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English didactics Where's the theory at? - Coggle Diagram
English didactics
Where's the theory at?
The types of issues and questions that are addressed in English didactics
How to assess language learning?
LK20
Only 5 hours a week in English
struggles
differing skills
deep learning
what does deep learning mean?
and how to assess deep learning over time in only a year?
build a bridge between what students learn in school and in their spare time
gaming
Levels of skill in english
Forms of assesment, standpunkt and exams does not neccicarily show the students profiency in english
interpreting competence aims
Are supposed create empathy for the indigenous peoples around the world when they are being othered?
Reluctant english speakers and readers
Assesment must be a part of the way things are taught
cross-curricular topics
health and life skills
dare to talk of controversial topics
democracy and citizenship
active participation
Identity and cultural diversity
In meeting with different cultures and languages can help build the identity of the students
One issue with english didactitcs: no teaching in building class enviorment
English for Vocational Studies
Munden & Sandhaug: texts from with English-speaking world opens up for more English texts
Hellekjær: The English in Norwegian upper secondary schools isn't challenging enough. This makes the students ill-prepared for university
Norske studenter sliter med fagpensum på engelsk
The role of English and intercultural competence in the world today and its implications
for English as a school subject
The World is a smaller place.
The internett, travel, cultural understanding, media from different countries. English as a Lingua Franca
intercultural competence
"the ability to relate constructively to people who have mindsets and/or communication styles that are different from one's own" (Dybedahl, 2019, p. 102)
prejudices
English as a Lingua Franca
A model for intercultural competence (Dybedahl, 2018)
Communicative language competences
attitudes
openness and willingness to understand others
respect
Flexibility
Tolerance
linguistic, sociolinguistic and pragmatic competence
Knowledge and comprehension
the field of intercultural communication
Byram
skills
listen and observe
analyse and relate
Empathy
Cultural empathy
Internal outcome
metacognitive intercultural awareness (self-monitoring and decentering)
metacognitive language awareness
External outcome
appropriate communication
cross-curricular topics
democracy and citizenship
individual and an attitude for tolerance
sustainability
UN: governments must work together
health and life skills
communicating with people
Theories of language learning in relation to English as an L2
The four strands
There are no "English box" or "Norwegian box" in your head, L1 and L2 learning is interconnected
Scaffolding
Bulding on the students prior knowledge of L1 to teach L2
Grammar-translation method
Praksiserfaring, translated songs to "Old English" as poems to see if the students would recognize the texts. they did not
learn the rules of grammar --> translate --> goal is to translate L2 into L1
The direct method
monolingual teaching
phonetics
learn language by listening to it
Essentials
No translation
Concepts are taught by means of objects or by natural contexts through the mental and physical skills of the teacher only.
Oral training helps in reading and writing listening and speaking simultaneously.
Grammar is taught indirectly through the implication of the situation creation.
Audio-lingual method
linked to behaviorism
repitition, drills and accuracy
comparing languages
Chomsky disagreed with this
CLT (communicative language learning)
Council of Europe
Meaningful texts
Functional language
Cultural competence necessary
Aims and objectives
Competence-based curricula
Chomsky
CEFR
communicative approach
The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and that can be further subdivided according to the needs of the local context. The levels are defined through ‘can-do’ descriptors.
Self-assessment of English
How to assess language learning and proficiency
Common European Framework of Reference for Languages
The curriculum (LK20)
The core curriculum- Values
Human dignity
Identity and cultural diversity
Critical thinking and ethical aweareness
The joy of creating, engagement and the urge to explore
Respects for nature and enviornmental awareness
Denocracy and participation
Basic skills
Reading skills
Working with texts (broad term) to acquire knowledge and competence over different cultures and societies
understanding and reflecting
Writing skills
express
Digital skills
critical reflected behavior
being able to use digital media
Oral skills
creating meaning
(Numeracy) is gone
these can be found in the the competence aims even though they are not explicitly mentioned
Interdisiplinary topics
Health and life skills
expression: oral and written
Democracy and citizenship
Awereness of the world being culturally dependent
Assessment should be a natural part of the classroom, dictated by the curriculum
The framework for basic skills and its implications for English as a school subject
Similar skills to norwegian and english. BECAUSE THEY ARE BOTH LANGUAGE SUBJECTs
Basic skills in English needs to be developed, and has major implications in the way we teach English
CEFR
The notion and practice of communicative competence
Intercultural competence
Language as a bridge to understand different cultures
Dornyei (2003)
there is a social dimention of language learning motivation
variables to a learner's perception of their communicative competence
the desire to affiliate with a person
interpersonal motivation
intergroup attitudes
motivation
climate
parameters of the social situation
communicative competence and experience
various personality traits
multiculturalism
world languages and global Englishes
Communicative skills are developed in meaningful and authentic situations where students are involved and participate activly
purpose for communicating
CLT
Three elements of reading comprehension
Construction integration model C1 Kintsch- Pointing out the relevance of what the text say (1970s)
Text
Moved from text centric to reader centric. No two people read a book the same way. Combination of the two aspects form The Situational model. What does the text mean to the reader in a given situation
Reader+ Text
Socicultural aspect
CLT
role-play
scavenger hunting
interview
group work
information gap
opinion sharing
Munden: integrating learning strategies into everyday life
Teaching and learning English in a multilingual classroom
Is English to be taught only in English?
Can comparisons to other languages be made, such as L1 or another L2 (or even L3!)?
multilingual teaching
very common practice
bildung
stategies for speaking
compensation strategies
code-switching
foreignizing
achivement strategies
explicit appeal: what do you call this?
verbal signal: I don't know the English word
reduction strategies
topic avoidance
many students can be multilingual
multilingual vs plurilingual classroom
plurilingualism: individual multilingualism
Advantages
Outperform their monolingual counterparts
Have larger cognitive flexibility
Are more creative and have better episodic and
semantic memory
Develop dementia later than monolinguals
Have more developed metalinguistic awareness
than monolinguals
Are more apt to choose suitable learning strategies
for language learning
«develop the basis for their own and others’ identities in a plurilingual and pluricultural context» (Utdanningsdirektoratet, 2019a)
«seeing relationships between English and other languages known to the students» (Utdanningsdirektoratet, 2019a)
teachers need more training to teach in mulilingual classrooms
"When students are allowed to draw on all of their languages, not only those confined to English or Norwegian, they have access to all of their cognitive resources and may feel that they are better able to display all of their knowledge and language skills" - Rindal & Brevik 2020
activate all cognitive resources
English as a Lingua Franca
Level of formality in different cultures
The teaching and learning of grammar and vocabulary in English as an L2
Grammar
inductive
discovery
example - rule - use
deductive
rule-driven
rule - example - use
Writing strategies
The Hamburger
PEEL
Pitfalls of direct translation from Norwegian to English
Udir: see comparisons between English and other languages
this is good for grammar teaching
idioms
Cameron on Vygotsky: children can use the same words as adults but that doesn't mean that they understand what the word mean
vocabulary
extensive reading
After 10th grade you're supposed to have a varied vocabulary
Bjørke (2020) writes about three different word learning stategies
metacognitive
evaluation
cognitive stagtegies
assosiation, repitition
Guessing the word is also a stategy for expanding vocab
collaborative vs. cooperative writing
The teaching and learning of oral skills in English as an L2
oral stategies
podcasts
oral presentation
set discussions
Core Curriculum, Creating meaning
Spoken English
what is fluency?
spoken discord/authentic language
face-to-face interaction
dialogue or verbal exchange
highly context-dependent
turntaking
false starts and repairs
Fillers
Dialect and accent variation
demands sensitivity to the listener's attitudes
Differnces between the acts of speaking and writing
Evanescene versus permanence and transportability
Differnces in tempo
Spontaneity versus delibarte working over
Richness of prosody
Naturalness - (the evoulutionary primacy of speech)
Situatedness versus desituatedness (sharing space and time)
Features of spoken language that students may not be aware of
Introspection -the cognitive process of chosing what to say
Paralinguistic feautures . What vocabulary you chose in different social context.
Thanks , thank you, thank you very much. Etc
Turntaking in spoken language
Filler words and natural pauses in a conversation
Politeness
Cultural aspects of oral communication
maxims
face threatening acts
intercultural competence
audiolingual method
bad because it's not authentic language
problematic
Relcutant speakers
needs motivation
internal vs. external
make a supportive atmosphere
be confident yourself
give room for speaking
time and patience
if the teacher makes a mistake they should correct themselves in front of the class
Halliday 1985. Field, tenor, Mode
Field- What is being talked about
Tenor- Relation of speaker, which formality
Mode- Channel of communication, spoken or written
Gibbson : a Dialogic Approach
Exploratory talk
Allowslearners to explore and clarify... making logical deductions, or responding to others ideas
Substansive Conversation
Extended talk around big ideas and leads to increased understanding of subject content and to a more nuanced understanding of key issues
The quality of the dialogues that children are engaged in, nit simoly the quantity, must be viewed
Coburn (2016)
teachers are not confident in their English skills
Reading and writing in English as an L2
Reading
What texts to choose?
Free reading
Any texts that is in English
Munden & Sandhaug 2019, changed definition in LK20, from text from english speaking country to text in english. A whole new WOOOOOORLD
YA literature
Students should get opinions to chose the literature they want to read, gives them ownerships of the text.
Graphic Novels
Benefits
Krashen (2004) both motivation and competence when working with literature that the learners choses
Better comprehension of text when there is use of illustration and words
Beneficial for reluctant readers ( Lavterskel bby)
Multiple Literacy- Burwitz-Melzer. Meaning is expressed through multiple modes of communication. doesn`t mean that it only has to be written word anymore
Terminology related to comics as a way for in-depth learning. Gutters, panels etc
Universality, Scott McCloud, the reader being able to place themselves in the characters shoes
Adressing themes themes in a approachable way, e.g MAUS
Stategies
summarizing
forming and answering questions
prior knowledge/engaging exploration
text-structure awareness
Making guesses about unkown words
Inferencing
visual and graphic organisers
Extensive reading
Benefits
Student learns autonomy and motivation
developing language skills
building on empathy by looking at texts made by a oppressed people, activates critical thinking
Reading is its own reward
Reader's theatre
making reading less "dangerous" in front of class
a variation
Klafki, trygghetssone
Why do we need reading?
necceary
promotes health
Reading in L2 supports reading in L1
Reading skills are interconnected
Can give cultural insight
Its fun
boradens the voccabulary of the reader
Working with texts in English helps to develop the pupils’ knowledge and experience of linguistic and cultural diversity, as well as their insight into ways of living, ways of thinking and traditions of indigenous peoples.
Three elements of reading comprehension
Construction integration model C1 Kintsch- Pointing out the relevance of what the text say (1970s)
Text
Moved from text centric to reader centric. No two people read a book the same way. Combination of the two aspects form The Situational model. What does the text mean to the reader in a given situation
Reader+ Text
Socicultural aspect
Tovani
resistive readers
doesn't care to read the text because the teacher gives them the answer
word callers
read out the words, but don't think for themselves
the importance of comprehension over decoding
reading is thinking
Writing
Why?
natural part of language learning
reading and writing supports each other
creating empathy
According to Cathy
Why teach writing:
Basic skill (taught, not just used)
Professional skills (studies, work, expert)
Life skills (democracy, citizenship, identity)
expression
Nation 2007
coherence and cohesion
Coherence: the connections between pieces of content in a text
Cohesion: the formal elements of grammar and lexis that signpost such connections
the students should create “different types of coherent text”
Writing strategies
creative writing
write a bad poem
collaborative writing
Types
Writing-for-learning and writing-for-writing
"prestasjonsskriving" and "tenkeskriving"
Creative writing
Functional writing
Expository writing
Indivudual and collaborative writing
5-minute writing: don't stop
What is writing in English?
“means being able to express ideas and opinions in an understandable and appropriate manner in various types of texts”
One of the highest cognitive abilities
Focus on purpose, receiver and situation
The Wheel of Writing (Berge et al, 2016)
Writing consists of different acts and their purposes
interact, reflect, describe, explore, imagine, convince
These are not exclusive and interact with each other
Assessment
The Response Triangle
using literary devices in a deliberate way
reading and writing need to be connected in school (from the meta study)
The teaching of literary texts in the English L2 classroom
Literature why?
Benefits
Language comprehension, vocab, develop cultural understanding, interpretation and analysis
Related back to the core curriculum of identity and cultural diversity
The experiences the pupils gain in the encounter with different cultural expressions and traditions help them to form their identity
How to work with a text
in depth exploration of themes and other cool stuff
Aquire meaning of certain text through discussion
Analysis teams
Intertexuality
“Intertextuality” refers to the tendency of a work to refer to or respond to previous texts. This interplay of texts opens up for new interpretations.
Extensive text
YA literature is a source of meaningful, authentic language and therefore a potential resource for language learning (210). Through this literature, students can familiarize themselves with (and be encouraged to use) new
vocabulay, collocations and authentic speech patterns.
English is an important subject when it comes to cultural understanding, communication, all-round education and identity development.
“...a conceptualization of culture as a network rather than as a container with boundaries and
national demarcations”
Formative and summative assessment practices
Not really any form of formative assesment in Norwegian school, due to the fact that after students hand in their work they just get graded and bye bye to the assignment. - summative. A good example of a summative assesment that consider formative assessment can be mappeeksamen
Summative assessment. Standpunkt and exam. Final Grades. Only 2 required grades throughout the year: halfway and end of year
peer assessment
must be practiced
Ph.d - fomative assessment of writing in English
students reported that they would like more positive feedback
they would like to revice texts
Grammar and English being a foreign language are difficulties the students mentioned
teachers say that grades interfere with feedback
can be connected to the Israeli study where they checked the difference between
a more collabiorative effort is needed to improve formative assessment of writing
portfolio approach was mentioned as a remedy
peer assessment can save time
