finnish language core curricula collaborative r&d project 2006 -2009 2006 -2009 raili hildén...
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Finnish language core curriculaFinnish language core curriculaCollaborative R&D ProjectCollaborative R&D Project 2006 -20092006 -2009
Raili HildénRaili HildénUniversity of Helsinki, FinlandUniversity of Helsinki, Finlandraili.hilden@helsinki.firaili.hilden@helsinki.fi
BackgroundBackground
New core curricula for language education New core curricula for language education 2003/2004 2003/2004 Content cathegories related to the CEFR Content cathegories related to the CEFR CEFR scales > illustrative scales for CEFR scales > illustrative scales for defining target levels of language defining target levels of language proficiency in general school education proficiency in general school education
Curricular targets
Language proficiency
Cultural skills
Study skills
+ Overall/crosscurricularaims of school education
BackgroundBackground
Need to bring together systematic goal Need to bring together systematic goal descriptions and the idea of language descriptions and the idea of language education as a modification process of education as a modification process of culturally determined identity (good classroom culturally determined identity (good classroom and field practices )and field practices )
Need to monitor the implementation of the Need to monitor the implementation of the goals goals
Long-term needs related to promoting oral Long-term needs related to promoting oral proficiency and developing assessment proficiency and developing assessment proceduresprocedures
Theoretical foundationsTheoretical foundations
Communicative language study (= teaching Communicative language study (= teaching & learning) for intercultural competence & learning) for intercultural competence and personal growth of identityand personal growth of identity
Competences as presented in the CEFRCompetences as presented in the CEFR
Sociocultural theories Sociocultural theories
Task-based language teachingTask-based language teaching
Learner autonomy & European Language Learner autonomy & European Language Portfolio (ELP)Portfolio (ELP)
Teacher´s professional developmentTeacher´s professional development
Aim of the project 1Aim of the project 1
IINTERNATIONAL LEVEL (UN, EU)
NATIONAL LEVEL
COMMUNITIES
INSTITUTIONS
CLASSROOMS
Mediational activities & resources
P
O
W
E
RP
O
W
E
R
C
U
L T
U
R
E
C
U
L T
U
R
E
reproductionreproduction
Macro level
Micro level
CO
MM
UN
ICA
TIO
NC
OM
MU
NIC
AT
ION
TASKSTASKS
Co
mm
un
ica
tive
la
ng
ua
ge
c
om
pe
ten
ce
s
Gen
eral co
mp
etences
Task phases and processes
III Reflection
Assessment
Awareness
Authenticity
AutonomyD
eclarative kno
wled
ge
Skills an
d kn
ow
-ho
w
Learn
ing
to learn
Lin
gu
isti
c co
mp
eten
ces
Pra
gm
atic
co
mp
eten
ces
So
sio
ling
vist
ic c
om
pet
ence
s
Tea
cher
pr
ofes
sion
al
grow
th
Developm
ent of student identitySociety and cultural context
I Planning: Goalsintentions
II Task implementation Interpretation > Activity
CURRICULUMCURRICULUM
Teaching-studying-learning
Existen
tial com
peten
ce
Properties of a type task in OSKUProperties of a type task in OSKU(integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne
2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)
Type task as a dynamic unit for planning, Type task as a dynamic unit for planning, implementing and assessing teaching and implementing and assessing teaching and studyingstudying
the primacy of language use and meaning the primacy of language use and meaning in contrast to form (authenticity, in contrast to form (authenticity, motivation)motivation)
focus on real-life language use focus on real-life language use (authenticity, motivation)(authenticity, motivation)
Properties of a type task in OSKUProperties of a type task in OSKU (integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne
2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)
focus on one of the four linguistic skills or focus on one of the four linguistic skills or their combination their combination
call for multiple levels of cognitive call for multiple levels of cognitive processing (corresponding real-life processing (corresponding real-life situations) (authenticity)situations) (authenticity)
Properties of a type task in OSKUProperties of a type task in OSKU (integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne
2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)
opportunity of reaching shared agency and opportunity of reaching shared agency and receiving scaffolding from experts and receiving scaffolding from experts and peers (autonomy, authenticity)peers (autonomy, authenticity)
clearly defined communicative goal clearly defined communicative goal (awareness)(awareness)
Properties of a type task in OSKUProperties of a type task in OSKU (integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne
2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)
enables reflection on process and enables reflection on process and outcome (autonomy, awareness)outcome (autonomy, awareness)
possibilities for student choice and possibilities for student choice and interpretations in putting the blueprint into interpretations in putting the blueprint into practice (autonomy)practice (autonomy)
Overview of research questionsOverview of research questions
How are the goals percieved /interpreted How are the goals percieved /interpreted by teacher educators, pre-service student by teacher educators, pre-service student teachers, teachers, students?teachers, teachers, students?
What classroom practices are trialed to What classroom practices are trialed to promote the attainment of the goals?promote the attainment of the goals?
To what extent are the goals attained?To what extent are the goals attained?
How could the curricula be improved in How could the curricula be improved in the next round?the next round?
Research problemsResearch problems
Problems and questions are guided by the Problems and questions are guided by the curriculum and consonant to its goalscurriculum and consonant to its goals
Detailed reseach questions will be Detailed reseach questions will be determined by the teachers/practioners determined by the teachers/practioners and researchers in line with their personal and researchers in line with their personal interestsinterests
See the HandoutSee the Handout
Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection
Competences: Competences: LinguisticLinguisticstrategicstrategicgeneralgeneral
Authenticity:Authenticity:of learning contextof learning contextof purposeof purposecommitment to interactioncommitment to interaction
Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection
AutonomyAutonomy
Strategy useStrategy use
Freedom of ChoiceFreedom of Choice
Control Control
Ownership and voice Ownership and voice
Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection
Awareness: Awareness:
affectiveaffective
socialsocial
cognitivecognitive
performance relatedperformance related
Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection
Motivational orientation (at various Motivational orientation (at various phases)phases)
Reflection:Reflection:
Self-assessmentSelf-assessment
Peer assessmentPeer assessment
RetrospectionRetrospection
Metareflection Metareflection
Method:Method:Action researchAction research
Integration of theory and practiceIntegration of theory and practice
The twin goal of AR:The twin goal of AR:
Improving practice and transform ways of Improving practice and transform ways of doingdoing
Nurturing theory grounded in practiceNurturing theory grounded in practice
Zeicher, K. 2001. Educational Action Reseach. In P. Reason & H. Bradbury (Eds.) Handbook of Action Reseach. Participative Inquiry and Practice. SAGE, 273 - 283.)
INTERNALIZATIONINTERNALIZATION>REPRODUCTION>REPRODUCTION
EXTERNALIZATIONEXTERNALIZATION> TRANSFORMATION> TRANSFORMATION
1. Socializing and training to become competent In the activityas it is routinelycarried out
2. Discrete individual innovations
3. Critical self-reflection on disruptionsand contradictions4. Search for solutions to
contradictions
5. A new model for the activity is designed and implemented
6. A new model stabilizesItself to be internalised inIts inherent ways and means
The project as activity system The project as activity system
SUBJECTSSUBJECTS:Teachers/sutdent teachersPupils/students CoordinatorsResearchers
MEDIATING CULTURAL ARTIFACTS:Language curricula, learning materials, technology, Meetings, seminars
OBJECT:OBJECT: Goals of languageeducation
COMMUNITY:COMMUNITY:Language educatorsResearches
RULES:RULES:Laws, rules,Ethical conventions
DIVISION OF DIVISION OF LABOUR:LABOUR:Teachers teachStudents study Research investigate
Vygotsky 1978Engeström 1999
Methods of inquiery 1Methods of inquiery 1
Multimethod approach
Tests of language
skills
Learning to learn
measurement instrument
Learner logsTeacher logs
ELP
Quantitative Qualitative
InterviewsSurveys
Method of inquiry 2Method of inquiry 2
Participants
Teacher training schools
Field school
Teacher training
institutions at 6
universities
Practioners and researchers Practioners and researchers coming togethercoming together
Mode of interaction
Seminars Networking
ProductsProducts
Tasks exemplars of
good practices including
specifications and task
evaluation
Research papers
Assessment tool for
detecting development
of culture skills
Teacher reports and reflections
Reports on meeting the
multiple goals set in the core curricula for
language education
Teaching resources
http://virmo.jyu.fi/osku
Aim of the project 2Aim of the project 2
INTERNATIONAL LEVEL
NATIONAL LEVEL
COMMUNITIES
INSTITUTIONS
CLASSROOMS
Mediational activities & resources
P
O
W
E
RP
O
W
E
R
C
U
L T
U
R
E
C
U
L T
U
R
E
reproductionreproduction
transformation
Macro level
Micro level
CO
MM
UN
ICA
TIO
NC
OM
MU
NIC
AT
ION
TASKSTASKS
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