ecml20140218
DESCRIPTION
Presentation at ECML conference "Crossing Continent: EPOSTL around the World"TRANSCRIPT
A Case Study: Implementation of EPOSTL in Teaching Practice for
Foreign Language Activities
Takenori YAMAMOTO
EPOSTL Conference 18 February, 2014 at European Centre for Modern Languages
Background
1992~
2000~
2011~
2020~
Pilot Study
Educational Area (Selective)
Educational Area (Compulsory)
Compulsory Subject
History of Foreign Language Activities
21 National Universities (in 2010) and more
Adaptation of EPOSTL
EPOSTL J-POSTLJACET SIG (2010)
Adaption of J-POSTL to Foreign Language Activities
Purpose
to adapt/implement EPOSTL (J-POSTL) into Foreign Language Activities !
to find out the participants’ learning during teaching practice
Questions to be solved
• Which J-POSTL descriptors are appropriate for Foreign Language Activities?
!
• How do the selected descriptors effect student teachers’ learning in teacher education for Foreign Language Activities?
Design
Selecting descriptors from J-POSLT through
discussion
Conducting survey in order
to check appropriateness
of selected descriptors
Implementing descriptors &
conducting interview
Selecting descriptors from J-POSLT through
discussion
•Changing words (students→pupils)
•Discussion “Which descriptors are needed especially for teachers of Foreign Language Activities?” by two graduate students and the researcher
Conducting survey in order
to check appropriateness
of selected descriptors
•Survey 1 “not appropriate” ~
4 “very appropriate” !Subjects two elementary school teachers two university teachers !one sample t-test H0: μ=3
Implementing descriptors &
conducting interview
•Implementing&interview During teaching practice
Before teaching practice
understanding descriptors 1st evaluation
!During teaching practice
2nd evaluation interview
!After teaching practice
3rd evaluation interview
Implementing descriptors &
conducting interview
!Interview !
“What did you do in teaching practice?”
“Why did your evaluation change?”
“How do you think about using descriptors?”
Results
Selecting descriptors from J-POSLT through discussion
47 descriptors were selected •I can understand the personal, intellectual and cultural value of learning other languages
•I can locate and select listening and reading materials appropriate for the needs of my learners from a variety of sources, such as literature, mass media and the Internet
Selecting descriptors from J-POSLT through discussion
continued... •I can plan lessons and periods of teaching with other teachers and/or student teachers (team teaching, with other subject teachers etc.)
•I can decide when it is appropriate to use the target language and when not to.
Selecting descriptors from J-POSLT through discussion
Removed descriptors… •I can evaluate and select texts in a variety of text types to function as good examples for the learner’s writing
•I can recommend dictionaries and other reference books useful for my learners.
Conducting survey in order to check appropriateness of selected descriptors
All 47 descriptors were evaluated as appropriate statistically
Conducting survey in order to check appropriateness of selected descriptors
statistic shows... •25 descriptors were significantly evaluated as “appropriate”.
•10 descriptors were evaluated as “appropriate” (SD=0)
•12 descriptors’ effect size showed that these descriptors were “appropriate”
Implementing descriptors & conducting interview
Implementing descriptors & conducting interview
Transcription of interview (student B) •A lot of the evaluation (of the descriptors) become lower because I felt I lost confidence (through teaching practice). I could not do what I wanted to do. I could not use any skills and knowledge I learnt in university
Implementing descriptors & conducting interview
Transcription of interview (student B) •I felt confused with the difference between what I learnt in university and what I am learning during teaching practice. For example, university teachers taught me to do classes only in English. But my mentor told me choose English or Japanese based on pupils’ comprehension.
Implementing descriptors & conducting interview
Transcription of interview (student A) •I think that the evaluation of some descriptors went up because I could do them in my first lesson. Additionally, I failed to do some descriptors before, but I reflected my failure on my lesson plan. So now I feel “I can do them”
Implementing descriptors & conducting interview
Transcription of interview (student A) •There are some descriptors which do not relate to my experience in teaching practice. But I think it is very good for me. I can tell clearly what I know from what I don’t know. Then I want to learn what I don’t know through university lectures or research studies.
Implementing descriptors & conducting interview
Implementing descriptors & conducting interview
finding gaps of experience at
school and uni
finding connections of experience at
school and uni
finding skills/knowledge
students don’t know
enhancing further learning
strengthening confidence
needs for new learning at uni
Implementing descriptors & conducting interview
requiring a lot of time to understand & evaluate
descriptors
Discussion
Questions to be solved• Which J-POSTL descriptors are appropriate
for Foreign Language Activities?
• How do selected descriptors effect students’ learning in teacher education for Foreign Language Activities?
Questions to be solved• Which J-POSTL descriptors are appropriate
for Foreign Language Activities?
47 descriptors from J-POSTL
Questions to be solved• How do selected descriptors effect students’
learning in teacher education for Foreign Language Activities?
further learning
confidence
new learning at uni
Development as teachers of Foreign
Language Activities
Research during the whole period of pre-service teacher education
Research with large number of participants & different universities
Thank you