Integrating Linguacultural knowledge through EBL projects

1. Integrating Linguacultural knowledge through EBL projects Theresa Oliver Durham University

2. Overview • Background • Process writing • Example from Beginner level course • Example from Advanced level course Theresa Federici Durham University t.j.federici@durham.ac.uk

3. Background • Collaboration lecturers / language teachers • Creation of new post A-level strand • Integrated approaches • Research interests Theresa Federici Durham University t.j.federici@durham.ac.uk

4. On writing skills • Writing requires: • A high degree of organisation in the development of ideas and information • a high degree of accuracy so that there is no ambiguity of meaning • the use of complex grammatical devices for focus and emphasis • and a careful choice of vocabulary, grammatical patterns, and sentence structures to create a style which is appropriate to the subject matter and the eventual readers Tricia Hedge, Writing, Oxford: Oxford University Press, 1988 Theresa Federici Durham University t.j.federici@durham.ac.uk

5. A process approach to learning • Allows writing to become a key component of a communicative language classroom • Enables students to develop independent learning skills and transferable skills • Students “work out their own solutions to the problems they set themselves” (White & Arndt) Theresa Federici Durham University t.j.federici@durham.ac.uk

6. Key phases in a process approach A model of writing, White and Arndt, Process Writing, London and New York: Longman 1991 Theresa Federici Durham University t.j.federici@durham.ac.uk

7. Enquiry-Based and process driven • Students are presented with scenarios • Role of the teacher is as facilitator to provide guidance and support where needed • Students placed at the centre of the learning process • Students work collaboratively to generate ideas and discuss courses of action • Students develop transferable skills and professional skills • Skills are developed in a realistic context • Students develop a sense of creating reader-based texts • Students develop a sense of responsibility towards their final outcome Theresa Federici Durham University t.j.federici@durham.ac.uk

8. Responsibility Final outcome is the result of a non-linear strategy Re-reading, checking, proof-reading, assessing are an integral part of authorship These activities are carried out throughout the writing process at word, sentence, structural and content level Lexical and grammatical accuracy are an essential part of the process but not the only outcome Theresa Federici Durham University t.j.federici@durham.ac.uk

9. Readership • Gives students a sense of a genuine readership • Not writing just for the teacher/marker • Students question readership knowledge, culture-bound language, levels of interest • Successful communication covers such language skills as style, register and genre-specific writing Theresa Federici Durham University t.j.federici@durham.ac.uk

10. Heuristic approach to learning • Generating ideas with mind-maps, concept maps and question words • Evaluating work with heuristic approaches • Using heuristic activities to create a collaborative learning environment to complement individual learning outcomes Theresa Federici Durham University t.j.federici@durham.ac.uk

11. Leggi le domande qui di seguito per stimolare le tue idee, poi scrivi le tue opinioni in forma di appunti. Come? Come cambiano la vita dei utenti? Come potrebbe essere la situazione nel futuro? In quale modo potrebbe essere possibile cambiare le idee degli utenti / dei detrattori dei gadget? Come influenzeranno il futuro di internet? Perché? Perché questi gadget sono diventati così popolari? Perché è importante parlare di questi gadget? Che cosa? Che cosa sai dell’“attenzione parziale continua” Che cosa devono sapere i lettori? Chi? Chi usa questi gadget? Chi è a favore dei gadget? Chi è contrario ai gadget? Chi teme l’uso dei gadget? Quando? Quando è iniziato il fenomeno? Quando è diventato importante in Italia? Adattata da un’attività di Ann Raimes Theresa Federici Durham University t.j.federici@durham.ac.uk

12. Mini cycle of process writing Theresa Federici Durham University t.j.federici@durham.ac.uk

13. Assessment • Facilitator offers guidance but not correction • Students assess their own work and reflect on their own assessment • Concept of genuine readership is enhanced by collaborative groups of peer reviewers • Facilitator assessment is not centred on a grade but on action points • Checklists address the issue of teacher marking time Theresa Federici Durham University t.j.federici@durham.ac.uk

14. Checklist for self assessment • I have checked my work for spelling errors • I have checked my punctuation throughout • I have checked my work for grammatical accuracy • I have checked for verb/noun agreements • I have checked the sequencing of my tenses • I have checked that my sentence structure is clear and logical • I have used a range of structures • I have used a range of vocabulary • I have checked that my vocabulary is appropriate to the task • I have checked that I have used idiomatic phrases appropriately • I have used an appropriate register throughout • I have used a consistent register throughout • I have used an appropriate style of writing for the task Theresa Federici Durham University t.j.federici@durham.ac.uk

15. Checklist for self assessment • The strong points of my first draft are… • Teacher’s comment: • The area/s I think I can improve on are… • Teacher’s comment: • For my next draft I will… • Teacher’s comment: Theresa Federici Durham University t.j.federici@durham.ac.uk

16. Peer response • This piece of writing has a good structure • Arguments/events are presented in a logical sequence • Vocabulary is appropriate and understandable • The context for this piece of writing is clear • The introduction / opening is well structured • The conclusion / end is well structured • Strong points of work: • Could the work be made more interesting? • What is most memorable about the work: • Author’s action points: Theresa Federici Durham University t.j.federici@durham.ac.uk

17. Facilitator response • Response scale 0-5 corresponding to criteria of assessment • Responses and comment given on: • (V) Vocabulary • (S) Syntax • (GR) Grammar • (Sp) Spelling • (P) Punctuation • (C) Content • (RS) Register and Style • (O) Organisation • Overall Performance with comment but no grade Theresa Federici Durham University t.j.federici@durham.ac.uk

18. Process writing and Enquiry-Based Learning • Collaborative learning ethos • Emphasis on self-assessment and editing • Different sources of feedback • Independent learning skills • Transferable skills • Process by which the end product is created is as important as the end product Theresa Federici Durham University t.j.federici@durham.ac.uk

19. Project work: ab initio learners of Italian • Rationale • Ab initio students are curious to learn more about Italy • Many students only take the language modules and not the 1st year culture module • Authentic material is a key element of reading and listening comprehension courses • Engaging students at a level of personal interest increases motivation Theresa Federici Durham University t.j.federici@durham.ac.uk

20. Ab initio scenario • The Italian tourist board are renewing their website and have asked for contributions on items to include on their site. The contribution needs to be in both a written form and in the form of an oral presentation. In your contribution please specify your personal interest in your chosen item and why you feel it would appeal to others Theresa Federici Durham University t.j.federici@durham.ac.uk

21. Project outline • Week 7: 1st project lesson • Generating ideas, focusing ideas, organising groups • Week 9: 2nd project lesson • Presenting and evaluating ideas, reviewing • Week 10: 3rd project lesson • 1st written draft submission, feedback • Weeks 12-14: project presentations • Summative outcomes: oral examination Theresa Federici Durham University t.j.federici@durham.ac.uk

22. Benefits to student • Language skills • Motivation • Challenge • Freedom • Interest • Applied • Integrated learning • Process of elimination, finding topic • Independent research • Confidence with Italian resources • Increased knowledge of Italy through own research • Increased knowledge of Italy through Q&A Theresa Federici Durham University t.j.federici@durham.ac.uk

23. Project work: 2nd year Advanced Italian • Background: • 1st year advanced Italian course elements: • Current affairs and culture • Writing course: creative writing taught with a process approach and assessed with checklists • Reading course: Mare delle verità with dual outcomes • motivation from reading a complete novel • novel used as a source for ‘scenarios’ Theresa Federici Durham University t.j.federici@durham.ac.uk

24. Scenario • Rai are making a new television series entitled “Italiani, spaghetti e mandolino: L’Italia vista da fuori”. This series aims to investigate the nature of Italian stereotypes as perceived from outside and over time • Rai requires learners of Italian to submit a (max.) 2000 word project proposal for an episode in this series Theresa Federici Durham University t.j.federici@durham.ac.uk

25. Project class • Lesson 1 – Discussion on scenario and topics, introduction to course • Lesson 2 – Justification of direction, introduction to using primary and secondary sources • Lesson 3 – Presentation of primary and secondary sources, introduction to structure Theresa Federici Durham University t.j.federici@durham.ac.uk

26. Project class • Lesson 4 – Poster presentations, introduction to writing introductions and conclusions • Lesson 5 – Group work on introductions and conclusions, introduction to paragraph writing • Lesson 6 – Presentation of redrafted outline, schematic overview of essay, introduction to abstracts Theresa Federici Durham University t.j.federici@durham.ac.uk

27. Project class • Lesson 7 – Working groups on abstract, preparation for debate • Lesson 8 – Debate on paths taken to address scenario • Summative outcomes: • Final project submission • oral examination discussion Theresa Federici Durham University t.j.federici@durham.ac.uk

28. Outcomes • Students actively involved in creating their learning process • Sense of achievement and empowerment • Core language skills developed • Transferable and professional skills Theresa Federici Durham University t.j.federici@durham.ac.uk

29. Integrated Outcomes • To encourage students to use language to learn something new about topics of interest • To prepare students to learn subject matter through English • To expose students to content from a variety of informational sources to help them improve their academic language and study skills • To provide students with contextualized resources for understanding language and content • To simulate the rigors of academic courses • To promote students’ self-reliance and engagement with learning Stoller, ‘Project Work’ in Methodology in Language Teaching, Cambridge: CUP, 2002 Theresa Federici Durham University t.j.federici@durham.ac.uk