ABCI 2012 - ELT latest tendencies I
Hi :)
This post has a compilation of the main points from some of the workshops from the ABCI conference I attended from the 12th - 14th of July 2012.
More details on this congress on :
http://www.abci2012.com.br/About.php
Below the key points from the workshops I attended:
David Nunan 1st speaker
Kathleen Bailey 2nd speaker
This post has a compilation of the main points from some of the workshops from the ABCI conference I attended from the 12th - 14th of July 2012.
More details on this congress on :
http://www.abci2012.com.br/About.php
Below the key points from the workshops I attended:
David Nunan 1st speaker
Work Force Education in the
21st century
* English language needs of
workers in a wide range of workplaces
* How can technology help
meet these needs?
Maximize the effectiveness in
the learning context
* Most effective and cost
effective means of meeting student's needs?
*The impact of English
...study case TIRF conducted - Research Foundation
*She shared the questions
from Questionnaire, numbers
Jun Liu 3rd speaker
*Mentioned data from the
typical papers written in TESOL area/Survey
*EFL ESL as a trend
* English as lingua franca
What is the essence of the
future? Challenge : create an innovating
curriculum
Native Intuition to
the Language - Non native Teachers lack,
start learning to become native speakers?
No, to become a communicator, our learners need to be users!
Digital natives -
Students don’t want text book, they want iphones, they multitask!
Teacher Learning and
Development: you are a great teacher today but you can not be tomorrow!
Learners Change! Global Competence,
Intercultural competence, how sts can be competent in the workforce
Encourage learners to
maximize their learning, digital technology is very important.
The future of
ELT lies on research.
Does our teaching really lead to learning? Jim Scrievener
*Sts are underchallenged,
teachers have been doing what is expected: techniques, training but we don’t
see learning going on, the reality of learning visible,
teaching going through the
motions.
Examples of
bits and pieces of classes he observed:
*communicative approach is
not the only answer, its settled into safe dead end, teacher goes at the speed
of the fastest student, models...
sts are trained to
perform, teachers are kind of a walking dictionary, teacher asks if sts liked-sts
tend to agree, excessive praising, they agree, whatever happens happens …what
happened there?
*avoidance in our
teaching, WHERE'S THE CHALLENGE ? Push students to do better!
If only sts were given
SUPPORT and FEEDBACK instead of meaningless praise!
*Humanism has been
misinterpreted, there’s a fear of intervention, a fear of the teacher doing sth
to actually make the students learn
make whatever happens
happen
*Teachers nowadays feel
afraid that the role of teaching, nowadays its only to be nice to the students.
we can not abdicate our jobs as a teacher
*Interventionist
Teacher : what do I, do in
response to what sts say that push students to produce further
key intervention is
essencial, listen carefully
and choose when to intervene
Examples of Interventions
:
questioning is a great way
of intervening
let's just check the rule
(after having naturally brought up the topic)
to get the engine of the
class going,
*Only 2,3 sts dominating
sth must be done to spread the balance of participation
*Teachers must be
interested where the learning is : the students who don’t know the subject,
that's where the learning takes place!
change the clasroom
dynamic, then learning takes place, our job is to break out of the class for
right answers
That's a huge scene change
*LOOK FOR LEARNING! NOT THE RIGHT ANSWERS!
teachers miss specific
learning needs
ONE TO ONE INTERACTIONS
WITHIN THE GROUP use the
thinking power of every student in the classroom (what a challenge!)
say :
Not good enough yet, let's work on that!
Take exercises further,
not only correct
*WORDPOOL words at
randon, sts have to reconstruct the
sentence, this is explore the lgg, see what sts can do with the language
Am i taking students further in learning or am avoiding it ?
As teachers we must
encourage risk, creativity...
His blog:
demandhighelt.wordpress.com
THE MOBILE TEACHER'S
FRIEND OR ENEMY ? Eric Baber CambridgeUniversity Press
Youngsters migt be better
at manipulating but this is different from having the skills to use the
technology, meaningful learning purposes
procurar arquivo POLL EVERYWHERE fazer pesquisa em tempo real
He suggests
apps:
WORDS with
friends (requires internet)
scrabble for
iphone or ipad ( 2 fones + ipad)
my word
book (for vocabulary, comes with
vocabulary packs)
foursquare (he suggests sts to write a review on the
particular revenue) teens :-\
trip
advisor for adults (writing a quick review)
facebook
(create a facebook page and sts who have a page keep adding to it as the
teacher gives instructions)
Talk to your
celebrity (go to your celebrity page and write a post)
lingo2word.com (digita frase original e passa para
written speech)
MENTAL LEXICON - activating learner's braintionary - Ricardo Torres
Diference
between LEXICON & LEXIS
The Lexical
Approach – Michael Lewis
Vocabulary
has a major importance
It's an
extention to the communicative approach, rather than a new approach
The same
lexical item can have different meanings : SEMANTICS
e.g. I
want a WORD with you
That child never says a WORD
Associated
meanings with lexical items
ex Money = success, power, respect
Questions:
1 most
important info choice of voc,
improvement,
2 identify
3
paraphrase
4 point
author is trying to make
5 words you
could not leave out
collocations
= words partnerships words can't come
alone!
2 groups :
colligation - verb & complement, adjective and prep
We need
to devise activities to help students
store and retrieve lexis.
PSYCHPEDAGOGICAL SUGGESTIONS ON ENGLISH
LANGUAGE TEACHING DYSLEXIC STUDENTS - Valeria Ribeiro
learning
disability - neural system Rotta 2006
dyslexia
used to be called WORD BLIND
The gift
of dyslexia - Ronald Davis 2004
ADD # Dyslexia
*
difficulties in reading
* age of 7
* confusion
w certain letters
* slow
reading aloud
*
comprehension problems
*
difficulties expressing their points of view
*
word-finding difficulties
students
should be given strategies, in some
situations they can self-correct
opaque and transparent lgg (concept)
In English
lgg teaching:
Lgg learning
and inclusion
teachers can
soften their path
dyslexic sts
will become lgg detectives- Schneider and Crombie 2003)
MULTISENSORING
METHOD - Bossa 2007 & Capovilla 2008
SOS simultaneous oral spelling - ask
child to spell and write
Suggested
accommodations in the classroom
Teacher
brings material to class, plastic letters, write in the air, read text with the
teacher, stories with audio, ask comprehension questions, instructions
checking, use of different colours , lower and higher concentration.
Bored students? Tap
into the brain's reward system Herbert
Puchta neuroscientist
The brain rewarding system
The idea of
reward is can
come in all sorts : good grades, positive points, stars
Look deeper
about natural way sts can reward themselves
Discovery on
how the brain works - The more we learn the more our brain changes, there's no
learning without the brain changing
process of
learning affects the brain physically, there are chemical processes, networks,
the brain changes through neuronic activities,
Neo cortex
is responsible
for higher thinking, conscious thoughts and lgg,
When we
compare the cortex in different phases of the development it does not change
only with time, changes in the brain come with liberation of chemicals which
contribute to learning (dopamine, seratonin, adrenalin)
The brain
has a pleasure(sends out GO signs) = reward system
and a fear
system= (sends stop signals)
when we
learn the brain rewards us for understanding, contributing to our survival
WHATS
THE FERTILIZER THAT FOSTERS THE DEVELOPMENT OF THE BRAIN / NEURONIOUS NETWORK ?
The brain
reacts to relevant content - meaningful for sts, teacher's role is to get sts to pay attention
Who's in
control? It decides on its own, the brain needs to
know its on control
Emotion - positive emotions are part of the
learning
He suggests that we revisit TPR = total
physical response to analyse the brain reward system
imitating,
carrying out, carrying out jumbled -only this can not be called TPR because
there's a missing fase :
NOVEL
INSTRUCTIONS (new instructions which are a combination of lgg they have already
seen) Try to make sense to construct the
meaning
teaches
about the rewarding system of the brain
the moment
of great pleasure of learning sth new is far more meaningful and rewarding for
the brain - the brain makes the connection - to engage in a goal oriented task
*present
perception
when you
make the connection, in form of an idea, this grasping process to achieve all
sort of goals, it's a metaphor for "seizing the moment"
research shows
that we get satisfaction from physical movement and imagined or antecipated
movement too!
*desired
future state
The concept
of Antecipated Action - How to say more important than what to say,
plan of
action based on the past, future based on the result we want to obtain
Children
discover things randomly (dare to think differently, think outside the box).
Adults tend to think that thinking is reasoning only
Learning
based on personal discovery is more meaningful
, discover
sth new, think this discovery is our - ownership we get rewarded by our Brain Reward System
* avoid
extrinsic rewards
* sts need
to feel in control - I did it myself feeling
* sense of
learning process
Learning a
foreign lgg is a journey - sts need to decide on their own where they want to
travel to (case of more experienced, adv learners)
Somtimes
on learning we face a river without a bridge, we have to figure it out on our
own.
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