of learning
Chinese at my new school.- How has Japanese helped you with learning Chinese?- What have you learnt in Chinese so far?- What are the challenges of learning Chinese?- How do you help yourself learn?- How does your teacher help you?- How will you know when you have learnt something?- What would help you remember?- What advice would you give to students who were going to
start learning Chinese?- Is there any language you hear at home or in the
community that helps you with learning Chinese?
What are the challenges in learning Chinese?何爱玛 héàimǎThe challenges of learning Chinese are getting the pronunciation right.
毕蕊妮 bìruǐnīThe pronunciation is a challenge whilst learning Chinese.
魏岱文 wèidàiwénThe challenges of learning Chinese are I can’t remember all of it and it’s hard to pronounce it correctly.
何杰 héjiéRemembering words, phone numbers, numbers.
史文满 shǐwénmǎnThe tones
史莎曼 shǐshāmànThe pronunciation and tones.
白珂 báikēbīnPronouncing some of the words.
What would help you remember?何爱玛 héàimǎI would remember Chinese better if we used pictures to remember the characters.
毕蕊妮 bìruǐnīWhat would help me remember something will be like if it rhymed like Mrs. Jones taught us pasame the hasame for scissors and I’ve always remembered that!
何杰 héjiéKeep practicing, listening to advice.
史文满 shǐwénmǎnMy book.
史莎曼 shǐshāmànWrite it in my book.
魏岱文 wèidàiwénMy book would help you remember.
白珂 báikēbīnInvolving cards like we did with hiragana letters and using word sounds similar.
Class Data
何爱玛hé
àim
ǎ
毕蕊妮 bìru
ǐnī
何杰hé
jié
史文满sh
ǐwén
mǎn
史莎曼sh
ǐshā
màn
魏岱文wèi
dàiw
én
白珂斌 bái
kēbī
n
何爱玛hé
àim
ǎ
毕蕊妮 bìru
ǐnī
何杰hé
jié
史文满sh
ǐwén
mǎn
史莎曼sh
ǐshā
màn
魏岱文wèi
dàiw
én
白珂斌 bái
kēbī
n 0
1
2
3
4
5
6
7
8
Number of words, phrases, and full clauses that the target group could write in pinyin
WordsPhrasesFull Clauses
Student
Num
ber
Time 1 – Baseline Survey Time 2 – Chinese Reading/Writing Test
何爱玛hé
àim
ǎ
毕蕊妮 bìru
ǐnī
何杰hé
jié
史文满sh
ǐwén
mǎn
史莎曼sh
ǐshā
màn
魏岱文wèi
dàiw
én
白珂斌 bái
kēbī
n
何爱玛hé
àim
ǎ
毕蕊妮 bìru
ǐnī
何杰hé
jié
史文满sh
ǐwén
mǎn
史莎曼sh
ǐshā
màn
魏岱文wèi
dàiw
én
白珂斌 bái
kēbī
n
何爱玛hé
àim
ǎ
毕蕊妮 bìru
ǐnī
何杰hé
jié
史文满sh
ǐwén
mǎn
史莎曼sh
ǐshā
màn
魏岱文wèi
dàiw
én
白珂斌 bái
kēbī
n 0
1
2
3
4
5
6
Number of words, phrases, and full clauses that the target group can say in Chinese
WordsPhrasesFull Clauses
Student
Num
ber
Time 1 – Introduction Speech
Time 2 – 2nd Introduction Speech
Time 3 – Ordering Food Roleplay
Growth shown in videos
Achievement ObjectivesCiNZC – Achievement ObjectivesLevel 1 – Emergent CommunicationCommunication functionsStudents should be able to:
1.1 greet, farewell, and thank people1.2 introduce themselves and others1.3 ask for and respond to simple personal information1.5 recognise and respond to simple classroom instructions1.6 use numbers 1-10
Language level indicatorsSpeaking:-Approximate tones, pronunciation and intonation by imitating sounds, simple words, names, and phrases;-Respond appropriately to simple set phrases, questions, or visual stimuli.
Level 2 – Emergent CommunicationCommunication functionsStudents should be able to:
2.1 Ask about and respond to personal information about themselves and others2.2 Use numbers 0 through 100
Language level indicatorsSpeaking:-Speak simple words and phrases with increasingly accurate tones, pronunciation, and intonation;-Initiate and respond in brief conversations using learned words and phrases.
AS = Above Standard WS = Within Standard BS = Below Standard
Achievement Objective
1.1 1.2 1.3 1.5 1.6 2.1 2.2
何爱玛 héàimǎ AS WS AS AS AS AS AS
毕蕊妮 bìruǐnī AS WS WS WS AS WS WS
何杰 héjié AS WS WS WS AS WS WS
史文满shǐwénmǎn
AS WS AS WS AS AS WS
史莎曼shǐshāmàn
AS WS AS AS AS AS AS
魏岱文wèidàiwén
AS WS AS WS AS WS AS
白珂斌 báikēbīn AS WS AS BS AS WS AS
Student VoiceAfter learning Chinese for about 15 weeks, students were asked to write a paragraph in which they addressed the following questions:
What do you feel confident doing in Chinese?What did you have trouble with?How did doing the videos help you?What else helped you?What have you learnt about Chinese culture?Are you thinking you might take a language at high
school? Why/why not?
史文满 shǐwénmǎn I feel confident using numbers and telling my phone number. I had trouble with being here all Chinese lessons as my sound system job interferes. The videos help me in pronouncing the tones right. Also, the Chinese number bingo helped me with my numbers. I have learnt that the number 4 (si) in Chinese means death. I might take a language at high school as I can pronounce tones well.
白珂斌 báikēbīn In Chinese I feel confident saying my telephone number in Chinese, counting 5, 4, 3, 2, 1 and saying my name. In Chinese, I have had trouble in ordering food and remembering symbols that mean words. Doing the videos has helped me with structuring a sentence to introduce myself and say my telephone number. Something else that has helped me is picturing the symbols as what they look like to figure out what they mean. In the Chinese culture, I have learnt there are certain ways to use chopsticks and you can’t say bad things about Chairman Mao. I am thinking of taking a language at high school. I would like to do Japanese as it’s easy and I really enjoyed it.
魏岱文 wèidàiwén In Chinese, I feel confident when speaking freely like in our role-play. I have trouble with recognising tones. The video helped me because I learnt more words and how to put them in their correct format. Some o the things that helped me was working with other people and learning from them. In Chinese culture, I’ve learnt about what not to do with chopsticks and what is respectful and disrespectful. The language I’m taking at college is Japanese because it’s easier to say and I want to go there when I’m older.
何杰 héjié I feel confident when I’m introducing myself and saying my phone number in Chinese. I have had trouble with the Chinese characters. The videos have helped me a lot to be confident in saying Chinese. In Chinese culture I have learnt that it is rude to leave your chopsticks stabbed into your food in your bowl. In high school I might choose Chinese or German.
史莎曼 shǐshāmàn In Chinese I feel confident saying the numbers. I have trouble saying the pronunciation and the tones and the food. Doing the videos helped me with Chinese because we had lots of practice and so I got used to saying the words. Some things that helped me were the flashcards and the comic strips that the class made. Also, games like telephone tag and Chinese bingo helped me with my numbers. In Chinese culture I’ve learnt about the meaning of the number 4. Also, I’ve learnt that China has lots of food that includes rice. I’m thinking of taking Chinese when I’m in high school because you get scholarships.
何爱玛 héàimǎ In Chinese, I feel confident introducing myself, saying my phone numbers, what food I like and what food I don’t like. I have trouble with getting the tones correct. Doing the videos has helped me with my Chinese by providing practice in using the correct pronunciation. Another thing that has helped me is the flash cards because they helped me learn and practice the tones. I have learnt that for the Chinese four is an unlucky number and 9 is a lucky number. I have also learnt that Chinese eat lots of noodles and rice, steamed buns and dumplings. It is respectful to take your shoes off when you enter a room. At high school I will take a language because it is fun exploring other cultures and I would find it extremely helpful if I were to travel overseas. All in all, I have really enjoyed learning Chinese.
SignificanceBased on your findings, how might this inquiry into your practice influence your future teaching?
• I think preparing the videos gave the students a definite target to work towards. At this stage, I think it had the greatest impact in giving the students time to actually engage with the language and it was the preparation rather than the later viewing of the videos that had the greatest impact on their learning.
• I would like to work more on the student evaluation of their own videos next year as I really want the students to become more aware of their own strengths and weaknesses with the language and to take ownership of their learning. At this stage, I think it was still very teacher-directed – not really a reflective tool as such for the students.
• I think the students enjoyed and got a lot more valuable learning out of preparing their own roleplays rather than just doing the self-introduction videos. I really enjoyed seeing the creative ways some of the students used the language they had previously learnt.
My LearningHow has your own learning shifted / improved?
This has been my first year teaching Chinese and I have grown in confidence throughout the year in using formulaic language – although this is still an area on which I will need to work.
I have always believed there are great benefits to be had from using e-learning with learning languages and I have enjoyed experimenting with all the different tools out there. They are really motivational for students and allow for the learning needs of students with different learning styles to be more easily met.
This was my first year working with blogs and I can definitely see their value in encouraging students to become more reflective in their learning. I think recently I have used issues with access to ICT as an excuse for not using blogs to their full potential, and next year I plan on introducing them earlier to students and making full use of all available resources.
This was also my first time actively gathering student voice and this was an incredibly valuable exercise for me. This will become a regular part of my teaching practice – only I will now try using it in all curriculum areas.
References http://www.teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in
Language Teaching. Council of Europe. Edutopia.org. Ten Top Tips for Teaching with New Media. (2010) Ellis, R. (2005). Instructed Second Language Acquisition – a Literature Review. Wellington,
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Ellis, R., Erlam, R., & Sakui, K. (2005). Principles of effective instructed language learning. NZ: Ministry of Education.
Ito, Mizuko; Horst, Heather; Bittani, Matteo; Boyd, Danah; Herr-Stephenson, Becky; Lange, Patricia; Pascoe, C.J.; Robinson, Laura with Baumer, Sonja; Cody, Rachel; Mahendran, Dilan; Martinez, Katynka; Perkel, Dan; Sims, Christo; and Tripp, Lisa. Living and Learning with New Media: Summary of Findings from the Digital Youth Project. (2008) Building the Field of Digital Media and Learning The John D. and Catherine T. MacArthur Foundation Nov 2008.
Hao! An Introduction to Chinese: Teacher’s Guide & Support Materials. NZ: Ministry of Education.
Madden,J. Gilbert, J. IRDPX, The X Factor- A 2000 Adaptation Te Aho Arataki Marau (TAAM) Mō Te Ako I Te Reo Māori – Kura Auraki: Curriculum
Guidelines for Teaching and Learning Te Reo Māori in English Medium Schools: Years 1 – 13. Wellington, New Zealand: Learning Media for the Ministry of Education.
Newton, J. and Yates. E. (2009). Principles of Intercultural Communicative Language Teaching and Learning, MOE NZ.
Prensky, M. Digital Native Digital Immigrants. (2001) From On the Horizon NCB Uni Press Vol 9(5)
Timperley, H. et al. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
Use of this reportWould you be willing for this report to be
published on TKI? (The report would be edited to ensure teachers, students and the school were not identified if necessary)
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