Not to miss this free seminar. On the day I will also be presenting a paper entitled Teacher Identity: moving from macro to micro analysis. Please register if you are interested. Below you can also find the flyer
The 3rd Inter-institutional 21st Century Skills Roadshow, 20 March 2014, from 13.00 – 17.00, at Zayed University, Abu Dhabi (ZU)
The second 21st Century Skills Roadshow, February 13 2014, from 13.00 – 17.00, at United Arab Emirates University (UAEU), Al Ain
Not to miss this free event. Below you can also find the flyer
The first series of the Inter-Institutional Roadshow seminars will be hosted at the British University in Dubai on the 5th of December. The programme will be issued very soon. I will be presenting the first plenary session and below I attach my abstract:
Classroom communication: moving from macro to micro analysis
Culture and language appear to be inextricably intertwined in a complex relationship. Cross-cultural communication (CCC) and intercultural communication (ICC) is arguably the subfield of pragmatics that has become an essential 21st century skill, especially in culturally and linguistically diverse settings. CCC is concerned with verbal and non-verbal communication across cultures, while ICC refers to identity and intergroup communication. Educational research has also sought to identify whether competence in CCC and ICC can be taught and learned in instructed contexts. Though no one would dispute that meeting student needs is central to the work of educators, there are few studies that consider the role of teacher identity on classroom pragmatic development. In order to better understand the pedagogical implications of teacher identity it is a prerequisite to shift our focus from sociolect (i.e. speech behaviour at societal level) to idiolect (i.e. individual speech behaviour at micro-level). In light of this information, this session will present the idiolect of 9 language teachers in the UAE and attempt to address the following questions: 1) what are the symmetries and asymmetries of each individual’s linguistic repertoire? 2) how does one’s idiolect shape their CCC and ICC competence and how is this translated to their classroom practice? The findings will be interpreted within an ethnolinguistic framework.
THE IMPACT OF IN-SERVICE TEACHER TRAINING: A CASE STUDY OF FOUR NOVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES
Below I attach the abstract (both English and Turkish) of my PhD student, Kenan Dikilitas’ successfully completed doctoral thesis entitled “The Impact of in-service teacher training: A case study of four novice teachers’ beliefs and classroom practices”.
This study investigates the potential impact of in-service teacher training (ISTT) on trainees‘ beliefs and classroom practices in the short and long term. A case study was carried out that involved four-week training based on theoretical knowledge about markedness theory. First, the trainees were observed to identify their existing grammar teaching practices. Second, they participated in the training. Thirdly, they were interviewed and observed to reveal the impact both at cognitive and practical level. Finally, six months later they were interviewed and observed again to see the extent of the impact of the training. The observations after the training provided insights into how the trainees transferred what they learnt from the ISTT into their grammar teaching practices. The interviews revealed a number of themes that could account for the motives of the teacher change and development. The observations provided concrete evidence for the pedagogical changes the trainees experienced, particularly in their instructions, materials, and approaches to grammar instruction. By contrast, the interviews revealed the various dimensions of change and development in the trainees after the ISTT.
The study mainly found that knowledge-based training has the potential to deeply influence the trainees and enable concurrent cognitive and practical changes after the training identified in the observed lessons. Secondly, it was found that the trainees implemented what they learnt in the courses observed, while in the unobserved ones they reported that they were inhibited by the contextual constraints, which led to failure to reflect the cognitive change. Thirdly, it was revealed that the trainees maintained the changed beliefs and grammar teaching practices even in six months observed in practices and clearly verbalized in the interviews. Finally, the theoretical knowledge acquired made it possible for the trainees to experience pedagogical changes in their grammar instruction of marked structures, which they can generalize to the other courses.
The study presents a number of critical implications for in-service language teacher training: (i) knowledge-based training supported by hands-on language awareness activities could lead to conceptual change in trainees, (ii) the delivery mode of the trainings should inspire trainees to teach in a new way rather than prescribe them for a particular way of teaching, (iii) trainees should engage in relevant language teaching activities using the new knowledge acquired to create pedagogical connections to their own teaching, (iv) for a conceptual change in trainees, pre- and post- training monitoring activities should be designed, and follow-up support should be provided for long term changes.
KISA ÖZET (TURKISH)
Bu araştırma, hizmet içi öğretmen eğitiminin (in-service teacher training (ISTT)) katılımcı öğretmenlerin inançları ve sınıf içi uygulamaları üzerinde kısa ve uzun vadedeki olası etkisini incelemektedir. Durum çalışmasında belirginlik kuramının (Markedness Theory) kuramsal bilgi yönüne dayanan 4 haftalık bir eğitim uygulamıştır. Durum çalışması, 4 aşamadan oluşmuştur. İlk olarak, katılımcı öğretmenler var olan dilbilgisi öğretme uygulamaları belirlenmek üzere gözlemlenmiştir. İkinci olarak, eğitime katılmışlardır. Üçüncü olarak, hem bilişsel hem de uygulama düzeyinde eğitimin etkisini anlamak için kendileri ile görüşülmüş ve gözlemlenmiştir. Son olarak ise altı ay sonra eğitimin etkisinin kapsamını belirlemek için görüşme ve gözlemler yeniden yapılmıştır. Eğitimden sonra yapılan gözlemler, katılımcı öğretmenlerin hizmet içi öğretmen eğitiminden kazandıklarını dilbilgisi öğretme uygulamalarına nasıl aktardıklarına dair bakış açıları sunmuştur. Görüşmeler ise öğretmen değişim ve gelişiminin altında yatan dürtüleri derinlemesine açıklama imkânı veren bazı konuları ortaya çıkarmıştır. Gözlemler, özellikle dilbilgisi öğretimine yönelik yaklaşımlar, malzemeler ve öğretim yöntemleri ile ilgili olarak öğretmenlerin yaşadığı pedagojik değişimler için somut kanıtlar sunmuştur. Görüşmeler ise hizmet içi öğretmen eğitimi sonrasında katılımcı öğretmenlerdeki değişim ve gelişimin değişik boyutlarını ortaya çıkarmıştır.
Araştırmanın ana sonuçlarına göre bilgiye dayalı eğitimin katılımcı öğretmenleri geniş ölçüde etkileme ve eğitimden sonra hem bilişsel hem de uygulamaya dönük değişimleri sağlama potansiyeli bulunmaktadır. Araştırmadan elde edilen bir diğer sonuç da katılımcı öğretmenlerin gözlemlenen derslerde öğrendiklerini uyguladıkları yönünde olmuştur. Diğer taraftan, gözlem yapılmayan derslerde bağlamsal sınırlamaların kendilerini engellediği ve bunun da bilişsel değişimi yansıtmalarını olumsuz etkilemiş olduğunu belirmişlerdir. Araştırma, katılımcı öğretmenlerin sonraki 6 ay içinde bile değişen inanç ve uygulama yöntemlerini devam ettirdiğini de ortaya çıkarmıştır. Bu durum, uygulama da gözlemlenmiş ve görüşmelerde de belirtilmiştir. Son olarak, kazanılan kuramsal bilgi, katılımcı öğretmenlerin belirgin yapıların (marked constructions) öğretiminde pedagojik değişimler deneyimlemelerini ve bunu öteki derslere de yöneltebilmelerini mümkün kılmıştır.
Bu çalışmanın hizmet içi öğretmen eğitimi açısından bir takım önemli sezdirimleri bulunmaktadır: (i) pratik dil farkındalığına yönelik etkinliklerce desteklenen bilgiye dayalı eğitimin, katılımcılarda kavramsal değişime yol açabilir, (ii) eğitimlerin verilme biçimi katılımcıları buyurgan yöntemlerden ziyade yeni bir öğretme şekli uygulama konusunda yönlendirmelidir, (iii) katılımcılar, kendi öğretme yöntemleriyle pedagojik bağlar oluşturmak amacıyla kazanılan bu yeni bilgiyi kullanarak dil öğretim etkinlikleri uygulamalıdırlar, (iv) katılımcılarda kavramsal değişim için eğitim öncesi ve sonrası izleme etkinlikleri oluşturulmalı ve uzun dönemli değişimler için devamlı destek verilmelidir.
Dr Caroline Tagg- 5pm – 6pm
Metonymy in text messaging
Text messaging is a new yet in some ways clearly definable register, characterised by short message length, informal communicative functions, and unconventional linguistic forms. We all know a text message when we see one:
Yeah had a fab time! Want to meet for a coffee some time this week? Hope you are well x
In my talk, I want to look at texting from a new angle by exploring an aspect of language which remains under-researched in studies of naturally occurring language data – that of metonymy. Metonymy is often defined as the act of describing something in terms of something else but, unlike metaphor, the target and vehicle are both drawn form the same domains. One common form of metonymy occurs where a part stands for a whole (the Crown meaning the monarchy) or the whole for a part (UK standing for a person or company in the UK in the utterance, ‘I’ve got the UK on the phone’. In the above text message, metonymy can be found in the reference to ‘a coffee’, which firstly stands for any soft drink; and secondly for something more than just a drink: a chat, a social occasion, the chance to relax.
In the talk I draw on examples from a corpus of text messages sent by British texters aged between 18 and 65, in the period between 2004 and 2007 in order to a) challenge assumptions in the literature about metonymy, which are largely drawn on intuition rather than naturally-occurring data; and b) to explore what metonymy can tell us about text messaging. As well as conventional metonymies exemplified by the ‘coffee’ example above, my corpus is also characterised by more creative and original examples which point to another aspect of texting. My study highlights the importance of empirical research for challenging academic assumptions about metonymy and for creating a more nuanced picture of this emerging, dynamic register.
Caroline Tagg is Lecturer in Applied Linguistics at the University of Birmingham. Her research interests are in language and creativity, and in the application of corpus linguistics and discourse analysis to the investigation of electronic interaction. She is author of The Discourse of Text Messaging (2012, Continuum), and co-editor of The Politics of English: Conflict, Competition, Co-existence (2012, Routledge, with Ann Hewings), and has published articles in journals such as Applied Linguistics, the Journal of Sociolinguistics, and Writing Systems Research.
Dr Caroline Tagg
English Language and Linguistics Division Department of English University of Birmingham Birmingham United Kingdom
Professor Richard Kiely: 6.15 – 7.15pm
Beyond application: enhancing English language teaching
This talk traces some key strands of development in English language teaching (ELT) over recent decades. It starts with the shift in the 1960s and 1970s from a craft-based training approach to an applied science model. It documents some weaknesses that have become apparent in that approach, and the responses to these which draw on reflective practice, communities of practice theory, and apprenticeship interaction models, all arguably within the ever-broadening sociocultural theory of learning.
I draw on my own research to illustrate how these shifts have been understood in curriculum terms, and how they point to further developments in ELT. The InSITE study into the learning of experienced English language teachers illustrates how a craft model of teaching balances the social and the instructional in the teacher’s work, and provides a means for understanding the complex weave of quality in the work of experienced teachers.
This lecture will conclude by exploring some wider lessons for the development of the ELT curriculum – lessons for both teachers and teacher educators, in terms of how they might engineer rich learning experiences within classrooms and training contexts, and guidance for programme leaders and policy-makers on the social and professional context which best supports ongoing teacher learning.
Richard Kiely is a Professor of Applied Linguistics and Language Education. He has a PhD in language programme evaluation from the University of Warwick; an MA in Applied Linguistics from the University of Essex; and a BA in French and English from the National University of Ireland at Cork. His research interests include second language teacher learning, language programme evaluation, and innovation in language teaching contexts.
Previously he has worked in the Centre for International Language Teacher Education (CILTE) at the University of St Mark and St John, in the Graduate School of Education at the University of Bristol, at University College Chichester, and at the University of West London in the UK. He also has extensive experience as a teacher, teacher-trainer and curriculum developer in English as a second language contexts: Poland, Hungary, Mexico, South Africa, Hong Kong, Malaysia, and Zambia.
He has carried out research and supervised PhDs in programme, classroom, and teacher based research themes. He has published in a range of journals (TESOL Quarterly, Language Teacher Research, Modern Languages Journal, ELT Journal, Language Awareness, Innovation in Language Learning and Teaching, etc.) and is the author (with Matt Davis and Eunice Wheeler) of Investigating Critical Learning Episodes (2010) and (with Pauline Rea-Dickins) of Programme Evaluation in Language Education (2005).