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TESOL 2013 Dallas, TX Reflective Portfolios: Harmonizing Student Teachers’ Identities in ESL /EFL contexts Natalia Orlova Katya Nemtchinova March 22, 2013

Reflective Portfolios: Harmonizing Student Teachers’ Identities in ESL /EFL contexts

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Page 1: Reflective Portfolios:  Harmonizing Student Teachers’ Identities in ESL /EFL contexts

TESOL 2013Dallas, TX

Reflective Portfolios: Harmonizing Student Teachers’ Identities in ESL /EFL contexts

Natalia Orlova Katya Nemtchinova

March 22, 2013

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Varieties of Portfolios:

• Entrance Portfolio• Working (or Process)

Portfolio• Exit Portfolio• Interview Portfolio

/Product Portfolio

Costantino, P. M. & De Lorenzo, M.N. (2002). Developing a professional teaching portfolio. Boston MA. pp.3-4

Downloads in various languages are available from the EPOSTL website:

http://epostl2.ecml.at/ (Resources)

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European Commission/Univ. of Southampton European Profile for Language

Teacher Education – a frame of reference

Council of Europe Common European Framework

of Reference European Language Portfolio

The conceptual framework of the EPOSTL

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EPOSTL: What makes it different?Portfolio was regarded as• “…an organized set of

documents that provide evidence of a teacher’s knowledge, dispositions, and skills in the complex art of teaching.” (Bird, 1990)

• “a purposeful collection of any aspect of a teacher’s work that tells the story of the teacher’s efforts…” (Brown &Wolfe-Quintero)

EPOSTL: • addresses content of

teacher education core competences

• formulates didactic competence descriptors (I can…) relating to language teaching

• maintains links between CEFR, Teacher Profile and English Language Portfolio

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What are the EPOSTL’s central aims?

To REFLECT on the competences a teacher strives to attain;

to facilitate self-assessment of students’ competence;

to provide support during teaching practice and assist in discussions with mentors and teacher educators.

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What is the structure of the EPOSTL?

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What can help student teachers to self-assess their actions?

I can encourage learner participation whenever possible.

193 descriptors of competences, which language teachers should strive to attain

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Using the EPOSTL with Pre-Service Teachers at UJEP

• Piloting in 2008-2009 • Using the EPOSTL systematically since 2009-

2010

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Model of Integrating the EPOSTL into Pre-Service EFL Teachers’ Program

• Stage 1. Introducing the EPOSTL to student teachers. Setting the tasks in the Personal Statement.

• Stage 2. Selecting the sections for self-assessment. • Stage 3. Integrating the ‘can-do’ descriptors into the course.• Stage 4. Employing ‘can-do’ descriptors for microteaching tasks.• Stage 5. Encouraging students to work with the EPOSTL during

their school practicum. • Stage 6. Surveying students’ opinions of the EPOSTL. • Stage 7. Using EPOSTL at the graduate exam in ELT. (Tried out in May

2012)

Read more in Orlova, N. (2011). Challenges of Integrating the EPOSTL into Pre-Service Teacher Training.

In Using the European Portfolio for Student Teachers of Languages.  Editors: David Newby, Anne-Brit Fenner, Barry Jones

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Some Challenges:Stage 1. Introducing the EPOSTL to

student teachers. Setting the tasks in the Personal Statement.

Stage 2. Selecting the sections for self-assessment.

Stage 3. Integrating the ‘can-do’ descriptors into the course.

Stage 4. Employing ‘can-do’ descriptors for microteaching tasks.

Stage 5. Encouraging students to work with the EPOSTL during their school practicum.

Stage 6. Surveying students’ opinions of the EPOSTL.

Stage 7. Using the EPOSTL at the graduate exam in ELT.

• concerns not to use the EPOSTL as a check list

• making the descriptors meaningful to student teachers

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Unexpected challenge: Solution:

• I suggested reformulating the statements from

‘I can do…’

I am prepared/aware of how to do…’

I have never tried my hand at

teaching. How can I admit whether I can do something

in class?

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Practicum reflective paper guidelines.

• Set your personal targets and think what areas of teaching you would like to reflex on and improve.

• Select can-do descriptors from different sections of the EPOSTL (10 maximum) and reflect on them.

• While reflecting on the EPOSTL descriptors rephrase them as questions, e.g.: „I can evaluate and select a variety of activities which help learners to learn vocabulary.” (p. 28)

• How can I evaluate and select a variety of activities which help learners to learn vocabulary?

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Positive Effects:Stage 1. Introducing the EPOSTL to

student teachers. Setting the tasks in the Personal Statement.

Stage 2. Selecting the sections for self-assessment.

Stage 3. Integrating the ‘can-do’ descriptors into the course.

Stage 4. Employing ‘can-do’ descriptors for microteaching tasks.

Stage 5. Encouraging students to work with the EPOSTL during their school practicum.

Stage 6. Surveying students’ opinions of the EPOSTL.

Stage 7. Using the EPOSTL at the graduate exam in ELT.

• noticeable shift in the students’ accounts of the practicum ‘impressionistic’ character

reflection on competences

• constructive self-criticism

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Students´ feedback on the use of the EPOSTL:

• “It made me reread some chapters in the textbooks on methodology. The EPOSTL provides a kind of a summary of all the aspects of my work as a teacher. It does serve as a reflection tool for me.”

• “…can-do descriptors were thought-provoking for me. They showed what aspects of my teaching I have to think about.”

• ”the EPOSTL helped to uncover my week points, that’s why it was thought provoking for me though time-consuming.“

• “…it worked like a diary of self development in TEFL, I could check my skills.”

• “The EPOSTL advised me where to go and what to explore in my profession… It lets students know how complex teaching profession is and what it feels like to be a good, skilled teacher. I have decided to reprint the EPOSTL (highlighted by the presenter) and check it up later again.”

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SOME DEVELOPED STRATEGIES:Explored different ways of using the EPOSTL.

Practised these ways with my students and integrated the EPOSTL into my existing courses.

Overcame some challenges that were connected with the use of the EPOSTL.

Shared experiences of using the EPOSTL with colleagues.

Thought over and identified what was relevant for my courses.

Learned my students’ feedback and introduced some changes based on the received feedback

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Suggestions:

The EPOSTL should be used – systematically – continuously – as an integral

part of various courses related to FL teacher program http://www.ecml.at/Resources/ECMLPublications/tabid/277/language/en-GB/Default.aspx

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EPOSTL: a different application

• Seattle Pacific University’s MA TESOL Program• Language Learning Practicum (LLP)Students enroll in a beginning-level course in a language of their own choosing, one they have not studied previously. In addition to completing all assignments for the course, they keep a journal reflecting on their learning experience, and come together periodically, either face-to-face or online, to discuss their reflections with fellow students engaged in the same process.

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TESL 6930 Language Learning PracticumSyllabus

COURSE OBJECTIVES This course offers students an opportunity to develop character and ethical sensitivity by reflecting on the experience of learning an additional language, in both its practical and affective aspects. REQUIREMENTS• Active participation and sincere effort in the selected language course• Active participation in Practicum discussions • Regular journal entries describing and reflecting on class activities• A short summative paper EVALUATION The course is offered on a pass/fail basis. Active class participation and thoughtful completion of assignments in accordance with course due dates will serve as the evaluative criteria.

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Discussion Questions <-> EPOSTL

Week 1: Introductions

This assignment is in two parts: Part I (a) introduce yourself, (b) share how you became interested in the MA-TESOL program at SPU, (c) tell what language that you will be taking throughout the quarter, and (d) share one or two expectations about what you hope to learn in your language class.

Part IIPlease respond to two of your peers' postings about the above information.

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Week 2: Teaching Philosophy

As you begin the Language Learning Practicum please consider the following questions:

(1) What may be the teaching and learning philosophy of your instructor in your language learning class?

(2) How can you guess the instructor's philosophy? Is it stated in the syllabus, talked about in class, or can you tell by the instructor's choice of methods and interactions with the students?

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Thread: Method and PhilosophyPost: Method and PhilosophyAuthor: Ben HuhPosted Date: October 3, 2012 11:24 AMThere was an interesting moment in our class. When we were working on French negation, one student asked the instructor, "why does French have 2 words (ne~pas~) for negating while English has only one word (not)? then she started talking about the English-centeredness. It was the first time she spoke English. Then she asked the student back "why does English have only one word for negating?" She seemed to try to explain that "Every language has its own unique characteristics that are different from other languages." This is all for now. I am excited for next class. We also have some assignments to do. Then good luck with your learning!

Thread: Method and PhilosophyPost: RE: Method and PhilosophyAuthor: Katya NemtchinovaPosted Date: October 3, 2011 9:58 PMThat’s a very good point. Understanding and promoting the unique personal, intellectual and cultural value of the language students are trying to learn is an important part of one’s teaching philosophy.

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Week 4: MethodologyIt was intriguing to read through your postings and to learn about the varied teaching philosophies of your language instructors. It was especially interesting to note how both English and the target language were used in the instructional process. Based on your postings of last week please respond to the following questions:

1) As a beginning language learner in your classroom, what types of scaffolding helps (or would help) to support your understanding, skill development, and communicative competence in this new language?

2) Please choose the language skill or combination of skills that tends to be the most challenging for you ( reading, writing, speaking, listening) in this new language. What types of scaffolding would support your learning of these skills?

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Student reflections: Language difficulty• Reading and writing is comparatively easier to me than speaking and

listening. I feel like my teacher’s Spanish is quite fast for my ears. I think he helps my understanding whenever he speaks more slowly and more clearly, repeating the words or sentences again and again.

• I find myself lost in class when only Japanese is spoken and no gestures are used, but usually I can get pieces of understanding when Japanese words are repeated by English follow ups or when gestures are used alongside only Japanese speaking. Language courses tend to move quickly, so it seems as though it would be challenging to catch up if you miss a day each week. This can be a good reminder for working with our future students - how can be catch them up and scaffold their learning when they miss a class (because everyone will at some point with how busy life gets!)

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Student reflections: scaffolding• The only qualified scaffolding I am seeing is when our instructor

writes the Arabic letters in an equation format to offer hints in order for us to improve on our writing skills. I wish she would rely more on modeling that focused on visuals, sound, along with the Arabic alphabet.

• I like the idea of having the important concepts or words of the lesson on the whiteboard. It helps keep focus on just a few items instead of trying to grasp everything. I can see listing on the whiteboard the first day of a lesson the important vocabulary words, the second day, maybe a couple of phrases, the third day the grammar point of the lesson.

• I agree that repetition always helps, but I am not enthusiastic about it when it becomes unthinking parroting. I like it to be mindful and meaningful. When I get tired or bored, I can drift off onto autopilot and retain next to nothing... maybe its just me.

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Weeks 5-6: Lesson Planning1. Is there a place for learning activities that emphasize repetition or "drill " in a lesson? If so, where and how would you integrate this into a lesson plan?

2. Does the instructor of the class share the lesson plan with the students? As a student, do you think that it is important for the instructor to share the lesson plan with the students? Why or why not?

3. How does the instructor both pace and integrate the learning activities into the lesson plan? Do the students have enough time or too much time to work through the lesson activities?

4. Under what circumstances would you change the lesson plan in mid-lesson? How important is flexibility in planning and implementing language lessons?

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Week 8: Assessment

(a) How does your language instructor give both oral and written feedback to the students?

(b) How does your language instructor evaluate and respond to students' errors and also to students' correct responses?

(c) What is your philosophy about giving student feedback, correcting errors, and giving students positive reinforcement?

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Assessment: Student responses• I think I would like to model my philosophy about positive feedback

on my Chinese instructor's philosophy - that is give lots of positive feedback to encourage students to talk. If and when a student isn't afraid to talk (done by providing a safe environment), then gently start correcting pronunciation errors. You can't correct errors if they don't talk. Written feedback on homework is also a great way to improve a student's confidence but this can be time consuming to do. It also must be done with care in that if too many errors are corrected then it can be demoralizing.

• This seems as though it would reduce student anxiety, and encourage experimentation. I guess it is a useful reminder to me that sometimes it is more important to increase motivation than to insist on perfection. Perfection can come later.

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Week 10: Independent thinking

For this week's post, please pose one question about language learning or teaching to the other members of your group. This question may be about something that you observed in your language class or an idea that you may want to discuss in your summative paper. Please post your question and then respond to at least two of your group members' questions.

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Students’ questions• What techniques have you found work best to aid in listening comprehension or on the flip

side what teaching methods have you found help students in their listening comprehension? What experience do those of you who speak more than one language have in this regard?

• How do you handle a very large range of language ablilties in the classroom? Do you teach to the middle?

• As I found myself challenged by this Japanese course, I began to think about how much the use of my own language (English) during instruction aided my learning and understanding of Japanese. What are some best practice teaching strategies for teaching English to speakers of other languages when the students speak a variety of native languages and you, as the instructor, do not speak those languages?

• My wonder that stems from your questions is how do you decide what to cover at a beginning level? I found that, when my teacher chose to follow the course of the textbook, we learned a strange variety of things - all the way from introductions to telling time to asking what floor of the building something is on. Some things seemed especially useful to learn at the basic level and others seemed to be less important …

• What I would like to know, is there something that stuck out that your instructor did that you feel you could use as a model for your own teaching? And, if not, is there something your instructor did that you feel you would never do?