gifu alt workshop 2015
TRANSCRIPT
Problemsand Suggestionsfor public English Education
神奈川県立国際言語文化アカデミア
Marcel Van Amelsvoort
2015 Gifu ALT Workshop
January 23, 2015
http://mimiandeunice.com/2011/08/01/looking-for-problems/
What is something you have always wanted to do?
Why haven’t you done it yet?
What are your plans for doing it?
神奈川県立国際言語文化アカデミア
KANAGAWA INSTITUTE OF LANGUAGE AND CULTURE STUDIES
KANAGAWA INSTITUTE OF LANGUAGE AND CULTURE STUDIES
♢ Elementary school teacher training♢ Cross-cultural understanding for teachers
♢小学校英語活動教員研修♢教師のための異文化理解、外国語研修♢ English teacher training
♢ English teacher training
♢英語担当教員研修
Problems
Sounds
Conversations
Discussions
We’re going to play Top 5! For each topic, write five things. If you have the same things as on my list, you get the points.
Count your points.
Scoring Points
Cars5 points: BMW4 points: Toyota3 points: Mazda2 points: Honda1 points: Suzuki
7 Points!
Toyota – 4 pointsHonda – 2 pointsSuzuki – 1 point
Compare your list with mine. If you have the same things, you get the points!
Topic 1: Fruit
Write your 5 fruits
Top 5 Fruit
5 points: bananas / banana4 points: strawberries / strawberry3 points: peaches / peach2 points: plums / plum1 point: pears / pear
Topic 2: The Biggest Problems with English Education in Japan
Write your 5 problems
Top 5 “Problems”
5: Ineffective use / support of teachers
4: No goals / no vision / no planning
3: No balance of input / output
2: Focus on discrete grammar / vocab
1: Emphasis on entrance exams
We suck
We suck?
iBT TOEFL (2013)—Asia ResultsReading Listening Speaking Writing TOTAL
Insights from classobservations (June, 2014)
25 teachers: 1330 min(22.2 hours)
V, G, L, R, Fl, S-Int, W, Mis
0 5 10 15 20 25 30 35 40
Mis
W
S+Inter
Fluency
R
L
Gram
Voc
%
Voc 14.7Gram 15.6L 8.2R 35.5Fluency 9.25S+Inter 1.35W 4.51Mis 4.51
So, what
can we do
about this?
Sounds
Sounds?
English is a stress-timed language.
The cows eat the grass
The cows will eat the grass
Cows eat grass
The cows have eaten the grass
The cows will have eaten the grass
Sentence Stress
Generally, the major sentence stress fallson the last content word within asentence.
⇒ louder (強く)longer (長く)higher-pitched (高音で)
Pauses
Expert speakers provide natural pauses between sense groups.
Connected Speech
Grant, L. (ed). (2014). Pronunciation myths. Ann Arbor: University of Michigan Press
Using a Movie Scene
Procedure
1. Select a scene2. Print the transcripts3. Practice 5 minutes each class
until students have memorized the sounds and lines for both parts
4. Provide formative feedback (from teacher, from partners, from self)
5. Do a productive assessment test
Lampwick: My name’s Lampwick. What’s yours?
Pinocchio: Pinocchio.
Lampwick: Ever been to Pleasure Island?
Pinocchio: Uh-uh. But Mr. Honest John gave me/
Lampwick: Me neither. But they say it’s a swell joint—no school, no
cops—we can tear the joint apart and nobody says a word.
Pinocchio: Honest John gave me/
Lampwick: Loaf around, plenty to eat, plenty to drink…and it’s all free!
Pinocchio: Honest John/
Lampwick: Boy, that’s the place. I can hardly wait.
“Much better
than Speed
Learning”
Benefits of Using DVD Movie Scenes for Students
Language learning (sounds, vocab, grammar)
Repeated exposure facilitates noticing
Sound training Identity formation Authentic materials feel “real” Acting out creates an L2 you
Self-access technique promotes autonomy
Benefits of Using DVD Movie Scenes for Teachers
Language learning Repeated exposure facilitates noticing
Multi-modal materials Translations available High-interest, so better motivation Easy to assess
Memory-stretching Dictation
Hear it, hold it………say/write it.
Conversations
ConversationsTimed pair conversations using frames
Students learn what they learn in the way that they learn/practice/do it.
45
Conversation Frame
A: How’s it going?
B: Not bad. You?
A: Pretty good. So... _______________?
B: ________________. How about you?
A: ________________.
B: Well, nice talking with you.
A: Me, too.
Benefits of Using Frames
Facilitate real conversations / communication
Formulaic expressions / “scripts”
Flexible
Facilitate the teaching of interaction
What I Teach / Practice:
Reacting language
Rejoinders Echoing Follow-up Questions Interjections
Discussions
DiscussionsWorking toward age-appropriate thinking
Memory is the residue of thought.
Daniel Willingham Why Don’t Students Like School?
We evolved in tribes, we grow in
families, and we learn in groups.
What I Teach:
Clarify / Elaborate Support ideas w/ examples Agree and add on Disagree politely Paraphrase Synthesize / Conclude
Activities
See Think Wonder Dictogloss HOT questions (Debate)
See Think WonderA Topic Introduction Technique
Dictate 2-3 sentences or a full paragraph*. Have students reproduce it as best they can.
Dictogloss
*adapted (re-written) from the textbook or from a parallel text
HOT Skills and Questions
Higher Order Thinking Skills
Thank you