chinese year 7-10 e-learning in languages (ell) kimihia with notes for speech

8/8/2019 Chinese Year 7-10 E-Learning in Languages (ELL) Kimihia With Notes for Speech

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Does the use of video as a reflective toolfor teachers and students impact on

student learning of an internationallanguage, with a focus on speaking?


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Teacher: Nicole Morrall

School Name: Kimihia School

Email Address:[email protected]

GST number: 49637128
mailto:[email protected]:[email protected]


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the New Zealand

CurriculumThere is a clear expectation from the

Minister and Ministry of Education that

schools with students in Years 7-10should be working towards including aquality second language programmewhen designing their school curriculum.

(Revised curriculum document)


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Why study a language?In learning an additional language and its culture, students will:come to appreciate that languages and cultures are systems organised

in particular ways to achieve meaning;

extend their ability to interact appropriately with speakers of another

language or from another culture;

be introduced to new ways to interpret the world and their place in it;

acquire knowledge, skills, and attitudes that equip them for living in aworld of diverse people, languages and cultures;

be challenged to consider their own identities and assumptions.

(NZC p. 24-25)


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E-learning and pedagogyE-learning has the potential to support

teaching by:

assisting students in making connections;

facilitating shared learning;

creating supportive learning environments;and

enhancing opportunities to learn.

(NZC p. 36)


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Focus Question:Does the use of video as a reflective tool for teachers and students

impact on student learning of an international language, with afocus on speaking?

Research and theoretical base used to underpin focus

question:

Ellis Principles (2005)

Principle 1 Instruction needs to ensure that learners develop botha rich repertoire of formulaic expressions and a rule-basedcompetence.

Principle 7 - Successful instructed language learning also requiresopportunities for output.

Principle 8 The opportunity to interact in the target language iscentral to developing proficiency.


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Principles of InterculturalCommunicative Language Teaching

and LearningNewton & Yates 2009 MOE NZ

Principle 1 Integrates language and culture

from the beginning.Principle 2 Engages learners in genuine

social interactions.

Principle 4 Fosters explicit comparisons and

connections between languages and cultures.


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Teaching as Inquiry


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Change in schoolsMoved from St Andrews Middle School to

Kimihia School in July

Blue background blog pages = SAMSRed background blog pages = Kimihia


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Research Context

46%

43%

PacificIslander

5%

Other 6%

Kimihia School is a decile 2 full primary school situated on the east side of Huntly

in a semi-rural setting. There are 341 students, with 13 ethnicities represented.


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Target Group


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survey


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First Survey ConclusionsMost students had experience of learning an

additional language.

Students had greater access to computers outside of

school than anticipated (85% have access to Internetat home).

Displayed interest in developing digital walls.

Most students knew very little about China.

Tended to associate what they knew about Japanwith China.

All but one speak only English at home.


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E-Learning in ChineseThe class blog

YouTube as an educational resource


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Scribd to upload documents


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Internet for research


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Quizlet


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Voki and ToonDoo


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Chinese page on blog


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Reflection Questions:What do you feel went well?

What do you need to work on?

What are the next steps?

Student video andself/peer assessment


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Students comments on

videoChinese Introduction VideoI think I did pretty well for someone who has been learning Chinese

forabout 5 weeks. (It may sound like a long time but it reallyisn't!)

I think I spoke clearly, I didn't try to use tones because they arequite confusing.

Please don't laugh at my video!

What I am saying....

HelloMy name is BrookeMy phone number is8953535 (not my real phone number)ENJOY!!
http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.htmlhttp://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html


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Other students

comments EmmaC said... you were looking at a piece of paper (so was i ) we should work on remembering what we say. you done

awesome!

May 11, 2010 2:47 PM

Joyce said...

I agree with Emma, maybe next time you can try to practice more.^-^

May 12, 2010 5:12 PM shivon said...

yeah I agree with Joyce and yeah you could maybe practice on looking at the camera a bit more (tip)* puttingthe piece of paper right next to the camera !that's my trick~

May 12, 2010 5:38 PM

Hannah said...

Brooke that was really good though I think you need to practice on your pronunciation and fluency!

May 12, 2010 9:17 PM

Horim C said... I think you did great! Yes, you might have looked at the piece of paper but I think that's all part of learning! if

you didn't need the paper and you worked a bit more on your fluency, next time I think you would be perfect!

May 12, 2010 11:34 PM
http://www.blogger.com/profile/01431279118701855459http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273614429966http://www.blogger.com/profile/10540057636535415946http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273709520714http://www.blogger.com/profile/11622954314196271347http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273711098334http://www.blogger.com/profile/11003748727431915249http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273724256521http://www.blogger.com/profile/05888226636922093943http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273732481966http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273732481966http://www.blogger.com/profile/05888226636922093943http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273724256521http://www.blogger.com/profile/11003748727431915249http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273711098334http://www.blogger.com/profile/11622954314196271347http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273709520714http://www.blogger.com/profile/10540057636535415946http://bgroom7sams.blogspot.com/2010/05/chinese-introduction-video.html?showComment=1273614429966http://www.blogger.com/profile/01431279118701855459


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I had a bit of trouble with my Chinese assessment because I started learning late

but I will soon become better at it. I wasn't very confident because I haven't learnt

much1/4. I had a normal voice 2/4. My pace needs a lot of work 1/4. My tone

needs a little work 1/4. My pronunciation needs a lot of work1/4 and the flow was

just right 2/4. (BJ self -assessment)


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Video of teaching sessionto inform teaching

practice

Professional Learning Reflection and Action

Learning Languages: Teacher: Nicole Morrall School/Class: Room 7 SAMS Date:17/5/2010


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Learning Languages: Teacher: Nicole Morrall School/Class: Room 7, SAMS Date:17/5/2010

Next step actions:

1.slow down

2.scaffold

3.think about transition

between skills

Teacher Practice: Student

Learning:

IMPACT

Professional Learning Conversations

What did I do?

What happened?

Started out with quickreview questions and then a

game which worked on this

language structure but with

different vocabulary just

as a warm-up.

This lesson was all about

introducing newvocabulary, working within a

language structure we

already knew (or so I

thought).

-use of PowerPoint with

pictures of vocab.

-went through, with

students repeating wordsafter me.

-Went straight into having

students respond to

questions: is this coffee or

tea?

-Then got students to take

notes on vocabulary did

not give English at any time.

What was the impact?

What happened?

How do you know your studentsare learning?

I tend to do a quick review each

lesson I think this is reasonably

effective but might get a bit boring

after a while. Just keeps some of

the language structures and vocab

aliveAs I was trying to avoid using

English, had this situation where

students kept asking What does it

mean? not with regards to the

vocabulary items so much as the

structures, which I had assumed

they would make an easy transfer

across form the work we hadalready done with food.

I think I know my students are

learning when I can hear they are

using the language to interact with

each other either when playing a

game or preparing for a roleplay.

Sharing/Feedback/Feedforward:

Discussions with

colleagues/students?

Need to discuss in more detail with

students: What is good speaking?

What is good listening? Do a wordle

or a bubbl.us which we can keep up

on the wall and refer back to when

needed rather than needing to go

through it all explicitly everylesson.

What will I dodifferently? Why?

When introducing the

learning intentions at the

beginning of the lesson,

tell them, for example,

that today we are going to

be learning how to asksomeone: What do you like

to drink?And Do you like

to drink (tea)?

Keep this up on board so

it is there for people to

refer back to.

Thoughts / Reflections:I had the students working with all

four skills today perhaps letting

them know that we are only going to

be focusing on 2 skills. Also,

explicitly asking them not to write

something down when I am trying to

work on their pronunciation of theword let them know that I will

give them plenty of time later to

get the vocab. written in but for

now I want them to concentrate on

their pronunciation. Jeanne

suggested that focusing on just the

one or two skills will help with

retention am trying to do toomuch.


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Changes to make in

teachingTry to praise more using formulaic language.Give students more basic formulaic language

to use in everyday classroom situations.

Try to give students more task-basedactivities for authentic communication something students will actually use in real

life.


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Gathering Student Voice

I conducted a class survey after almost one term of learningChinese at my new school.

- How has Japanese helped you with learning Chinese?

- What have you learnt in Chinese so far?

- What are the challenges of learning Chinese?

- How do you help yourself learn?

- How does your teacher help you?

- How will you know when you have learnt something?

- What would help you remember?- What advice would you give to students who were going to start

learning Chinese?

- Is there any language you hear at home or in the communitythat helps you with learning Chinese?


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What are the challenges

in learning Chinese? him

The challenges of

learning Chinese are

getting the

pronunciation right.

brun

The pronunciation is a

challenge whilst learning

Chinese.

widiwn

The challenges of

learning Chinese are I

cant remember all of it

and its hard topronounce it correctly.

hji

Remembering words,

phone numbers, numbers.

shwnmn

The tones

shshmn

The pronunciation

and tones.

bikbn

Pronouncing some

of the words.


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What would help you

remember? him

I would remember

Chinese better if we

used pictures to

remember thecharacters.

brun

What would help me

remember something will

be like if it rhymed like Mrs.

Jones taught us pasame

the hasame for scissors

and Ive always

remembered that!

hji

Keep practicing, listeningto advice.

shwnmn

My book.

shshmn

Write it in my book.

widiwn

My book would help you

remember.

bikbn

Involving cards like

we did with hiragana

letters and using

word sounds similar.


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Class Data

Time 1 Baseline Survey Time 2 Chinese Reading/Writing Test


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Time 1 IntroductionSpeech

Time 2 2nd IntroductionSpeech

Time 3 Ordering FoodRoleplay


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Growth shown in videos


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Achievement ObjectivesCiNZC Achievement Objectives

Level 1 Emergent Communication

Communication functionsStudents should be able to:

1.1 greet, farewell, and thank people1.2 introduce themselves and others1.3 ask for and respond to simple personal information1.5 recognise and respond to simple classroom instructions

1.6 use numbers 1-10Language level indicatorsSpeaking:Approximate tones, pronunciation and intonation by imitating sounds, simple words, names, and phrases;Respond appropriately to simple set phrases, questions, or visual stimuli.

Level 2 Emergent Communication

Communication functions

Students should be able to:2.1 Ask about and respond to personal information about themselves and others2.2 Use numbers 0 through 100

Language level indicatorsSpeaking:-Speak simple words and phrases with increasingly accurate tones, pronunciation, and intonation;-Initiate and respond in brief conversations using learned words and phrases.


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AS = Above Standard WS = Within Standard BS = Below Standard

AchievementObjective

1.1 1.2 1.3 1.5 1.6 2.1 2.2

him AS WS AS AS AS AS AS

brun AS WS WS WS AS WS WS

hji AS WS WS WS AS WS WS

shwnmnAS WS AS WS AS AS WS

shshmn AS WS AS AS AS AS AS

widiwn AS WS AS WS AS WS AS

bikbn AS WS AS BS AS WS AS


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Student VoiceAfter learning Chinese for about 15 weeks, students wereasked to write a paragraph in which they addressed the

following questions:

What do you feel confident doing in Chinese?What did you have trouble with?How did doing the videos help you?What else helped you?What have you learnt about Chinese culture?Are you thinking you might take a language at high

school? Why/why not?


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shwnmnI feel confident using numbers and telling my phone number.

I had trouble with being here all Chinese lessons as my

sound system job interferes. The videos help me inpronouncing the tones right. Also, the Chinese number bingo

helped me with my numbers. I have learnt that the number 4

(si) in Chinese means death. I might take a language at highschool as I can pronounce tones well.

bikbn

In Chinese I feel confident saying my telephone number in

Chinese, counting 5, 4, 3, 2, 1 and saying my name. InChinese, I have had trouble in ordering food and

remembering symbols that mean words. Doing the videoshas helped me with structuring a sentence to introducemyself and say my telephone number. Something else

that has helped me is picturing the symbols as what they

look like to figure out what they mean. In the Chineseculture, I have learnt there are certain ways to use

chopsticks and you cant say bad things about ChairmanMao. I am thinking of taking a language at high school. I

would like to do Japanese as it s easy and I really enjoyedit.

widiwn

In Chinese, I feel confident when speaking freely like in our

role-play. I have trouble with recognising tones. The video

helped me because I learnt more words and how to put themin their correct format. Some o the things that helped me was

working with other people and learning from them. In

Chinese culture, Ive learnt about what not to do withchopsticks and what is respectful and disrespectful. The

language Im taking at college is Japanese because its

easier to say and I want to go there when Im older.

hji

I feel confident when Im introducing myself and saying my phone number in

Chinese. I have had trouble with the Chinese characters. The videos havehelped me a lot to be confident in saying Chinese. In Chinese culture I have

learnt that it is rude to leave your chopsticks stabbed into your food in yourbowl. In high school I might choose Chinese or German.

shshmn

In Chinese I feel confident saying the numbers. I have trouble saying thepronunciation and the tones and the food. Doing the videos helped me withChinese because we had lots of practice and so I got used to saying the

words. Some things that helped me were the flashcards and the comicstrips that the class made. Also, games like telephone tag and Chinese

bingo helped me with my numbers. In Chinese culture Ive learnt about themeaning of the number 4. Also, Ive learnt that China has lots of food that

includes rice. Im thinking of taking Chinese when Im in high school

because you get scholarships.

him

In Chinese, I feel confident introducing myself, saying my phone

numbers, what food I like and what food I dont like. I have troublewith getting the tones correct. Doing the videos has helped me with

my Chinese by providing practice in using the correct pronunciation.Another thing that has helped me is the flash cards because they

helped me learn and practice the tones. I have learnt that for the

Chinese four is an unlucky number and 9 is a lucky number. I havealso learnt that Chinese eat lots of noodles and rice, steamed bunsand dumplings. It is respectful to take your shoes off when you enter a

room. At high school I will take a language because it is fun exploring

other cultures and I would find it extremely helpful if I were to traveloverseas. All in all, I have really enjoyed learning Chinese.


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SignificanceBased on your findings, how might this inquiry into your practice

influence your future teaching?

I think preparing the videos gave the students a definite target to work towards. At this stage, I

think it had the greatest impact in giving the students time to actually engage with the language

and it was the preparation rather than the later viewing of the videos that had the greatest impacton their learning.

I would like to work more on the student evaluation of their own videos next year as I really want

the students to become more aware of their own strengths and weaknesses with the language

and to take ownership of their learning. At this stage, I think it was still very teacher-directed not

really a reflective tool as such for the students.

I think the students enjoyed and got a lot more valuable learning out of preparing their own

roleplays rather than just doing the self-introduction videos. I really enjoyed seeing the creative

ways some of the students used the language they had previously learnt.


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My LearningHow has your own learning shifted / improved?

This has been my first year teaching Chinese and I have grown in confidence throughout

the year in using formulaic language although this is still an area on which I will need to

work.

I have always believed there are great benefits to be had from using e-learning withlearning languages and I have enjoyed experimenting with all the different tools out there.

They are really motivational for students and allow for the learning needs of students with

different learning styles to be more easily met.

This was my first year working with blogs and I can definitely see their value in

encouraging students to become more reflective in their learning. I think recently I have

used issues with access to ICT as an excuse for not using blogs to their full potential,and next year I plan on introducing them earlier to students and making full use of all

available resources.

This was also my first time actively gathering student voice and this was an incredibly

valuable exercise for me. This will become a regular part of my teaching practice only I

will now try using it in all curriculum areas.


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References http://www.teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in LanguageTeaching. Council of Europe.

Edutopia.org. Ten Top Tips for Teaching with New Media. (2010)

Ellis, R. (2005). Instructed Second Language Acquisition a Literature Review. Wellington, NewZealand: Learning Media for the Ministry of Education. Available onhttp://www.educationcounts.govt.nz/publications/schooling/5163

Ellis, R., Erlam, R., & Sakui, K. (2005). Principles of effective instructed language learning. NZ:Ministry of Education.

Ito, Mizuko; Horst, Heather; Bittani, Matteo; Boyd, Danah; Herr-Stephenson, Becky; Lange, Patricia;Pascoe, C.J.; Robinson, Laura with Baumer, Sonja; Cody, Rachel; Mahendran, Dilan; Martinez,Katynka; Perkel, Dan; Sims, Christo; and Tripp, Lisa. Living and Learning with New Media: Summaryof Findings from the Digital Youth Project. (2008) Building the Field of Digital Media and Learning

The John D. and Catherine T. MacArthur Foundation Nov 2008.

Hao! An Introduction to Chinese: Teachers Guide & Support Materials . NZ: Ministry of Education.

Madden,J. Gilbert, J. IRDPX, The X Factor- A 2000 Adaptation

Te Aho Arataki Marau (TAAM) M Te Ako I Te Reo Mori Kura Auraki: Curriculum Guidelines for

Teaching and Learning Te Reo Mori in English Medium Schools: Years 1 13. Wellington, NewZealand: Learning Media for the Ministry of Education.

Newton, J. and Yates. E. (2009). Principles of Intercultural Communicative Language Teaching andLearning, MOE NZ.

Prensky, M. Digital Native Digital Immigrants. (2001) From On the Horizon NCB Uni Press Vol 9(5)

Timperley, H. et al. (2007). Teacher professional learning and development: Best evidencesynthesis iteration. Wellington, New Zealand: Ministry of Education.
http://www.teachertube.com/viewVideo.php?video_id=448&title=Pay_Attentionhttp://www.educationcounts.govt.nz/publications/schooling/5163http://www.educationcounts.govt.nz/publications/schooling/5163http://www.teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention


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Use of this reportWould you be willing for this report to bepublished on TKI? (The report would be editedto ensure teachers, students and the school

were not identified if necessary)

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chinese year 7-10 e-learning in languages (ell) kimihia with notes for speech

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