ace intercultural dimensions of task based learning for authentic communication

Intercultural Dimensions of Task-based Learning for Aut

hentic CommunicationAsian Conference on Education

ACE 2009, Oct 24-25 Osaka, Japan

David L. Brooks, Associate Professor

Kitasato University, Sagamahira, Japan

Asian Conference on Education ACE 2009, Oct 24-25 Osaka, Japan

David L. Brooks, Associate ProfessorKitasato University, Sagamahira, Japan

Outline of the sessionRationale of intercultural task-based

approachesProcess for Implementing ICTB

Types of performance tasks Examples of collaborative tasks Collaborative tools and strategies

Questions and Reflections

Asian Conference on Education

ACE 2009 October 24-25, Osaka, Japan

Teaching and Learning

Elegantly simple in concept

….. but….Infinitely

complex in the reality of it.

Cultural Milieu for ESOL Most language students undertake

the study of a foreign language for “reasons which arise directly or indirectly out the perceived needs of the community to which they belong” (Tudor, 1996, p. 128)

Consequently, students (and teachers) may not undertake the learning of English as a vehicle for real communication and cross-cultural understanding.

Result - an intercultural gap - at time extreme - , barriers to communication, and a schism in the classroom

Learning language

As fundamental itself as being human…

…but… It is a living, fluid, highly

personalized process…. ultimately

transformational and without end .. Or lifelong (actually not so true anymore…)

Cultures collide in the classroom

…..or.. At least they bump into each other gently.

Cultural assumptions - visible and hiddenWatch this iPhoto album

What are some of the cultural assumptions or values? Of the people in the photosOf the photographer?Of the institution or country?

Intercultural Domain Any classroom forms an essential habitat in the learner’s ecosystem.

It encompasses the domains of the learning environment: physical, social, instructional and psychological.

However, the ESL classroom adds an additional dimension – the intercultural domain – human interaction across cultures

This affords a new cultural learning environment that is affected by perceptions and by the realities of classroom structure, group processes, classroom climate and teacher-mediated activities.

Fig.1 Content-centered strategy-based EFL

curriculum

the complicated interrelationship between a set o f essential components

identified

There is no ideal solution

…. only an idealized perception of learning.

Just as the face in the center is a blend of the ideal attributes of the six around it, so too is the ‘best’ way to learn languages.

Here is my face on that solution!

It results from a total of 33 years as an educator ：　

3 years at a US state school for juvenile offenders

16 years at international schools

12 years as a full-time English teacher at a Japanese university

Worked at 8 Japanese college, attended univ. in 3 countries, father of bilingual family

Intercultural Task-Based Approach

Tasks involve speaking foremost (Several forms of oral discourse because ‘direct’ interaction requires the most requisite knowledge of intercultural communication).

The INTERCULTURE is English for International Communication as it intersects with Japanese school culture (or Greek, Thai, or Chinese learners of EFL, ESL)

Performing is EMPHASIZED as the main task goal (for my particular situation & metaculture) Speaking and Listening skills have been ignored in Japan compulsory education and in the University Entrance Examinations.

Rationale for ICTB approach

A central challenge we face as TESOLs is the problem of getting students to actually produce language in a new cross-cultural (classroom) environment.

Overcoming barriers inherent in the monolingual classroom needs a restructured learning experience.

Why ICTB ?By the middle the 21st century, ‘foreign’ language

mastery will no longer truly be needed. Just think about what foretells this inevitable

conclusion….. Global media presence Global economic interdependence Computing technology Digital and virtual communication tools Shrinking planet - Global problems & Solutions Interconnectivity Mega-complexity

So……..

The Paradigm Shift

Instead of foreign language mastery, what we really need is…..

Intercultural Communicative Competence

Rationale for Metacognitive Inculturalization

Fact: Whether we recognize it or not, all teachers employ an explicit, mutually-actualized, teacher-mediated process for intuitively ‘inculturating’ students into the our own classroom culture.

Risk: Not being ready for changes Aim: I am advocating that both the teacher and students realize this, plan for it, and collaborate.

How: It is not simply the natural absorption of a new culture, normally referred to as acculturation, but rather a contextual and meta-cognitive cross-cultural classroom training is advocated. (Brooks, 1999)

What is Metacognitive Inculturalization? 1

Metacognitive inculturization is a theory-based, yet, practical classroom-focused instructional approach to cross-cultural training

assists language learners in consciously and unconsciously adapting their own culture for learning a language (EFL) and

in acquiring new cultural behaviors to enhance the communicative environment of the EFL language classroom.


It can be used to nurture both the learners’ understanding of the process and spark their willingness to embark on a new journey of cross-cultural discovery and deeper language acquisition.


To equip EFL learners with a specific repertoire of individual, pair, small group, and whole class behaviors for internalizing new patterns of learning, cognitive strategies, and, most importantly,for enhancing interaction between themselves, with the target culture, and with the teacher.

How Metacognitive Inculturalization Works

1. contextual reframing2. incorporating old and establishing new

patterns of social interaction3. building trust and areas of comfort and

challenge4. teaching both communicative

instructional ‘content’ tasks and the communication, intercultural, and learning strategies

5. reflective assessment of the learning both the communicative content and the meta-cognitive content

The context is the learning environment.

Any classroom forms an essential habitat in the learner’s ecosystem.

This habitat is no longer simply a classroom.

1. Contextual ReframingThe primary method of reframing the

traditional context for classroom learning is re-defining the nature of the classroom through identifying new

purposes for the classroom as a language-learning environment. by introducing a curriculum content focused on significant and meaningful issuesby an evaluation system based on accomplishing real-life objectives using a task-based performance approach

Being a fully actualized learner in EFL classroom should be like a journey to

another country - even another habitat.

The Environment / Habitat

Cross Training Environments

Changing the definition of the classroom to a wider, global more diverse

set of learning environments (functions)

2. Incorporating old and establishing new patterns

of social interactionBy using social structures and common ways of

organizing behaviors from the students’ common classroom culture, build up a set of adaptive communicative learning behaviors.

Draw upon forms and styles of social communication they already possess Shape these with the students’ awareness and cooperation The key is forming and maintaining culturally-appropriate but evolving functional groups

Re-defining the classroom

New PurposesNew ProcessesNew ContentNew Activities / Tasks (performance tasks

involving collaborating)

New AssessmentNew Focus on broader outcomes

The Art and Science of our Profession

3. Building trust and balancing levels of comfort (support) with challenge (change)

4. Teaching both communicative instructional ‘content’ = language tasks ….. and the communication, intercultural, and learning strategies

5. Reflective assessment of learning --- both the communicative content and the meta-cognitive content

Studying, planning, researching and building

them into actual practice are what make a

great idea into an ideology.

Instructional practices for an intercultural approach to task-based learning

1. Selling approach to reluctant speakers.

2. Authentic tasks and meaningful performances for large classroom groups.

3. Preparing students for success in performance tasks

4. Setting up evaluation (and reflective assessments)

5. A brief demonstration of performance task projects

6. Using technology and varying classroom infrastructure to maximize and enhance the instructional environment


ACE 2009 1st Annual Conference, October 24-25, 2009, Osaka, Japan

One possible approach

This is only one Model among many. It changes the students’ Status or Frame

of ReferenceMake him or her the Explorer, Research,

Philosopher, Scientist…

Learner as Ethnographer

Learners as ethnographers Ethnography is the systematic observation and description of

how a language community behaves. Integration of linguistic and cultural learning can facilitate communication

and interaction (Byram & Fleming, 1998) Comparison of others and self to stimulate reflection on -- and critical analysis

of -- one’s own culture and the target culture they are attempting to acculturate (English)

An increase in cross-cultural awareness A shift in perspective involving psychological processes of socialisation

This approach affects the design and choice of learner tasks since language learning is part of a richer, cultural exploration of the target community. (Corbett, 2003)


Osaka, Japan October 24-25, 2009

Culture and Conversational EnglishEthnographic approach to studying and creating ‘model’ conversations.

Transactional (message / content exchange) vs Interactional (social function)

How do conversational patterns vary across cultures?Interpreting subtexts (implied meanings) - jokes,

irony, unstated criticism, indirect affirmation or denial

Even the most simple conversation can allow for such explorations.



Model Conversation ProjectAnalyzing language samples

Collecting exemplars (sample language patterns that convey important cultural meaning)

Attention to content but also context, genre and social interaction elements (discourse analysis)

Use of communicative strategies - Interactive listening, compensation, body language….

Write a typical or ‘model’ conversation based on the ‘data’ collected

Revise, practice, and perform with reflective assessments Asian Conference on Education




Types of performance tasks

model conversationsrole-playssimulationsposter talksstorytellingaction research

presentations

pair discussions group debate making video programs speeches (various types)dramatizationsInternet-based

collaborations

If time permits, show next slides

Check Session TIME

Questions CommentsExperiencesDiscussion

David!

OK?Yeah?

Hey, you guys. It’s your turn.

Here are some examples of students’

task-based work

Intercultural Dimensions of Task-based Learning for Authentic

CommunicationAsian Conference in Education

ACE 2009 Inaugural Conference

October 24-25, 2009

David L. Brooks, Kitasato University, Sagamihara, Japan

You can find the handout and Powerpoint at: http://leon.blogspot.com

Learning English On (the) Net

http://www.gre.com/issuetop.html








