seagull smart educational autonomy through guided language learning

Heidrun Peters, Director

SeagullSmart Educational Autonomy through

Guided Language Learning

Workshop Greifswald 11/12 November 2011

Heidrun Peters, Director

The idea behind language partnerships:

Bringing people together to learn each other’s languages

Heidrun Peters, Director

The advantages of language exchange

• Direct contact between representatives of different cultures

• Authentic communication• „Internationalization at home“• Being in charge of one’s learning• Equal partnership

Heidrun Peters, Director

Our idea

Professional and institutional support for learners who use the language exchange

method

Heidrun Peters, Director

Where is professional support necessary?

Heidrun Peters, Director

• Selection of topics and progression • Knowing what is difficult for learners and

helping with explanations• Acquisition of learning techniques• Motivation and self-discipline• Goal-oriented and productive interaction• Reflexion about and consolidation of new

knowledge• Evaluation and acknowledgement of results

Heidrun Peters, Director

Different Forms of Tandem – different support requirements1. Autonomous Learning of single persons (for example in Seagull):

Support is needed in all areas and will be delivered via the learning platform (Moodle)

2. Group Tandems (for example in Win-Win for language and culture)

Classroom lessons determine topics and tasks for Skype-meetings and written assignments.

Heidrun Peters, Director

Structural elements of Seagull

1. Tandem partner database (separate, online)

2. Virtual Learning platform with

• Topic sheets (new name!) • Guidelines with learning techniques and rules• Didactic Handouts for the native speaker• A collection of links for individual practice

Heidrun Peters, Director

Structural Elements in „Win-Win for Language and Culture“

• Group lessons covering all subject matter and incorporating the various language skills

• Assistance from the instructor to focus on results, motivation and reflexion

• Individual responsibility of the learner to carry out the Skype-sessions with his/her learning partner (Proof through use of a protocol possible)

• Joint organisation and close cooperation between the instructors („Team teaching“)

Heidrun Peters, Director

The advantages of group tandems• Easily incorporated into curricular education with the award

of ECTS-points• External motivation (mandatory) und internal motivation

(voluntary): out of interest• Less time and effort involved in the preparation of materials

compared with autonomous tandems (everyone follows their textbook )

• Quality assurance due to a clearly defined clientele and coaching

• Improvement of communicative skills through one-to-one communication

Heidrun Peters, Director

Synergy:

Topic sheets for autonomous tandems can also be used for group tandems when appropriate

The collection of links is suitable for use in every type of autonomous learning

Heidrun Peters, Director

A new type of group learning:Team teaching2 groups from different countries learn a foreign language together Stellenbosch-Ciescyn projecthttp://www.slideshare.net/arletteprg/aspekteelmshorn

This could be an interesting option if there are not enough learning partners available for the „smaller“ languages.

Heidrun Peters, Director

Conclusion: The two tandem forms – Autonomous tandems und group tandemsrequire a different approach and different types

of cooperation.

Team teaching has certain advantages.

Heidrun Peters, Director

Progress since Workshop I • Seagull: Completion of the German topic sheets for

all levels (A1-B2)• Completion of a new tandem partner databank (see afternoon programme)

Creation of around 40 tandem pairsA survey of the above tandem partners

Heidrun Peters, Director

Results of the survey (17 answers, not representative)

- Almost solely in person tandems or e-mail (no video or chat)- None of the tandem pairs had the goal of receiving ECTS

points- Topics were generally chosen spontaneously, only a quarter

of the sessions involved pre-prepared topics- Mistakes were tolerated in a „very understanding“ manner- Some participants would have liked more corrections- There was very positive feedback from a Polish student who

had made use of the German topic sheets and other guidance material

Heidrun Peters, Director

Progress since Workshop I

• Win-Win: Application, conception, DAAD-funding. Implementation since October 2011

Following this introduction my colleagues will report on the Win-Win courses thus far.

Heidrun Peters, Director

Vielen Dank für Ihre Aufmerksamkeit!Thank you for your attention!

Спасибо за Ваше внимание!