enriched foreign language learning project foreign teachers’ meeting, ljubljana, july 2, 2010...
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ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
Foreign Teachers’ Meeting , Ljubljana, July 2, 2010Katja Pavlič Škerjanc , [email protected]
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje;
prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
Enriched Foreign Language Learning (EFLL):
Presentation of the project
Ministry of Education and
Sport
STRATEGIC LEVEL
→ concepts (“white books),
development strategies (strategic papers),
legislation aand funding
National Education Institute
TACTICAL LEVEL
→ frameworks and guidelines,
monitoring implementation.in-service training
Schools
OPERATIONAL LEVEL
→ piloting (PLANNING and implementation), evaluating
and upgrading suggested solutions (REPORTS), dissemination of results
(GOOD PRACTICE)
ENRICHED FOREIGN LANGUAGE LEARNING
foreign teachers’ integration into
the school curriculum as an
innovative approach to
foreign language teaching
“FOREIGN TEACHERS” PROJECTKEY CONCEPTS
• Intercultural (communicative) competence
• Authenticity of
– learning goals and objectives,
– learning situations, – assessment
• Language across the curriculum (content-based language learning, discipline literacy development)
• School curriculum (planning – implementation – monitoring – evaluation- dissemination)
• Integrative curriculum (cross-curricular connections – intra- and interdisciplinary cooperation)
• Cooperative/Collaborative teaching– Team teaching
• Project approach (to teaching and learning)
SCHOOL DEVELOPMENT – Research projects Dissemination of results (school & national level)
“FOREIGN TEACHERS” PROJECT:ADDED VALUE?
• Collaborative -team teaching in multicultural -intercultural teams
• New approaches to foreign language teaching and learning
• Project approach to innovation – action research (professional development)
SPT leaders and FL coordinators
NATIONAL PROJECT TEAM (NPT)Project manager
core NPT, extended NPT, enlarged NPT
PROJECTSTRUCTURE
Working Groups (WG)
School Project Teams (SPT)
External ◄collaborators
• Slovene and foreign teachers
• academic experts
◄Foreign teachers members of SPTs
◄Foreign teachers members of WGs
Personal choice
Work obligation
DRIVERS OF CHANGE
PROJECT STRUCTURE
• National Project Team (NPT) – core NPT (Katja Pavlič Škerjanc, project manager – NEI, Maja
Celestina, NEI; Barbara Gregorič – financial matters, NEI; Domen Petelin – legal matters, NEI; Bronka Straus, MES)
– extended NPT (core NPT + NEI foreign language advisers)
– enlarged NPT (extended NPT + school project team leaders + school FL coordinators + selected foreign teachers/one per language)
• School Project Teams (SPT) (3 – 5 members)– Project team leader– Foreign language coordinator– Foreign teacher– Other teachers according to the school project goals
“FOREIGN TEACHERS”Aims and goals of the project
• upgrading the quality of foreign language teaching in Slovenia by innovative approaches, based on– an enhanced authenticity of learning situations
(communication with a native speaker of the target language or a non-native speaker with a FL1 otherthan Slovene and using the target language as a lingua franca)
and– cooperative teaching in multicultural teams
(Slovene & foreign teachers of foreign languages, Slovene teachers of non-language subjects & foreign teachers of foreign languages);
• developing a systemic approach to foreign teachers inclusion into the Slovene educational system - piloting alternative organizational options
ADDED VALUE?
• Bringing together native and non-native (Slovene) teachers of target languages ( combining the advantages and disadvantages of the emic and the etic perspective into a complementary blend of both, with the native teacher contributing “the insider’s understanding and fluency” and the Slovene teacher sharing the cognitive structure with the students …)
• Bringing together non-native teachers of target languages from different cultural backgrounds ( developing cultural multiperspectivism, intercultural sensitivity, intercultural awareness, intercultural competence of both teachers and students)
Collaborative -team teaching in multicultural -intercultural teams
FOREIGN TEACHER: ROLE AND TASKS
• The foreign teacher is an autonomous, independent expert, expected to contribute creatively and innovatively to the quality of foreign language teaching and the school development project.
• He/She is non only an ambassador of the culture he/she comes from but also an active promoter of multiculturality and interculturality.
• He/She (co)-teaches in all parts of the curriculum: – core and elective (80% of the direct instruction/teaching
workload), – optional (up to 10 % of the teaching workload) and
– extra-curricular activities (up to 10 % of the teaching workload).
Like Slovene teachers, foreign teachers will be required to be available for work at all times when the school is open and at other such times as the principal/headteacher or governing body may reasonably direct.
“FOREIGN” TEACHERS?
• Native speaker vs. TEACHER ?– foreign language
teacher OR– subject teacher with
a FL teaching certificate?
• Monocultural vs. intercultural teacher?
• Target language = – first (mother)
tongue? – second language
(bilingual – bicultural speakers)?
– foreign language (but with a first/second language and culture other than Slovene)?
QUALIFICATION REQUIREMENTS – PROFESSIONAL COMPETENCES?
• Investigating/researching and developing collaborative skills of both teachers and students 1. idea sharing (procedures, protocol
…)2. discussion groups 3. peer observation4. joint teaching & learning activities5. teacher exchanges6. team teaching
• type B team teaching (rotational)
• type A team teaching (interactive)
• Investigating/researching and developing team teaching skills
Collaborative -team teaching in multicultural -intercultural teams
ADDED VALUE?
COLLABORATIVE TEACHING
INTRA- AND INTER-DISCIPLINARY COLLABORATIVE TEACHING
Teachers cooperate and collaborate:
• to increase the authenticity of learning through interdisciplinary teaching and curriculum integration
• to fight knowledge obsolescence and share the burden of keeping up with the knowledge explosion
• to ensure/provide continuous professional development through peer learning
INTERACTIVE TEAM TEACHING
15 (16) hours + 5 (6) hoursTT
team teachingST
single teachinginteractive team teaching +
guest teaching:positive interdependence
independence on the basis of collaborative teaching
together apart
individual (small group)
work with students
compulsory elective
activities (OIV)
extra-curricular activities
whole classprinciple
division of students into two
sub-groups0 – 3 hours 0 – 2 hours 0 – 2 hours
Hour distribution and components of an average weekly FT’s teaching
workload
The DO’s and DON’Ts of teaming
• teams as permanent as possible • not more than 3 co-teachers within the same period of time (month/week)• no one-lesson partnerships(except in guest teaching)• core and additional teams
Forms of collaboration:
Core teams: Additional teams Guest teaching
• as permanent as possible• small number of partnerships• organised on a yearly principle
• less permanent• flexible depending on the current issues and needs• organised on a unit principle (anywhere from 3 lessons upwards)
• FT should not be forced to do subjects/topics she/he is not comfortable doing• could be in a form of substitute teaching but preplanned
ADDED VALUE?
• Communication in foreign languages as a key competence and cross-curricular goal ( investigating and developing ways and means of curriculum integration)
• Developing intercultural competence
• in foreign languages• as a cross-curricular goal
• Innovative Fl teaching – F)LAC = (Foreign) Language Across
the Curriculum / LANGUAGE IN OTHER SUBJECTS
– CBLL Content-Based Language Learning (cf. CLIL)
– Language sensitive content learning– Discipline / Academic literacy
development– A new role of the mother tongue in
FLL: from monolingual to bilingual appr.
New approaches to FL teaching and learning
Gimnazija Modernisation: CURRICULAR ENRICHMENTS
INTEGRATIVE CURRICULUM - CURRICULAR CONNECTIONS
• monodiscuplinary and pluridisciplinary• intradisciplinary and interdisciplinary• multidisciplinary and interdisciplinary• partial and cross-curricular• vertical and horizontal
▼
• intercultural competence as a cross-curricular goal
▼
• media literacy - film literacy as a cross-curricular goal
INNOVATIVE APPROACHES TO FOREIGN LANGUAGE TEACHING AND
LEARNING• (F)LAC = (Foreign)
Language Across the Curriculum LANGUAGES IN OTHER SUBJECTS
• CBLL Content-Based Language Learning (cf. CLIL)
• Language sensitive content learning
• Discipline / Academic literacy development
• Developing intercultural competence – in foreign languages– as a cross-curricular goal
• A new role of the mother tongue: from monolingual to bilingual approach
• Collaborative/Team teaching– intradiscipliary teams– interdisciplinary teams– intercultural teams
• Schools had to apply with a research project proposal (investigating a research question relevant for the national project)
• Reflective practice, schools as learning communities ( looking for the answer to the research questiion by investigating their own practice)
Project approach to innovation – action research(professional development)
ADDED VALUE?
With a development (ie. research) project, a school• introduces change(s) • into the usual (ie. everyday, established) teaching and learning process(es)• in a planned and systematic way• to raise - directly or indirectly - the quality of student learning and outcomes.
Change and Different Roles of Teachers
Teachers participating in development projects are expected to assume different roles:
• teachers,• change agents, • course designers, • materials providers, • researchers,• evaluators.
• Teachers as REFLECTIVE PRACTITIONERS
• Schools as LEARNING ORGANISATIONS
Initiating a research project:PRE-PLANNING STEPS
Research area/topic
• Research goal
– Research QUESTION
• Expected outputs and outcomes
– Quality indicators
SCHOOL RESEARCH PROJECTS
RESEARCH AREAS /TOPICS
GOALS (ie. sample goals)
COLLABORATIVE – TEAM TEACHING
1. Implementing interactive team teaching2. Activating inter-class and inter-school
teacher exchanges3. Developing collaborative school culture
through planned and structures implementation of collaborative teaching
INTERCULTURAL COMPETENCE
1. Developing intercultural awareness and intercultural sensitivity in teachers as an instruction prerequisite
INNOVATIVE APPROACHES TO FLT AND FLL
1. Reading across the curriculum: Developing reading skills in FL
2. Creative reading and creative writing in FL
3. Developing discipline/academic literacy in foreign languages
ENRICHED FOREIGN LANGUAGE LEARNING
foreign teachers’ integration into
the school curriculum as an
innovative approach to
foreign language teaching
FOREIGN TEACHERS IN SLOVENE SCHOOLS (2010/11 )
Who to approach?
• Zavod RS za šolstvo (Katja Pavlič Škerjanc,
project manager)
Organizational Framework?
• ENRICHED FOREIGN LANGUAGE LEARNING Project ( OUTJ / EFLL):
Foreign language teachers (European funds)
German DSD teachers (European funds)
European Classes foreign teachers
(national funds – to be gradually integrated into EFLL project)
• The second phase of the project introduces school status diversification:– Home Schools, – Partner Schools and – Satellite Schools.
• Although only the Home Schools will employ the foreign teachers, 20% of their teaching duties will be in either Partner and/or Satellite schools.
• This system ensures that those schools which do not employ a foreign teacher will also have at least partial access to enriched foreign language teaching (under specific conditions and on a basis of negotiation – NB choice and voice vs. choice only).
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
• Although FOREIGN TEACHERS will be – employed by one school (the so-called Home
School), – only 80% of the teachers duties will be carried out at
this school.
• One of the basic goals of the 2nd phase of the project is to ensure equity of access to the ‘added value’ that a foreign teacher brings to foreign language learning.
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
Types of schools / Participation staus:
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
Zagotavljanje pravičnosti oz. enakosti dostopnosti
i.e EQUITY OF ACCESS
FOREIGN TEACHER’S WORKLOAD
FOREIGN TEACHER’S WORKLOAD
PARTICIPATION / APPLICATIONREQUIREMENTS (limitations)
• Due to the fact that EFLL is a development project that seeks to investigate how foreign teachers can be placed into the system, only schools with relevant expert knowledge (human resurces) and organizational flexibility will be eligible for participation.
• Compliance with participation requirements will be evaluated on the basis of applicant school’s – experience with research projects;– experience in the following areas:
• team teaching,• employment of foreign teachers,• school improvement/development/research work;
– quality of the application, and – unconditional acceptance of the national projects
framework and guidelines and contractual obligations.
ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
Scope of the project in (employment rates):
1. 20 foreign teachers (FT) of different target languages (EN, DE, FR, IT, ES, RU – no language)
2. 6 German DSD teachers (NPU): schools cgosen directly by the Ministry of Education and sport)
Home school Partner schoolGimnazija FM Ljutomer ? (EFLL)
Gimnazija Ptuj ? (EFLL)
Prva gimnazija Maribor II. gimnazija Maribor
ŠCRM Kamnik ESIC Kranj
Gimnazija Bežigrad Gimnazija Poljane (ni NJD)
Gimnazija Novo mesto SŠ Črnomelj (DSD?)
DSD School network
Time schedule of prtoject activities
Activity Date CommentsInformativno srečanje za tuje učitelje 2/7 ob 10.00, na ZŠ (215)
Individualne konzultacije za prijavitelje 2/7 in 5/7
Telefonsko ali e-naročanje(Petra Mikulan: 01/3005131,
PRIJAVLJANJE ŠOL (matičnih in partnerskih) – rok za oddajo do 6/7
Elektronsko in po običajni pošti
(podpis ravnatelja,žigosano)
Sestanek komisije za izbor šol 8/7 -
Obvestilo šol o izboru do 13/7E-poštna sporočila ravnateljem izbranih šol
Spletna stran ZRSŠ (Novice)
Zagonsko srečanje nadaljevanja projekta (šole) 25/8 Vabilo s programom 20/8 (E-
pošta)
Zagonsko srečanje nadaljevanja projekta (TU) 30/8 Vabilo s programom 25/8 (E-
pošta)