ELT 3 PDF - Learner Differences & Principles

Session 3: The Learner and Principles 1. Learner Differences − features o age o socio-cultural background o economic capital o gender and sexual orientation o language repertoire o strategic repertoire o experiences o...

Session 3: The Learner and Principles 1. Learner Differences − features o age o socio-cultural background o economic capital o gender and sexual orientation o language repertoire o strategic repertoire o experiences o aptitude o affective stage (emotions in the course of acquiring a foreign language, influenced by features such as anxiety or uncertainty tolerance) o attitudes towards (learning) foreign languages o beliefs about language acquisition and favourable conditions of the language classroom o motivation o cognitive style, such as rather analytical or holistic way of approaching problems o special needs (in terms of physical, emotional, mental, or learning development) − note o all these features are complex in themselves o these features are not fixed but can be influenced by teaching o taking these features into account allows drawing practical conclusions with respect to managing specific classrooms − effect of these features on school achievements o hierarchies o unequal chances − implications for us as teachers o Pygmalion effect (self-fulfilling prophecy) o being aware of different backgrounds o diversity should not always be seen as a problem but rather as a challenge and a resource 2. How can we deal with and use diversity in class? − create a safe space (build trust) − give positive/appreciative feedback − cooperative learning (group work) or buddy system (pair work) − creative activities (topics students can relate to)  − project work (intercultural, multilingual, mediation tasks) − diversity as a topic (include different perspectives and sources) − experience-oriented learning − learner orientation (students should also bring their own materials/ideas) o learner orientation in FLT means making language teaching adaptive to the learners by taking into account their individual psychological dispositions (learning styles) and their individual constructions of identity o goal: to foster learner autonomy with respect to its functional and critical aspect − foster autonomous learning (teach learning strategies) 3. Education in the 21st Century: Paradigm Shift Before the 21st Century Since the 21st Century teacher-centred learner-centred product-oriented process-oriented focus on reproduction focus on application knowledge and comprehension analysis and synthesis textbook-driven project-driven receptive and isolated productive and collaborative fragmented curriculum interdisciplinary curriculum teacher assessment self- and peer-assessment homogenising diversifying fragmented literacies multiliteracies 4. Teaching and Learning Approaches and Methods Teacher Orientation Learner Orientation Grammar-Translation Method Communicative Language Teaching (CLT) − teaching the structures of the language − language learning with real-life alone interaction Direct Method Task-Based Language Learning (TBLL) − target language only − real-life and problem-solving tasks − lots of visuals, input by the teacher Audiolingual/Audiovisual Method Collaboratives and Participatory Methods − oral mastery of the language − use of one specific structure at a time − Behaviourism − pattern-drill, no interaction 4.1. Learner Orientation Communicative Language Teaching (CLT) − roots: 1970s (SLA) to 1980s (LL, LT) − paradigm shift in foreign language learning: learning a language by using it actively − highlights real-life interaction as the goal of language learning − input hypothesis: authentic, meaningful and age appropriate − output hypothesis: learners’ output and interaction matter as well (Canale/Swain (1985, 2000): corrective feedback by using and experimenting with language)  − basic principles of CLT o teaching should be oriented around authentic situations of language in use and functional contexts o creating opportunities for learners to interact with others, to focus on meaning and to negotiate meaning (among learners) Task-Based Language Learning (TBLL) − roots: since 1980s − action-oriented − avoid practice of specific forms or phrases, but instead focus on language as a means of communication to solve a problem or to work on a product − involvement (relevant content) − interaction (cooperative learning) − holistic tasks with focus on meaning − process- and product-oriented performances − form/structure is integrated through clarifying feedback or certain activities − scaffolding to help learners work on the task 5. Differentiation and Individualisation 5.1. Definition Differentiation is a pedagogic-didactic response to the heterogeneity of learners in classrooms (challenging the long-held belief that classes are homogenous). Differentiation means that decisions relating to teaching and learning are fine-tuned in such a way that all learners with their individual differences can learn, grow, and develop. Differentiation refers to the adaption of teaching objectives, contents, support, social forms and methods to individual learner needs. It also refers to an approach of teaching which makes use of language learning arrangements which allow students in a classroom to make the best possible progress in relation to their individual pre-knowledge and skills, their cognitive potential and interests. 5.2. Types of Differentiation − external differentiation o differentiation in school types (MS, RS, GYM, Förderschule) o differentiation into courses o differentiation by school profile (sciences, languages, etc.) − internal differentiation o located on the level of didactic decisions made for the classroom (output-orientation: the competences students should develop are important, but how students get there is not prescribed) o teaching the same content/competences while taking individual factors into account → differentiation measures must be based on diagnosis o offers but also requires a high degree of flexibility and openness (autonomy) − individualisation 5.3. Which Elements of Teaching Can Be Differentiated and Individualised? − quantitative differentiation o reduction of activities and material o expansion of activities and material o example: more exercises or tasks for stronger students and less for weaker students − qualitative differentiation o makes the same task more accessible for weaker students o examples: less complex sentences, smaller range of vocabulary, more task and language support − other examples o themes and content o tasks o social arrangements o teaching methods o (amount of) material o media o procedures o learning objectives o product types (as the outcome of a task) o time given o scaffolding resources o level of guidance o assessment o learning strategies o setting and space 5.4. Scaffolding Scaffolding is the planned and intentional provision of linguistic resources. − scaffolding to structure learning opportunities − scaffolding based on text types/genre − mainly a qualitative differentiation measure (it becomes quantitative in view of the amount of scaffolding offered to learners)