E AS 2019 T IS T HE COURSE BOOK YOUR SCRIPT ? OR YOUR RE - - PowerPoint PPT Presentation
E AS 2019 T IS T HE COURSE BOOK YOUR SCRIPT ? OR YOUR RE SOURCE Susanna Sc hwab PHBe r n OVE RVI E W Ho w te xtb o o k a wa re a re yo u So me b a c kg ro und info rma tio n a nd so me the o ry (lite ra ture re vie w) first So
Susanna Sc hwab PHBe r n
Ho w te xtb o o k a wa re a re yo u So me b a c kg ro und info rma tio n a nd so me the o ry (lite ra ture re vie w) first So me fo o d fo r tho ug ht a nd Mc Gra th’ s princ iple d a ppro a c h to a da pta tio n (plus my a da pta tio n o f his princ iple d a ppro a c h: e va lua ting wo rkshe e ts)
I a m a te a c he r e duc a to r I a m tra ining pre -se rvic e prima ry sc ho o l te a c he rs to te a c h E F L I a m a pra c titio ne r wo rking o n e sta b lishing links b e twe e n pra c tic e a nd re se a rc h I a m a re se a rc he r c o nduc ting a pro je c t to a ddre ss te a c he r te xtb o o k a wa re ne ss
ittle te xtb o o k a wa re ne ss (pre -se rvic e a nd in-se rvic e te a c he rs)
ill the g a p (a little !) «b e twe e n wha t the te xtb o o k inte nds a nd wha t a c tua lly ha ppe ns in le sso ns» (Ha rwo o d 2014, p. 11)
Pre -Co nc e pt? Yo ur pre -c o nc e pt o f te a c he r te xtb o o k a wa re ne ss Do yo u se le c t yo ur o wn te xtb o o k? Whic h c rite ria do yo u use fo r yo ur se le c tio n?
Prima ry Sc ho o l ( e .g . Be rn) F
Co mpulso ry c o urse b o o ks
Subje c t Compulsor y Re c omme nde d F r e e (list)
Ge rma n 2-3 Music F re e Ma th 2 Sc ie nc e L
F re nc h 1 Spo rt F re e E ng lish 1 Art F re e T e c hno lo g y F re e (App!) Me dia & I nf ? ?
Po pula tio n: 8.3 mio L a ng ua g e s: 4 o ffic ia l (G = 63%, F
= 22%, I t = 8%, Ro ma nsh = 0.6%)
26 c a nto ns: 22 «mo no ling ua l», 3 b iling ua l, 1 triling ua l
L a ng ua g e s: T
he la ng ua g e o f instruc tio n is e ithe r Ge rma n, F re nc h, I ta lia n o r Ro ma nsh, de pe nding o n the la ng ua g e re g io n, tho ug h Ro ma nsh-la ng ua g e munic ipa litie s re pre se nt a spe c ia l c a se . T ra ditio na lly, la ng ua g e le a rning ha s a n impo rta nt ro le in Switze rla nd. Stude nts le a rn a se c o nd o ffic ia l la ng ua g e o f Switze rla nd a s we ll a s E ng lish during the ir c o mpulso ry sc ho o l ye a rs.
http:/ / www.e dk.c h/ dyn/ 16342.php
Na tio na l L a ng ua g e Stra te g y 2004 : 2 fo re ig n la ng ua g e s a t Prima ry Sc ho o l Co mpro mise : o ne la ng ua g e = a na tio na l la ng ua g e , the o the r = E ng lish I nte rc a nto na l a g re e me nt: la ng ua g e b o rde r c a nto ns BS; BL ; SO; BE ; F R; VS
Passe par tout Pr
E duc a tio na l re fo rm
F re nc h: Mille fe uille s (Sc hulve rla g Be rn)
E ng lish: Ne w Wo rld (K le tt und Ba lme r)
Gra de 3 - 6 Gra de 5 a nd 6
https:/ / www.kle tt.c h/ d e / ha uptle hrwe rke / ne w_wo rld/ Gra de 5: E ng lish a s a se c ond fo re ig n la ng ua g e Co mpulso ry – (ma nda to ry) a ll Pa sse pa rto ut c a nto ns
Subje c t Compulsor y Re c omme nde d F r e e (list)
Ge rma n 2-3 Music F re e Ma th 2 Sc ie nc e L
F re nc h 1 Spo rt F re e E ng lish 1 Art F re e T e c hno lo g y F re e (App!) Me dia & I nf ? ?
Gr e e n (7 subje c ts):
Ge rma n (6) Music (2) Ma ths (5) Sc ie nc e (3) Spo rt (1) E ng lish (2) Art (2)
T e a c he r: 28 le sso ns / we e k = full time 39 we e ks = 1 sc ho o l ye a r
n Switze rla nd fo re ig n la ng ua g e te a c hing = a ll c a nto ns usua lly ONE c o mpulso ry te xtb o o k(Zuric h: c o mpulso ry a nd Alte rna tiv- Oblig a torium im
E ng lisc hunte rric ht
An de r Vo lkssc hule de s Kanto ns Z üric h sind he ute dre i o b lig ato risc he E ng lisc hle hrmitte l de s L e hrmitte lve rlag e s Z üric h e ing e führt: «F irst Cho ic e » (3. Primar), «E xplo re rs» (4. b is 6. Primar) und «Vo ic e s» (1. b is 3. Se k.). Alte rnativ dazu kö nne n se it Sc huljahr 2013/14 auc h fo lg e nde L e hrmitte l unte rric htsle ite nd e ing e se tzt we rde n: I n de r Primarsc hule «Yo ung Wo rld» und de r Se kundarsc hule «Ne w I nspiratio n» o de r «E ng lish Plus».
Be rn: Ne w Wo rld 1 = Gra de 5, Ne w Wo rld 2 = Gra de 6 (no e xa ms!)
re nc h ma te ria ls)
Ha ve yo u ha d a b o ve -a ve ra g e ‘ wo rk/ e ffo rt’ to c re a te a dditio na l pra c tic e ma te ria ls c o mpa re d to o the r F re nc h c o urse b o o ks?
No t a t a ll No t re a lly Pro b a b ly ye s Ve ry muc h so Ca nno t sa y
Wo uld yo u ne e d mo re time fo r pra c tic e ?
65 no t a t a ll 128 no t re a lly 187 pro b a b ly ye s 259 YE S, muc h 33 Ca nno t sa y
7 No t a t a ll 41 No t re a lly 125 Pro b a b ly ye s 504 YE S, muc h 16 Ca nno t sa y
sc ho o l/ pro je kt.html
ina nc e d b y the Be rn Unive rsity o f T e a c he r E duc a tio n = PHBe rn Ma in Re se a rc h Que stio n
How do pr imar y sc hool te ac he r s use the mandate d te xtbook Ne w Wo r ld?
Sub -q ue stio ns:
L T te xtb o o k a da pta tio ns (a dding , de le ting , mo difying , re o rde ring , simplifying ) do te a c he rs e mplo y? Why?
My b ig g e st Ne w Wo rld fa n: Adhe re s to the te xtb o o k Ne w Wo rld b ut witho ut fo llo wing the se q ue nc e s/ o rde r, lo ts o f re o rde ring , de le ting , mo difying , sho rte ning ;
e a c he r do e sn’ t se e m «to re fle c t upo n the re a so ning b e hind the ma te ria ls a nd upo n [the ir] o wn pra c tic e » (T
Re de sig ning te a c he r tra ining pro g ra mme (slig htly!)
2018); ma king a da pta tio ns princ iple d!
Adva nta g e s … … … … … … … … … … … … … … .. … … … … … … … … … … … … … … … … .. Disa dva nta g e s … … … … … . … … … … … … … . … … … … … … … .
Advantage s
a nd input
(Ric ha rds 2001)
Disadvantage s
e xtb o o ks do no t c a te r fo r the who le pe rso n & ig no re le a rning pre fe re nc e s
e xtb o o ks do no t re fle c t the finding s o f re se a rc h into la ng ua g e (limite d c ulture )
e xtb o o ks «mar
ginalize » te a c he rs
(Mc Gra th, 2013, p. 12)
e a c he rs b e c o ming «me re te c hnic ia ns» (Mc Gra th, 2013, p. 13)
Ab so lve te a c he rs o f re spo nsib ility? « … se c ure in the b e lie f tha t the wise a nd virtuo us pe o ple who pro duc e d the te xtb o o k kne w wha t wa s g o o d … « (Swa n 1992, p. 33)
2018 (OUP)
F L te a c he r who de c ide s wha t inno va tio ns find the ir wa y into the c la ssro o m» (p . 2)
ng lish te xtb o o k (Crib le z & Nä g e li, 2011,
c o nte mpo ra ry la ng ua g e dida c tic s, te a c he rs no t o nly ha ve to unde rsta nd the ne w philo so phy b ut a lso a c c e pt it a nd a da pt it to the ir o wn te a c hing « (tra nsla te d Sc hwa b )
de skill te a c he rs, hidde n c urric ulum): te xtb o o ks sho uld suppo rt a nd no t do mina te te a c hing a nd le a rning … c a n b e a g e nt o f c ha ng e
Sha we r (2010) inve stig a te d 10 E SL c o lle g e te a c he rs, his finding s indic a te d
3 role s:
F
b a se d te a c hing ? Do we te a c h the b o o k o r do we te a c h stude nts?
Mc Gra th’ s Me ta pho rs (a da pte d ): T e xtb o o k a s
1) Compa ss 2) Supe rma rke t 3) Crutc he s 4) Bible 5) Cookbook 6) Spring boa rd 7) Stra ig htja c ke t
2 a rtic le s:
T
n Ma le y, A, & Pe a c he y,
ds.). Cre ativity in the E ng lish L ang uag e c lassro o m, pp. 24-28. L
: British Co unc il. Re trie ve d fro m https:/ / e ng lisha g e nda .b ritishc o unc il.o rg / site s/ de fa ult/ file s/ a tta c hme nts/ pub _f 004_e lt_c re a tivity_fina l_v2_we b -1.pdf T
mo re b e ne fic ia l fo r the le a rne r. I n Ba o , D. (E d .). Cre ativity and inno vatio ns in E L T mate rials de ve lo pme nt. Bristo l, UK : Multiling ua l Ma tte rs.
Whe n yo u pla n yo ur le sso ns, whe re do yo u b e g in yo ur pla nning , do yo u b e g in with re fle c ting o n the suita b ility o f the o b je c tive o f the a c tivity
fo llo we d b y the me tho d? e tc . Cunning swo rth (1995, p. 137 / a da pte d)
I nste a d o f re lying o n intuitio n a nd/ o r instinc t, te a c he rs sho uld ta ke de c isio ns b a se d o n princ iple s. A princ iple d a ppro a c h to a da pta tio n c o uld b e b a se d o n the fo llo wing q ue stio ns:
wa nt the le a rne rs to do ?
g e t the a c tivity to do wha t I wa nt it to do fo r the le a rne rs?
F ra me wo rk Mc Do no ug h, Sha w, a nd Ma suha ra (2013):
5 T e c hnique s: Adding De le ting Modifying Simplifying Re orde ring
While Mc Gra th (2013) re fe rre d to princ iple s o f a da pta tio n, Misha n a nd T immis (2015) use d re a sons fo r a da pta tio n. T he princ iple s me ntio ne d a re :
ndividua lisa tio n (c a te r fo r diffe re nt le a rning a nd le a rne r pro file s)
the mse lve s a nd the ir e xpe rie nc e s)
dime nsio n)
Doe s the wor kshe e t … . No = r e d ? = ye llow Ye s = g r e e n
L
pro vide a re le va nt to pic / a c tivity fo r o ur le a rne rs pro vide a c o nte xt tha t le a rne rs a re fa miliar with Individualisation c a te r fo r diffe re nt le a rne r pro file s a nd le a rning style s inc lude la ng ua g e le a rning stra te g ie s a nd le a d to le a rne r a uto no my Pe r sonalisation
/ Humanising
e nc o ura g e le a rne rs to ta lk/ write a b o ut the mse lve s a nd the ir e xpe rie nc e s ma ke la ng ua g e input mo re e ng a g ing Simplific ation Comple xific ation e nc o ura g e hig he r le ve l thinking skills he lp ma ke la ng ua g e input mo re a c c e ssib le (sc a ffo lding ) Var ie ty a llo w le a rne rs to c ho o se diffe re nt pa ths (pro c e ss) a llo w fo r a va rie ty o f o utc o me s (pro duc ts) Ove r all Ho w will c o mple ting the wo rkshe e t b e ne fit le a rne rs?
…………………………………………… ……………………………………………
T
the le a rne r»
AT E F L c o nfe re nc e ); Ala n Ma le y a nd T a ma s K iss (2018) «Cre a tivity a nd E ng lish la ng ua g e te a c hing : F ro m inspira tio n to imple me nta tio n», e tc .) wo nde rful pre se nta tio ns o n e nc o ura g ing mo re c re a tivity in la ng ua g e te a c hing a nd le a rning . «ma rry» c re a tivity with a princ iple d a ppro a c h to a da pta tio n
susa nna .sc hwa b @ phb e rn.c h
Arne t-Cla rk, I., F ra nk Sc hmid , S., Grime s, L ., Ritte r, G., & Rüd ig e r-Ha rpe r, J. (2013). Ne w Wo rld – E ng lish as a se c o nd fo re ig n lang uag e . Ba a r, Switze rla nd : K le tt und Ba lme r AG. Ha rwo o d , N. (2014). Co nte nt, c o nsumptio n, a nd pro d uc tio n: T hre e le ve ls o f te xtb o o k re se a rc h. In Ha rwo o d , N. (E d .). E ng lish lang uag e te ac hing te xtb o o ks (pp. 1–44). Ba sing sto ke , UK : Pa lg ra ve Ma c milla n. Hyla nd , K ., & Wo ng , L . C. (E d s.). (2013). I nno vatio n and c hang e in E ng lish lang uag e e duc atio n. Ab ing d o n, UK : Ro utle d g e . Ma le y, A., & K iss, T . (2018). Cre ativity and E ng lish lang uag e te ac hing : F ro m inspiratio n to imple me ntatio n. L
: Pa lg ra ve Ma c milla n. Mc Do no ug h, J., Sha w, C., & Ma suha ra , H. (2013). Mate rials and me tho ds in E L T : A te ac he r’ s g uide (3rd e d .). Chic he ste r, UK : Wile y-Bla c kwe ll. Mc Gra th, I. (2013). T e ac hing mate rials and the ro le s o f E F L /E SL te ac he rs. L
Mc Gra th, I. (2016). Mate rials e valuatio n and de sig n fo r lang uag e te ac hing (2nd e d .). E d inb urg h; UK : E d inb urg h Unive rsity Pre ss. Ric ha rd s, J. C. (2001). T he ro le o f te xtb o o ks in a la ng ua g e pro g ra m. RE L C Guide line s 23(2), 12-16. Sc ha e r, U. (2007). So urc e b o o ks rathe r than c o urse b o o ks – Die Bildung sre fo rm im F re mdsprac he nunte rric ht und die ne ue Ro lle de r L e hrmitte l. Be iträg e zur L e hre rb ildung 25(2), 255-267. Sc hwa b , S. (2017). Pro je c t Pro po sa l PHBe rn. T e a c he rs’ use o f a te xtb o o k fo r E ng lish a t prima ry sc ho o l. (Unpub lishe d ) Pro je c t we b site https:/ / www.phb e rn.c h/ te a c he rs-use -o f-a -te xtb o o k-fo r-e ng lish-a t-prima ry-sc ho o l/ te a m.html Sha we r, S. F . (2010). Cla ssro o m-le ve l c urric ulum d e ve lo pme nt: E F L te a c he rs a s c urric ulum-d e ve lo pe rs, c urric ulum-ma ke rs a nd c urric ulum- tra nsmitte rs. T e ac hing and T e ac he r E duc atio n, 26, 173-184 Swa n, M. (1992). T he te xtb o o k: Brid g e o r wa ll. Applie d L ing uistic s and L ang uag e T e ac hing 2(1). Re trie ve d fro m http :/ / www.mike swa n.c o .uk/ e lt- a pplie d -ling uistic s/ te xtb o o k-b rid g e -o r-wa ll.htm T
d s.). Cre ativity in the E ng lish L ang uag e c lassro o m, pp. 24-28. L
: British Co unc il. Re trie ve d fro m https:/ / e ng lisha g e nd a .b ritishc o unc il.o rg / site s/ d e fa ult/ file s/ a tta c hme nts/ pub _f004_e lt_c re a tivity_fina l_v2_we b -1.pd f T
d .). Cre ativity and inno vatio ns in E L T mate rials de ve lo pme nt. Bristo l, UK : Multiling ua l Ma tte rs. T
he c o mple te g uide to the the o ry and prac tic e o f mate rials de ve lo pme nt fo r lang uag e le arning . Ho b o ke n, NJ: Wile y Bla c kwe ll