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Reading to Learn in a Danish TEFL class of 11 year-olds

Reading to Learn in a Danish TEFL class of 11 year-olds. Anne Katrine Kryger, teacher , Susanne Karen Jacobsen, Senior lecturer , Denmark. Agenda. TEFL in DK Learning a foreign langauage R2L in a TEFL classroom Rounding off. Teaching English as a foreign language in D enmark .

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Reading to Learn in a Danish TEFL class of 11 year-olds

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  1. Reading to Learn in a Danish TEFL class of 11 year-olds Anne Katrine Kryger, teacher, Susanne Karen Jacobsen, Senior lecturer, Denmark

  2. Agenda • TEFL in DK • Learning a foreign langauage • R2L in a TEFL classroom • Rounding off

  3. Teaching English as a foreignlanguage in Denmark • Children start learning English at the age of 9, in their fourth year of going to school • They have 2-3 lessons a week on average • A focus on oral skills and communication • A written exam after year 9 was not introduced until 2006 -> a demand for an increased focus on learners’ writing skills

  4. Learning a foreignlanguage • Rich and varied input • Interaction and negotion of meaning • Forced output • Hypothesis formation and testing

  5. The foreignlanguageteachingchallenge • Authenticmaterial is complex • Learners’ linguisticlevel vs. theircognitivelevel • -> scaffolding

  6. R2L in a Danish classroom Brief overview of intervention • Unit 1 – Chocolate: 7 lessons + homework (teaching material text for year 8) • Unit 2 – Mr Fox: 6 lessons (authentic literature, novel by Roald Dahl)

  7. Learner’s individual rewriting

  8. Preparing before reading and manuscript

  9. Joint rewriting on the board

  10. Weak learner before/after R2L

  11. What’s in it for us, then? • The gapbetweenlearners’ cognitivelevel and linguisticlevel is minimized and rich and varied input is possible • Joint rewriting and joint constructionfacilitateinteraction and hypothesis formation • Weaklearnersproducebiggerquantities of language –> forced output • Weeklearnersareprovided with ‘ready-to-use’ chunks and structures. • Learnersbecomerisk-takers • Whole textperspectiveratherthanfocus on mechanicdetails…?

  12. Now what? - We have a challenge! - We have the means to meet the requirements of this challenge through a genre-based pedagogy - New Nordic School

  13. References • Gibbons, Pouline, 2006, Bridging Discourses in the ESL classroom, Continuum • Krashen, Stephen, 1992, The Input Hypothesis: Issues and Implication, Laredo Publishing • Lightbown, P & Spanda, N, 2006, How Languages are Learned, Oxford University Press • Rose, David, 2005, Learning to read, reading to learn, http://www.readingtolearn.com.au/images/pdf/national_inquiry.pdf • Rose, David & Martin, Jim, 2012, Learning to Write, reading to Learn, Equinox • Swain, M, 2000, The output Hypothesis and beyond: Mediating acquisition through collaborative dialogue, in: J.P. Lantolf (ed): Sociocultural Theory and Second Language Learning. Oxford University Press

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