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XV Encuentro de SONAPLESSociedad Nacional de Profesores de Lenguas Extranjeras en la Enseñanza Superior Universidad Católica de la Santísima Concepción, Chile Enero 2006 El rol del profesor de lenguas
extranjeras en el siglo XXI: nuevos enfoques, formación docente y redes de profesores
M. Karen Jogan SONAPLES 2006
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Standards
Standards for Education Programs Pennsylvania Department of Education NCATE
National Council for Accreditation of Teacher Education INTASC
Interstate New Teacher Assessment and Support Consortium
ISTE International Society for Technology in Education
M. Karen Jogan SONAPLES 2006
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Standards
Standards for Teachers of Foreign Languages (skills, content) American Council on the Teaching of Foreign
Languages (ACTFL) State Departments of Education
Often require content tests from Educational Testing Service
May require skills tests from ACTFL
M. Karen Jogan SONAPLES 2006
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Curriculum in Foreign LanguageTeacher Preparation – Separate Components
Methodology ofTeaching FL
Content in FLLanguage
Literature, Culture, etc.
Education &
Psychology
M. Karen Jogan SONAPLES 2006
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Curriculum in Foreign Language Teacher Preparation: Integrated ComponentsMethodology of
Teaching FL
Content in FLLanguage,
Literature, Culture
Education &Psychology
M. Karen Jogan SONAPLES 2006
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The challenge..
How can we all row in the same direction?
How can we all work toward meeting the same goal(s)?
How can our teacher education programs demonstrate that preservice teachers are meeting program goals?
M. Karen Jogan SONAPLES 2006
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M. Karen Jogan SONAPLES 2006
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Knowledge vs. Performance
Awareness Application
M. Karen Jogan SONAPLES 2006
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Evidence that program goals are met Products created by preservice teachers
Performance of preservice teachers
M. Karen Jogan SONAPLES 2006
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What about Linguistics?
M. Karen Jogan SONAPLES 2006
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Issues…
Why study linguistics?
How can resistance to linguistics be addressed?
How can linguistics be integrated into EFL teacher preparation?
M. Karen Jogan SONAPLES 2006
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Issues…
How can knowledge from linguistics inform teaching?
Awareness vs. Application
What can EFL preservice teachers produce to demonstrate that they can apply linguistics principles to their teaching?
M. Karen Jogan SONAPLES 2006
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Gaps in preparation? Resistance? Lack of connection with other courses in the
program?
M. Karen Jogan SONAPLES 2006
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How can resistance be addressed? Provide future teachers with linguistics
concepts
Provide future teachers with opportunities to create tools to use in the classroom (activities, lesson plans)
M. Karen Jogan SONAPLES 2006
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Moving from Awareness to Application Awareness
Which tasks raise preservice teachers´ awareness of language?
Application Which tasks allow preservice teachers to apply
linguistic concepts and to develop teaching and assessment materials for their own classrooms?
M. Karen Jogan SONAPLES 2006
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Application
What can the preservice teacher DO with knowledge of linguistics?
M. Karen Jogan SONAPLES 2006
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Linguistics… Awareness and Application Phonetics and Phonology Morphnology Syntax Semantics L1 and L2 acquisition Dialectology History of Language Orthography
M. Karen Jogan SONAPLES 2006
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Phonetics and Phonolgy
Awareness Listen to EFL student´s pronunciation. Categorize
patterns.
Application Create assessment tool to elicit and evaluate
pronunciation of EFL students. Develop exercises to teach phonemes and allophones.
M. Karen Jogan SONAPLES 2006
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Phonetics and Phonology
Awareness Review a written dictation of an ESL student. Categorize errors and patterns in the dictation. Does L1 account for any errors?
Application Prepare an activity to help students contrast
sounds in L2 and L1.
M. Karen Jogan SONAPLES 2006
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Morphology
Awareness Collect words in content areas. Analyze by
category of word creation.
Application Create a vocabulary building game using roots,
prefixes, suffixes. Create a vocabulary building activity
Adjective adverb Verb noun, etc.
M. Karen Jogan SONAPLES 2006
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Morphophonemics
Awareness Listen to an audio clip. List plural nouns. Listen
again, and transcribe plural markers. Write a rule to explain when you hear [s] [z]
Application Create a mini-lesson to help English students
practice plurals. Practice the rule with a student. Reflect on your results.
M. Karen Jogan SONAPLES 2006
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Morphophonemics
[s] [z]
M. Karen Jogan SONAPLES 2006
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Syntax
Awareness Analyze an ESL student´s speech for syntactic
errors.
Application Using a book such as Celce-Murcia´s ESL
Gramar Book, identify a structure appropriate for instruction with this learner. Create a lesson for the learner.
M. Karen Jogan SONAPLES 2006
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Semantics
Awareness The chicken was too hot to eat… Identify sentences with structural ambiguities
(deep vs. surface structure)
M. Karen Jogan SONAPLES 2006
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Semantics Awareness
Analyze jokes or cartoons from The New Yorker for sources of semantic humor.
Application Create a class activity for students to illustrate the
literal and figurative meaning of idioms.
M. Karen Jogan SONAPLES 2006
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Up a creek without a paddle
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Semantics
Awareness Identify semantic errors in EFL student writing
sample.
Application Create a graphic mapping activity for students to
brainstrorm vocabulary for assignments.
M. Karen Jogan SONAPLES 2006
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Awareness Given a text, identify true, partial, and false cognates.
Application Create a reading activity from a news article that
focuses on cognates
M. Karen Jogan SONAPLES 2006
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Pragmatics
Awareness Provide an audio or video clip in which students
can identify language functions (persuade, complain, greet, etc.)
Application Create a role play for students to act out functions
in a context.
M. Karen Jogan SONAPLES 2006
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Pragmatics
Awareness Analyze a video clip of an EFL lesson for
organization, feedback, signals for transitions.
Application Present an English lesson, with focus on
classroom language for organization, feedback, signals for transitions.
M. Karen Jogan SONAPLES 2006
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L1 Acquisition
Awareness Record a child´s speech in L1. What patterns
characterize this child´s speech?
M. Karen Jogan SONAPLES 2006
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L2 Acquisition
Awareness When you studied L2, was the method consistent
with a learning view or an acquisition view? Explain.
Application Identify lessons that promote acquisition of
language.
M. Karen Jogan SONAPLES 2006
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History of English language
Awareness In written passage, identify words that have
undergone sound change but that retain spelling. Use an English-English dictionary to study words
and their etymology.
Application Develop a lesson to integrate cultural heritage as
evidenced in words borrowed into English.
M. Karen Jogan SONAPLES 2006
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Dialectology
Awareness Listen to a recording of Robert Frost reading a
poem. What patterns are in his dialect? Read a short text from Mark Twain to recognize
“eye” dialect Compare sound patterns in US and UK dialects.
Application Create a mini-lesson to describe patterns in a
spoken or written dialect.
M. Karen Jogan SONAPLES 2006
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Orthography
Awareness What words are spelled alike that share meaning?
What pairs that share meaning differ in pronunciation? Sign/ signature Bomb/ bombard
Examine texts published in the US and the UK. Compile a list of spelling differences noted.
M. Karen Jogan SONAPLES 2006
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Orthography
Application Debate pro and con:
The English spelling system should change to a system that reflects sound-symbol correspondence.
M. Karen Jogan SONAPLES 2006
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Integrative projects
Application Select a content text in spoken or written English
to be used by EFL students Analyze the linguistic features that make it difficult Create supplementary materials to assist student in
comprehending text (margin notes, glosses, mini-lessons for grammatical structures)
M. Karen Jogan SONAPLES 2006
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Integrative projects
Application Select a chapter in an EFL coursebook. Consider aspects studied in Linguistics.
How are these reflected in the instructional materials?
Write lesson plan(s) to enhance the presentation of one or more of the areas presented in the chapter.
M. Karen Jogan SONAPLES 2006
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The Thinker: Awareness
M. Karen Jogan SONAPLES 2006
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Benjamin Franklin: Application
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References
Adger, C., C. Snow & D. Christian (eds). (2002). What teachers need to know about language. McHenry, Ill. Delta (CAL).
Andrews, L. (2001). Linguistics for L2 teachers. Mahway NJ: Lawrence Erlbaum Associates.
Celce-Murcia, M. & Diane Larsen-Freeman. (1999). The grammar book: an ESL/EFL teacher’s course, 2nd ed. Boston: Heinle & Heinle.
Ellis, Rod (2003). Task based language learning and teaching. Oxford: Oxford University Press.
Freeman, D. & Y. Freeman (2005). Essential Linguistics: what you need to know to teach. Portsmouth, NH: Heinemann.
M. Karen Jogan SONAPLES 2006
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Hatch, E. & C. Brown (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
McCarthy, M. (2001). Issues in applied linguistics. Cambridge: Cambridge University Press.
Micheau, C. & D. Godfrey (2005). Lighting a linguistic fire for teachers. Presentation, TESOL International, San Antonio Texas
Morris, L. (2003). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language awareness 12: 109-123.
Swan, M. & B. Smith (eds) (2001). Learner English: a teacher’s guide to interference and other problems, 2nd ed. Cambridge: Cambridge University Press.