Developing Teacher Language Awareness through WEBLA

Jose Lai

English Language Teaching Unit

The Chinese University of Hong Kong

2

What is WEBLA?A 3-level interactive web-based language awareness learning

package for English teachers –

Level 1: develops teachers’ language awareness of different modes of writing (description/narration/exposition/persuasion) and t

heir corresponding language features. With such knowledge, teachers are encouraged to identify possible reading strategies for effective reading.

Level 2: enhances teachers’ appreciation of the richness of language features used in various types of written texts; how writing

techniques are skillfully employed to achieve the writing purpose of each mode of writing; and how efficient readers may process different text-types accordingly.

Level 3: consolidates teachers’ knowledge of “language awareness” by inviting them to create relevant activities for their own le

arners using pre-set templates.

3

WEBLA: Objectives To propose a theoretical framework for creating language

awareness activities using authentic texts

To introduce English teachers’ to the richness of language features used in various written texts

To demonstrate how specific language features are skilfully employed in achieving the writer’s’ purpose

To introduce English teachers to effective reading strategies

To allow teachers learn through the package on a self-directed basis

4

What is Language Awareness?

Accordingly to the Association for Language Awareness, it refers to

“the explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”.

5

Language Awareness: Written Texts

Knowledge of: Organisational structure Grammatical structure Style and tone Cohesion Word choice Reading strategies

6

Why is Language Awareness Important?

To deal with problems that occur in language use process

To reach higher levels of understanding and use of language (van Lier, 1995, p.3)

To enhance effective language learning

7

Teacher Metalinguistic Awareness

Knowledge of the underlying systems of the language enables teachers to teach effectively (Thornbury, 1997).

Specifically, it helps enable students to receive maximal input for learning how knowledge can be appropriately used (Andrews, 1999).

8

Newspapers as Resources

Language awareness work relies on noticing the language around us and examining authentic language use in a critical manner.

The best way to do formal linguistic analysis is to work with a text.

9

WEBLA: Features

(a) Experiential: Concrete tasks Reflection(b) Personal: My profile(c) Resourceful: Learning activities and

learning objects(d) Evaluative: Review test and peer review

of teachers’ learning objects(e) Supportive: Language notes, feedback,

online dictionary, glossary(f) Systematic: Macro Micro

10

WEBLA: Deliverables

A 3-level self-learning package of interactive web-based language awareness learning activities

http://webla.proj.hkedcity.net/

11

12

13

14

15

16

17

18

19

WEBLA: Expected Outcomes

Enhanced teacher language awareness with regard to written texts of different modes

Enhanced reading efficiency with the help of genre knowledge and linguistic insights

Skills and competence in designing language awareness activities for the learners they teach

Enhanced reading interest

20

WEBLA: Looking Forward

Downloadable templates

Large resource bank of articles

Related research activities

Official launching date: Nov 13, 2006

21

Acknowledgements

QEF HKedCity SCMP ITSC, CUHK Production Team Members:

Ms Pauline Tam

Ms Lin Ruffell

Ms Misty Wai-Cook