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1、English for Life,Prepared for Shanxi Normal University 23rd October 2012,Overview,Part One The Wind of Change The Drivers of Change The Dangers of Change Part Two Collaborative Learning The Rationale The Criteria Collaborative Learning In Practice,Comprehensive Language Competence,Learning Strategie
2、s cognitive metacognitive communications resource,Emotional Attitudes motivation & interest confidence & perseverance collaborative spirit national & international awareness,Cultural Awareness cultural knowledge cultural understanding awareness and competence of cross-cultural communication,Language
3、 Knowledge topics function grammar vocabulary phonetics,Language Skills listening speaking reading writing,Language Acquisition Device (LAD),“An innate component of the human mind that yields a particular language through interaction with presented experience” (Chomsky),Change is Strange,“Everyone w
4、ants change until it affects them.” Henry Ford, founder of the Ford Motor Company,The Challenge,“However, in these EFL contexts, the English language itself sometimes becomes more of a subject matter than system of communication. This focus is often the result of externally imposed mandates, such as
5、 a national curriculum standards or university entrance examinations. Thus, although EFL students may develop a wealth of grammatical knowledge about the language, they are unable to use the language for communicative purposes.” Karen Johnson: Understanding Communication in Second Language Classroom
6、s.,The Dangers of Change,Over reaction Dilution of academic standards Confused classroom roles Stress Change outside cultural contexts Complacency,Far Eastern Schools shame our education system, claims Gove,Daily Mail 28th December 2010,Implications of the New Approach,Language in Context Link betwe
7、en Language Acquisition and Cognitive Development Collaborative Learning,The Macro/Micro influences,Macro Ongoing Relationships Learning Environment Mind Sets Expectations Micro Daily transactions teacher/student student/student,Attitudes and Mind Sets,I hear and I forget. I see and I remember. I do
8、 and I understand.“ Confucius,The Dynamic of Language Acquisition,Teachers Control of the Patterns of Communication Teachers Frames of Reference,Students Perceptions of the Frames of Reference Students Frames of Reference,Students Knowledge and Use of Language Students Frames of Reference,Students U
9、se of Language for Classroom Learning and Second Language Acquisition,Based on a model by Douglas Barnes 1992,Benefits of Group Work,Enhances academic achievement Improved self-esteem Higher aspirations Better social skills Promotes positive attitudes to school,Effective Group Work,Students willingn
10、ess and contributions depend on how they perceive their contributions will be received. Common ground giving students the opportunity to use new materials in contexts they are familiar with Teacher must give a specific focus and brief so students understand what they are trying to achieve Use explor
11、atory talk in the group before presenting back to the class D. Barnes: From Communication to Curriculum,The Traditional Pattern,Initiation Response Evaluation Teacher: What colour is the brides dress? Student: The brides dress is brown. Teacher: No Or: Student: The brides dress is red. Teacher: Yes,
12、 well done.,Fatal Assumptions,Language used does not always equate to language acquired or understood Language is academic unless related to a meaningful context,The Conversational Pattern,Initiation Response Exploration Teacher: Why are the bride and groom linking arms? Student: It is a tradition.
13、Teacher: What does tradition mean? Or: Teacher: Go on, please tell me more,The Conversational Pattern,Teacher: What colour is the brides dress? Student: the brides dress is brown. Teacher: Not brown but a colour close to brown. Or: Student: The brides dress is red. Teacher: Why is it red? Why is the
14、 colour red so important? Or: Teacher: What are your favourite colours? Why?,Exploration,Two types of open question: Testing understanding: What do you mean by/What do you know about etc. Building: Tell me more about/What do you like/dislike etc.,Variations on a Theme,Jigsaw technique: ask groups to
15、 look at different aspects of the stimulus Parallel groups: pairs of groups looking at the same aspects, compare findings Mix the ability of group members Use students as facilitators With reluctant classes write/read stories first group then class feedback,The Communicative Curriculum,Students must
16、: Understand the structural grammatical features of the language Be able to relate those features to their functional usage Be able to use both forms and functions appropriately within the context of meaningful communication with others W. Littlewood: Communicative Language teaching,www.bbc.co.uk/china/learningenglish,http:/learnenglish.britishcouncil.org/en/,http:/learnenglishkids.britishcouncil.org/en/,http:/www.merriam-,Final Thought,Use it or lose it!,riccardo_,