1 Learner centred learning for less widely used languages Putting the teaching and learning of LWUTLs into todays context and highlighting the importance of assessment for learning to keep students on track ID: 464348
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Slide1
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
1
Learner centred learning for less widely used languages
Putting the teaching and learning of LWUTLs into today’s context and highlighting the importance of assessment for learning to keep students on track.Slide2
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
2
Learner centred learning for learners of less widely used and taught languages is no different from learner centred learning for the most widely taught languages.
It is just more challenging.
A wide range of ready made resources for LWUTL courses is not generally available. Teachers of LWUTLs must innovate and develop flexible courses with motivational tools. Create networks!Slide3
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
3
Eurominority
“Languages are at the heart of humanity’s intangible heritage. They are born, they evolve and, sometimes, they are doomed to die. Yet it behoves us to do all in our power to safeguard them so as to preserve the world’s invaluable cultural diversity.”
Koichiro
Matsuura
,
Director General, UNESCOSlide4
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
4
Languages or what?
Not languages but categories!
official or non official
standardised or not standardised
national or regional
major or minor
high or low
more widely used
less widely used
more widely taught
less widely taught
disputed varieties or
ethnolects
http://www.bbc.co.uk/languages/other
/Slide5
Diversity
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
5Slide6
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
6
http://www.bbc.co.uk/alba/foghlam/beag_air_bheag
/
Some European nation states have adopted a national language and marginalised the rest.
This has created a social hierarchy of languages, where some are perceived as more valuable than others.Slide7
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
7
What to do?
Are Governments going to offer their areas of Europe as a sort of heritage theme park, or are they going to help us to take the learning of lesser used languages seriously?Slide8
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
8
So you want to learn a LWUTL.....
One of a learner’s languages, other than their mother tongue, could be a LWUTL. Learning a LWUTL can arouse great expectations and excitement, but:
why do you want to learn a LWUTL?
are courses available?
can a teacher be found?
are there online courses?
will the course suit your learning style?
If there is a course, learners should expect it to be well planned and supported, well organised and resourced as well as possible. Text books are fine, but the course should be up to date. Slide9
Working with teachers in Language Colleges in England, the Specialist Schools and Academies Trust developed networks for teachers of lesser taught languages so that they could work together and not in isolation.
https://www.schoolsnetwork.org.uk/networks/russiannetwork/Pages/default.aspx
Creating networks
Bring teachers together physically or virtually to share resources and ideas.Slide10
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
10
ALL projectSlide11
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
11
Qui
a
dit
ça
?
“
Commencez
donc
par
mieux
étudier vos élèves; car très assurément vous ne les connaissez point.”
Jean Jacques Rousseau:
“Emile
ou
de
l’éducation
” 1762Slide12
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
12
Course organisation for LWUTLs
Plan your course and consolidate in an accessible form:
Know your learners;
Train your tutors;
Marshall your resources;
Personalise the course for your learners;
Create learning pathways;
Be flexible;
Integrate new technologies;
Instil confidence in your tutors;
Instil confidence in your learners;
Build in opportunities for collaboration;
Lock in the culture;
Train learners in self assessment; Make it enjoyable!Slide13
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
13
Assessment for learning
Share the learning objectives and identify clear learning outcomes: Enable learners to set and achieve personal targets by making them aware of what they are learning, how and why.
Develop the skills of peer and self-assessment:
Learners are encouraged and taught to be involved in
measuring their own progress and that of others.
Provide positive feedback: Each learner knows
that they can improve when teachers recognise strengths and promote confidence using targeted feedback.
Create opportunities for reflection and review:
Teachers help learners reflect on their learning during
class tasks or through
fora
and online communication.Slide14
project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
14
Victorian School of
Languages, Melbourne
“
Gatung
werrkangu
giang
Wergaia
,
milimilingyangu
dy-alingangurruk”
”If we don’t continually speak
Wergaia
, we will lose our language.”
Photo taken from VSL newsletter