Hanna Komorowska SOCIO-CULTURAL … komorowska socio-cultural diversity management and teaching european portfolio for student teachers of languages (epostl)

Hanna KomorowskaHanna KomorowskaSOCIOSOCIO--CULTURAL DIVERSITYCULTURAL DIVERSITY

MANAGEMENT AND TEACHINGMANAGEMENT AND TEACHINGEEUROPEAN PORTUROPEAN PORTFFOLIOOLIO FOR STUDENTFOR STUDENT

TEACHERS OF LANGUAGESTEACHERS OF LANGUAGES(EPOSTL)(EPOSTL)

SOCIO-CULTUAL DIVERSITY ANDTEACHING

TEACHING NEEDS TO CATER FORTEACHING NEEDS TO CATER FORoo INDIVIDUAL DIFFERENCES ( personality,INDIVIDUAL DIFFERENCES ( personality,

aptitude)aptitude)oo S.E.N. ( special educational needs)S.E.N. ( special educational needs)oo SOCIALLY AND CULTURALLYSOCIALLY AND CULTURALLY

CONSTRUCTED DIVERSITYCONSTRUCTED DIVERSITYoo STRUCTURAL DIVERSITIES related toSTRUCTURAL DIVERSITIES related to

immigrant background, religion, ethnicity,immigrant background, religion, ethnicity,gendergender

Roots and sources of the EPOSTL

oo New roles of language teachers ( supportingNew roles of language teachers ( supportinglearning)learning)

oo Teacher trainees as learnersTeacher trainees as learners -- learnerlearner--centredcentrededucationeducation

oo Process and productProcess and product-- autonomyautonomy-- reflectionreflection-- selfself--assessmentassessment-- planning future developmentplanning future development

WHO? WHERE? WHEN? of the EPOSTL

oo A PROJECT OF THE EUROPEAN CENTREA PROJECT OF THE EUROPEAN CENTREFOR MODERN LANGUAGES IN GRAZ (2004FOR MODERN LANGUAGES IN GRAZ (2004--2007)2007)

oo TEAMTEAMDavid NewbyDavid Newby –– coordinatorcoordinatorBarry JonesBarry JonesAnneAnne--Brit FennerBrit FennerRebecca AllanRebecca AllanKristine SoghikyanKristine Soghikyan

oo EnglishEnglish,, FrenchFrench,, GermanGerman,, ItalianItalian,, SpanishSpanish,, PolishPolish,,LithuanianLithuanian,, RomanianRomanian,, AlbanianAlbanian

55

Aims of the EPOSTL

oo TTo helpo help STST reflect on their competencesreflect on their competences,, knowledgeknowledge,,skillsskills andand valuesvalues

oo To help ST sTo help ST selfelf--assessassessment of theirment of their didacticdidacticcompetencescompetences

oo ToTo promote discussion amongpromote discussion among ST,ST, betweenbetween STST andandthe teacher educatorthe teacher educator,, betweenbetween STST and the mentorand the mentor,,between the mentor and the teacher educatorbetween the mentor and the teacher educator

oo To provide an instrument which would help chart theTo provide an instrument which would help chart thestudent teacherstudent teacher’’s progresss progress

EPOSTL SYNERGIES(1)

oo The Common European Framework ofThe Common European Framework ofReference for Languages (CEFR)Reference for Languages (CEFR)

EPOSTL SYNERGIES(CEFR 1a - SIMILARITIES)

CEFR and EPOSTL:CEFR and EPOSTL:

-- the concept ofthe concept of LEARNING TO LEARN as aLEARNING TO LEARN as a

general competencegeneral competence

-- the concept of aims of languagethe concept of aims of languageeducationeducation„„what language learners have to learn in order to use a languagewhat language learners have to learn in order to use a language forforcommunication and what knowledge and skills they havecommunication and what knowledge and skills they have to develop into develop inorder to use the language so as to be able to act effeorder to use the language so as to be able to act effectivelyctively””

EPOSTL SYNERGIES(CEFR 1b - DIFFERENCES)

TEACHING vs. LEARNINGTEACHING vs. LEARNINGoo CEFRCEFR

-- describes what LEARNERS have to know and bedescribes what LEARNERS have to know and beable to do to use the language for communicationable to do to use the language for communication

-- introduces levels to quantify competencesintroduces levels to quantify competences -- whilewhile

oo EPOSTLEPOSTL-- describes what TEACHERS have to know and bedescribes what TEACHERS have to know and be

able to do in order to make it possible for theable to do in order to make it possible for thelearners to use he language for communicationlearners to use he language for communication

-- reflection but no quantificationreflection but no quantification

EPOSTL SYNERGIES(2)

oo ELPELP

EPOSTL SYNERGIES(2a - SIMILARITIES)

oo ELP and EPOSTL:ELP and EPOSTL:

-- the concept of qualitative descriptorsthe concept of qualitative descriptors

-- the concept of CAN DO statementsthe concept of CAN DO statements

EPOSTL SYNERGIES(2b - DIFFERENCES)

DIDACTIC not LANGUAGE COMPETENCESDIDACTIC not LANGUAGE COMPETENCESoo ELPELP

-- selfself ––assessment related to linguistic skillsassessment related to linguistic skillswith scaled descriptorswith scaled descriptors

whilewhileoo EPOSTLEPOSTL

-- selfself--assessment related to didactic skillsassessment related to didactic skillswith open bars to colour in Swith open bars to colour in S’’s progresss progress

EPOSTL SYNERGIES(3)

oo The European Profile for Language TeacherThe European Profile for Language TeacherEducationEducation

EPOSTL SYNERGIES(3a - SIMILARITIES)

oo EPLTE and EPOSTLEPLTE and EPOSTL

-- related to teacher education in terms ofrelated to teacher education in terms ofinstitutional courses and curriculainstitutional courses and curricula

EPOSTL SYNERGIES(3b - DIFFERENCES)

INDIVIDUALS not INSTITUTIONSINDIVIDUALS not INSTITUTIONS

oo EPLTEEPLTE-- takes the perspective of institutions offeringtakes the perspective of institutions offeringteacher education programmesteacher education programmes

whilewhileoo EPOSTLEPOSTL

-- takes the perspective of individual teacher traineestakes the perspective of individual teacher trainees

EPOSTL - CHAPTERS6 chapters – 3 working sections

oo INTRODUCTIONINTRODUCTIONoo PERSONAL STATEMENTPERSONAL STATEMENT ( former experience, focus)( former experience, focus)

oo SELFSELF--ASSESSMENTASSESSMENT ( 195 descriptors)( 195 descriptors)

oo DOSSIERDOSSIER (documents, samples of work)(documents, samples of work)

oo GLOSSARY OF TERMSGLOSSARY OF TERMSoo INDEXINDEXoo USERUSER’’S GUIDES GUIDE

EPOSTL - CHAPTERS

SELF-ASSESSMENTCOMPONENTS

oo CONTEXTCONTEXT ( 4 categories)( 4 categories)

oo METHODOLOGYMETHODOLOGY ( 7 categories)( 7 categories)

oo RESOURCES (RESOURCES (no subdivisions)no subdivisions)

oo LESSON PLANNINGLESSON PLANNING ( 3 categories)( 3 categories)

oo CONDUCTING A LESSONCONDUCTING A LESSON (5 categories)(5 categories)

oo INDEPENDENT LEARNINGINDEPENDENT LEARNING ( 6 categories)( 6 categories)

oo ASSESSMENT OF LEARNINGASSESSMENT OF LEARNING ( 5 categories)( 5 categories)7 categories with brief introduction to each7 categories with brief introduction to eachsubdivided into 32 areassubdivided into 32 areascomposed of CAN DO statements with open barscomposed of CAN DO statements with open bars

Descriptors – charting progress

1.

2.

3.

4.

EPOSTL STRENGHTS

oo OFFERS TRANSPARENT AIMS FOROFFERS TRANSPARENT AIMS FORTEACHER EDUCATIONTEACHER EDUCATION

oo ENABLES INTERENABLES INTER--INSTITUTIONAL ANDINSTITUTIONAL ANDINTERNATIONAL COMPARISONSINTERNATIONAL COMPARISONS

oo BRIDGES THE GAP BETWEEN CURRICULARBRIDGES THE GAP BETWEEN CURRICULARREQUIREMENTS AND INDIVIDUAL NEEDSREQUIREMENTS AND INDIVIDUAL NEEDS

EPOSTL AND CLUSTERS 1&2

EPOSTL considers competences as a readiness toEPOSTL considers competences as a readiness torespond to didactic situations and not as a narrowrespond to didactic situations and not as a narrowset of behavioursset of behaviours

11stst clustercluster „„KNOWLEDGE AND UNDERSTANDINGKNOWLEDGE AND UNDERSTANDING””oo Recommendation 1 (Recommendation 1 ( „„investigating national andinvestigating national and

local contextlocal context””))2nd cluster2nd cluster„„COMMUNICATION AND RELATIONSHIPSCOMMUNICATION AND RELATIONSHIPS””oo Recommendation 2 (student teachers get personalRecommendation 2 (student teachers get personal

experience of and training in reflecting andexperience of and training in reflecting andcommunicating their views, successes and failurescommunicating their views, successes and failures””

EPOSTL AND CLUSTER 3

EPOSTL considers the nature of teaching as constantlyEPOSTL considers the nature of teaching as constantlyrequiring situational judgements based on complexrequiring situational judgements based on complexsituations and diverse settingsituations and diverse setting

3rd cluster3rd cluster „„MANAGEMENT AND TEACHINGMANAGEMENT AND TEACHING””oo Recommendation 8 (Recommendation 8 ( „„expanding the resources,expanding the resources,

encouraging creativity in search of resources...encouraging creativity in search of resources...””))oo Recommendation 9 (Recommendation 9 („„sociosocio--cultural diversity at thecultural diversity at the

heart of courses...heart of courses...””))oo Recommendation 10 (Recommendation 10 ( „„systematic evaluation ofsystematic evaluation of

policies and practices...critical reflection on practicepolicies and practices...critical reflection on practicethroughout the systemthroughout the system””))

3rd CLUSTER OF COMPETENCESMANAGEMENT AND TEACHING - CHALLENGESFOR LANGUAGE EDUCATION

The main aim is to build up a cooperative, nonThe main aim is to build up a cooperative, non--discriminatorydiscriminatoryorganisational culture which realizes optimally the idea of liviorganisational culture which realizes optimally the idea of living andng andlearning together.learning together.

oo ADDRESSING DIVERSITY IN CURRICULUMADDRESSING DIVERSITY IN CURRICULUMoo CREATING INCLUSIVE LEARNING ENVIRONMENTCREATING INCLUSIVE LEARNING ENVIRONMENToo SELECTING TEACHING METHODS TO TARGET EACH CHILDSELECTING TEACHING METHODS TO TARGET EACH CHILDoo CRITICALLY EVALUATING DIVERSITY WITHIN TEACHING MATERIALSCRITICALLY EVALUATING DIVERSITY WITHIN TEACHING MATERIALSoo USING A VARIETY OF APPROACHES TO CULTURALLY SENSITIVEUSING A VARIETY OF APPROACHES TO CULTURALLY SENSITIVE

TEACHING AND ASSESSMENTTEACHING AND ASSESSMENToo SYSTEMATIC REFLECTION AND EVALUATION OF OWN PRACTICESYSTEMATIC REFLECTION AND EVALUATION OF OWN PRACTICE

AND ITS IMPACT ON STUDENTS.AND ITS IMPACT ON STUDENTS.

INTERNAL STRUCTURE OF SELF-ASSESSMENT COMPONENTS

„CONTEXT” (23)oo Diversity in the curriculumDiversity in the curriculum -- CURRICULUM (4 )CURRICULUM (4 )

I can design language courses around the requirements of the nationaland local curricula. (A2)

oo Methods which will target each childMethods which will target each child -- AIMS AND NEEDS (7)AIMS AND NEEDS (7)I can take into account the cognitive needs of learners (problemsolving, drive for communication, acquiring knowledge etc. (B4).I can take into account the affective needs of learners (sense ofachievement, enjoyment etc. (B5)

oo Inclusive learning environmentInclusive learning environment -- THE ROLE OF THE L.TEACHER ( 10)THE ROLE OF THE L.TEACHER ( 10)I can appreciate and make use of the value added to the classroomenvironment by learners with diverse cultural backgrounds. (C2).INSTITUTIONAL RESOURCES AND CONSTRAINTS (2)INSTITUTIONAL RESOURCES AND CONSTRAINTS (2)I can recognise the organisational constraints and resource limitationsexistent at my school and adapt my teaching accordingly. (D2)


„METHODOLOGY” ( 57)Methods which will target each childMethods which will target each child

oo SPEAKING / SPOKEN INTERACTION (12)SPEAKING / SPOKEN INTERACTION (12)I can evaluate and select meaningful speaking and interactional activities to

encourage learners to express their opinions, identity, culture etc. (A3)oo WRITING / WRITTEN INTERACTION (12)WRITING / WRITTEN INTERACTION (12)

I can evaluate and select meaningful activities to encourage learners todevelop their creative potential (B1).

oo LISTENING (8)LISTENING (8)I can select texts appropriate to the needs, interests and language level of the

learners. (C1)oo READING (9)READING (9)

as above (D1)oo GRAMMAR (5)GRAMMAR (5)oo VOCABULARY (3)VOCABULARY (3)oo CULTURE (8)CULTURE (8)

INTERNAL STRUCTURE OF SELF-ASSESSMENT COMPONENTS„METHODOLOGY” ( 57) – CULTURE

Culturally sensitive teaching and learningCulturally sensitive teaching and learning -- CULTURE (8)CULTURE (8)o I can evaluate and select a variety of texts, source materials and activities which awaken

learners’ interest in and help them to develop their knowledge and understanding of theirown and the other language culture (cultural facts, events, attitudes and identity etc.). (G1)

o I can create opportunities for learners to explore the culture of target language communitiesout of class (Internet, emails etc).(G2)

o I can evaluate and select a variety of texts, source materials and activities which makelearners aware of similarities and differences in sociocultural ‘norms of behaviour’.(G3)

o I can evaluate and select activities (role plays, simulated situations etc.) which help learnersto develop their socio-cultural competence.(G4)

o I can evaluate and select a variety of texts, source material and activities which helplearners to reflect on the concept of ‘otherness’ and understand different valuesystems.(G5)

o I can evaluate and select texts, source materials and activities to make the learners aware ofstereotyped views and challenge these. (G6)

o I can evaluate and select activities which enhance the learners’ intercultural awareness.(G7)o I can evaluate and select a variety of texts and activities to make learners aware of the

interrelationship between culture and language.(G8)


„RESOURCES” (11)

Learner involvementLearner involvementNO INTERNAL SEGMENTATIONNO INTERNAL SEGMENTATION

o I can locate and select listening and reading materialsappropriate for the needs of my learners from a variety ofsources, such as literature, mass media and the Internet. (3)

o I can guide learners to produce materials for themselves and forother learners. (7)


„LESSON PLANNING” (22)

Methods which will target each childMethods which will target each child

oo IDENTIFICATION OF LESSON OBJECTIVES (6)IDENTIFICATION OF LESSON OBJECTIVES (6)I can set objectives which take into account the differing levelsof ability and special educational needs of the learners. (A4)

oo LESSON CONTENT (12)LESSON CONTENT (12)I can vary and balance activities in order to respond to

individuals learners’ learning styles. (B10)oo ORGANISATION (4)ORGANISATION (4)

I can select from and plan a variety of organisational forms(frontal, individual, pair, groupwork) as appropriate. (C1)


„CONDUCTING A LESSON” (27)Learner cooperationLearner cooperation

oo USING LESSON PLANS (6)USING LESSON PLANS (6)oo CONTENT (4)CONTENT (4)

I can relate what I teach to learners’ knowledge and previouslanguage learning experiences. (B2)

oo INTERACTION WITH LEARNERS (6)INTERACTION WITH LEARNERS (6)I can encourage learner participation whenever possible (C4).

oo CLASSROOM MANAGEMENT (5)CLASSROOM MANAGEMENT (5)I can create opportunities for and manage individual, partner,group and whole class work. (D2)

oo CLASSROOM LANGUAGE (6)CLASSROOM LANGUAGE (6)I can create opportunities for and manage individual, partner,group and whole class work. (E6)


„INDEPENDENT LEARNING” (28)Reflection, learning environmentsReflection, learning environments,, resourcesresources

oo LEARNER AUTONOMY (6)LEARNER AUTONOMY (6)I can evaluate and select a variety of activities which help learners toidentify and reflect on individual learning processes and learningstyles. (A2)

oo HOMEWORK (4)HOMEWORK (4)oo PROJECTS (6)PROJECTS (6)

I can encourage learners to reflect on their work (diaries, logs, etc.)(C4)

oo PORTFOLIOS (5)PORTFOLIOS (5)oo VIRTUAL LEARNING ENVIRONMENTS (3)VIRTUAL LEARNING ENVIRONMENTS (3)

I can advise learners on how to find and evaluate appropriate ICTresources (web sites, search engines. computer programmes etc.). (E2)

oo EXTRAEXTRA--CURRICULAR ACTIVITIES (4)CURRICULAR ACTIVITIES (4)


„ASSESSMENT OF LEARNING” (27)

Culturally sensitive teaching and assessmentCulturally sensitive teaching and assessmentoo DESIGNING ASSESSMENT TOOLS (3)DESIGNING ASSESSMENT TOOLS (3)oo EVALUATION (8)EVALUATION (8)

I can present my assessment of a learner’s performance andprogress in the form of a descriptive evaluation, which is transparentand comprehensible to the learner, parents and others. (B4)

oo SELF AND PEER ASESSMENT (3)SELF AND PEER ASESSMENT (3)oo LEARNING PERFORMANCE (6)LEARNING PERFORMANCE (6)oo CULTURE (3)CULTURE (3)

I can assess the learners’ ability to make comparisons between theirown and the culture of target language communities. (E2)

oo ERROR ANALYSIS (4)ERROR ANALYSIS (4)

European Centre for ModernLanguages - Graz

http://epostl2.ecml.at

EPOSTL 2 – the follow-up project

http://epostl2.ecml.at

Documents

Hanna Komorowska SOCIO-CULTURAL … komorowska socio-cultural diversity management and teaching european portfolio for student teachers of languages (epostl)