Developing classroom English for teachers from Japan using tasks Dr. Olenka Bilash University of Alberta (Canada) [email protected].

Developing classroom English for teachers from Japan using tasks

Dr. Olenka Bilash

University of Alberta (Canada) [email protected]

Background Part of a longitudinal Action Research Study (5

years) Teachers of English from Japan FL setting Teacher training in Canada and Japan,

Classroom visits Capacity building Teaching English through Japanese Try to increase student exposure to English (TL)

Exposure to the TL

3 years of jr. high 105 classes of 50 minutes each X 35 weeks = 5,250

minutes or 87.5 hours of instruction per year; 262.5 hours in three years

3 years of high school 175 classes of 50 minutes X 35 weeks = 8,750

minutes or 144.1 hours of instruction per year or 432.3 hours in three years

TOTAL in 6 years is 695 hours

How much English do students hear in a 50 minute class?

Greeting to signal the beginning of class 10 seconds Pronunciation practice 40 seconds Listen to song or dialogue (2 times) 1 minute Vocabulary repetition 1 minute Structured Pair work 1 minute More Vocabulary repetition 1 minute More Structured Pair work 1 minute Farewell to signal the end of class 10 seconds TOTAL 6 minutes 12% of 50 minutes

How much English do students hear in a year? 6 minutes 12% of 50 minutes 18 minutes per week 72 minutes per month 648 minutes per year Less than 11 hours per

year 33 hours in 3 years 66 hours in 6 years

Consequences Problems with listening comprehension Lack of confidence in speaking Unbalanced development of 4 skills Feeling of inability to communicate in English Lack of faith in ‘school system’ to ‘teach’ English

Proposed way to improve the situation Increase the amount of English heard in the

classroom

Encourage teachers to USE more English

Help teachers develop confidence to do soTeachers who speak English to their students show their students that it is possible and model confidence to try and acceptance of making small mistakes but still successfully communicating

BUT

Interviews and surveys reveal that JTE do not use English more in the classroom because they do not feel confident.

Confidence

What does ‘being confident’ mean to JTE? Hunches:

Lack of vocabulary Low perception of ability Lack of experience using the language in select

‘instruction giving’ situations Internal conflict with ‘completing the curriculum’

and preparing students for exams

Lack of vocabulary a large and exhaustive book of

classroom phrases is provided to teachers in order to encourage them to use classroom English No time to look up the words Poor organization/access No way to verify accuracy of selection of

words to the context

Low perception of ability No examination exists to measure

classroom language No experience learning through English No time to practice

Lack of experience using the language in select ‘instruction giving’ situations

No opportunities - were taught English through Japanese

Minimal contact with NS (especially in such situation)

Fall back on their experience Few have been abroad

Build it in to the teacher training course

3 Part study Needs

Assessment Interviews Surveys Observations

Developing Classroom Language “pilot” Tasks Grounded theory

feedback sheet Self assessment ‘student’ feedback

Developing Classroom Language “study”

TasksvideotapedSelf assessment‘student’ feedback

Participants in Needs Assessment Understanding ‘confidence’ in the Japanese

context Surveys completed by 100 teachers of English at

elementary, jr. high and sr. high levels Interviews with 15 teachers

Participants in 2-Part Study

Improving Classroom English Pilot: 12 teachers of English from Japan Study: 10 teachers of English from Japan

Needs Assessment: Survey When teachers use English to teach

English When teachers use Japanese to teach

English Situations in which they self report

comfort using English in spoken and written contexts

When teachers use English to teach English 70% use English less than 50% of the time. 30% use more,

using more English to teach grammar. Giving a greeting Giving praise and encouragement Asking short and simple questions

- At the beginning of class After a reading or dialog

Giving simple instructions Making connections with students checking for completion of an activity or understanding Not often giving extra information and giving students a

clue.

When teachers use Japanese to teach English Giving a greeting Giving grammar explanations Disciplining students Explaining a context Giving complex instructions Translating

because they do not think that the students will understand them if they speak in English

because it takes less time (is more efficient) to use Japanese.

Situations in which would feel comfortable Teachers Using English 100% - have a conversation with an ALT or foreigner in English (about

your interests or hobbies) type on an English keyboard write in English (for example, a letter, essay, poems) team teaching

90% give someone who is lost directions to a bus stop or train station have a phone conversation with an ALT/native speaker

80%read a story to students order food in a restaurant Give praise to my students

70% write an e-mail introducing yourself to someone in English read an English magazine about a familiar topic sing English songs at karaoke

Situations in which would feel comfortable Teachers Using English 50% explain how to cook some Japanese food or play a Japanese game understand TV and radio broadcasts – news, weather, sports

40% make a school or class newspaper in English do role plays or theatre listen and understand English music listen and understand English video, film give a presentation about teaching in English give a summary of a lesson self correct

30% learn how to make food or fix a cabinet from an English TV program create a power point presentation

20% tell a personal anecdote about my life read English literature

Which type of ‘task’ would respond to their needs? Authentic (Culturally) Unfamiliar Instruction giving Somewhat complex Use story or anecdote (with supporting actions) Presence of an authentic listener Required presentation/summary Not too long Could be repeated/rehearsed without becoming

bored

TASKS Card tricks Paper-cutting stories

Require ‘presentation’ (story telling) Require ‘teaching’ (with support)

Type of Task (Long, 1990) Planned/unplanned

unplanned

Closed/open Closed - room for negotiation of meaning

No-way/one-way/two-way One-way (initially) Two-way

Part 1 (pilot) 12 different tasks 12 teachers 7 ‘learners’ each Observations about HOW they taught Interviews about WHAT they thought about ‘grounded theory’ approach

Guided reflection/Feedback sheets

Design - Part 1

Teacher Guided Self ReflectionName of teacher: Which turn: 1 2 3 4 5 6 7

Name of student:Think about your presentation of the GAME and describe how much you agree/disagree with the following statements: 4= Strongly Agree

3=Agree 2=Disagree 1=Strongly Disagree.

I remembered the vocabulary well. 4 3 2 1I remembered the actions well. 4 3 2 1I combined the vocabulary and actions well. 4 3 2 1I used accurate and relevant language. 4 3 2 1I went off topic in a useful way. 4 3 2 1I spoke with confidence. 4 3 2 1I spoke clearly. 4 3 2 1I checked that my student(s) understood the task from the words I used. 4 3 2 1I made good use of silence. 4 3 2 1I repeated the instructions enough for the student. 4 3 2 1I didn’t need to correct myself very often. 4 3 2 1I used a lot of full sentences. 4 3 2 1I let the student talk or ask questions. 4 3 2 1

Other things that were important to me are:

Next time I want to concentrate more on / improve:

Learner Guided Self ReflectionName of teacher: Which turn: 1 2 3 4 5 6 7

Name of student:Think about learning the GAME and describe how much you agree/disagree with the following statements: 4= Strongly Agree 3=Agree 2=Disagree 1=Strongly Disagree.It was useful to me when the teacher ...... repeated specialized vocabulary 4 3 2 1... memorized specific terms and phrases 4 3 2 1... used general terms and phrases 4 3 2 1... said and did the words and actions together 4 3 2 1... repeated the same words a lot 4 3 2 1... repeaed using different words 4 3 2 1... encouraged and praised me a lot 4 3 2 1... used full sentences 4 3 2 1... asked me questions and interruptions 4 3 2 1… made eye contact with me 4 3 2 1… used hand gestures 4 3 2 1… let me ask questions 4 3 2 1… let me try to learn on my own 4 3 2 1What else did the teacher do for you that helped you learn?Next time I could learn better if I . . . Next time I could learn better if the teacher. . . When it was your turn to explain back or teach back the trick to your teacher, what was easy or helpful or important?When it was your turn to explain back or teach back the trick to your teacher, what was difficult or not helpful or not important?

Design - Part 2 1 teacher 5 different students One task Videotapes, self

assessments after each ‘turn’

X 10

Original task Taught by NS One-on-one (familiar with one another) Presentation of ‘card trick’ or ‘paper cutting

story’ Teaching of the ‘presentation’ Teaching of the ‘trick’ Practicing - Q-A Completion of the reflection sheet as a student Videotaped

T1Task turn1

On teaching

On learning

S1

SR1

Task turn1

On teaching

On learning

S1R

T1S1

SR1

Task turn1

On teaching

On learning

S1R

T1S1

SR1

Task turn1

On teaching

On learning

S1R

T1S1

SR1

Task turn1

On teaching

On learning

S1R

T1S1

Task turn2

T1S2

SR1

Task turn1

On teaching

On learning

S1R

T1S1

Task turn2

T1S2

SR2

S2R

SR1

Task turn1

On teaching

On learning

S1R

T1S1

Task turn2

T1S2

SR2

S2R

SR1

Task turn1

On teaching

On learning

S1R

T1S1

Task turn2

T1S2

SR2

S2R

Task turn3

T1S2

SR1

Task turn1

On teaching

On learning

S1R

T1S1

Task turn2

T1S2

SR2

S2R

Task turn3

T1S2

SR3

S3R

SR1

Task turn1

On teaching

On learning

S1R

T1S1

Task turn2

T1S2

SR2

S2R

Task turn3

T1S2

SR3

S3R

SR4

Task turn4

On teaching

On learning

S4R

T1S4

Task turn5

T1S5

SR5

S5R

Analysis of self reflections of ‘teacher’ By turn

What Teachers found important - Turn #1 Using correct vocabulary Thinking about WHAT (content) they

were teaching Thinking about the order to teach the

content

Language

Content

Teaching

Turn #1 Using correct vocabulary

Thinking about WHAT (content) they were teaching

Thinking about the order to teach the content

What Teachers found important - Turn #2 Using full sentences Self correcting Speaking slowly and clearly Giving instructions more simply Scaffolding Checking for understanding Watching students more (assessment)

Language

Content

Teaching

Turn #2

Speaking slowly and clearly

Watching students more (assessment)

•Checking for understanding

•Scaffolding

Giving instructions more simply

Using full sentences

Self correcting

What Teachers found important - Turn #3 Using more orderly vocabulary - e.g.

first, second. . . . As ‘mnemonics’ for students

Giving their students more encouragement

Making the activity more ‘fun’ Assessing students’ difficulties

Language

Content

Teaching

Turn #3

Assessing students’ difficulties

Giving their students more encouragement

Using more orderly vocabulary - e.g. first, second. . . . As ‘mnemonics’ for students

Making the activity more ‘fun’

What Teachers found important - Turn #4 Improve rhythm, intonation Develop confidence Using more precise vocabulary Giving their students more encouragement Assessing students’ difficulties Give students more chances to practice

Language

Content

Teaching

Turn #4

Develop confidence

Give students more chances to practice

Giving their students more encouragement

Using more precise vocabulary

Improve rhythm, intonation

Assessing students’ difficulties

What Teachers found important - Turn #5 The weaknesses of their students (the

things that previous students had found difficult)

Language

ContentTeaching

Turn #5

The weaknesses of students

What Learners consider important (always Turn 1) Kindness, patience, gentleness of the

teacher Helping students use more precise

vocabulary Making the activity “FUN”

•Using correct vocabulary

•Thinking about WHAT (content) they were teaching

•Thinking about the order to teach the content

Turn #1•Using full sentences

•Self correcting

•Speaking slowly and clearly

•Giving instructions more simply

•Scaffolding

•Checking for understanding

•Watching students more (assessment)

LanguageContent

Teaching

Turn #2

•Make content more fun (attractive, appealing)-motivation

•Using more orderly vocabulary e.g. first, second. .(mnemonics)

•Giving their students more encouragement

•Assessing students’ difficulties

Turn #3•Improve rhythm, intonation

•Develop confidence

•Using more precise vocabulary

•Giving learners more encouragement

•Help students more

•Give students more chances to practice

Turn #4 Turn #5

• Focus on learner weaknesses

What Teachers consider important

Turn 5

Turn 4

Turn 3

Turn 2

Turn 1

voc speech content assessmentencour Help stud

PCK

instruc

Language

Content

Teaching

Turn #1

Language

Content

Teaching

Turn #2

Language

Content

Teaching

Turn #3

Language

Content

Teaching

Turn #4

Language

ContentTeaching

Turn #5

Discussion Confidence means having the cognitive capacity

(Kahnemann, 1973 ) to pay attention to the learning of the students

When too much attention is used to remember the vocabulary or how to explain complex, new or abstract ideas use of English will decrease in the classroom

JTEs seem to need at least 5 turns of teaching something before they develop enough confidence to be able to pay attention to the learning of their students

Future research Follow up in the classroom (in

November): do the teachers use more English in instruction? Why? Why not?

Future research Expand the number of participants in

the study Include interviews after each ‘turn’ Possible ‘think aloud’

References

Long, M.H. (1990). Task, group, and task-group interactions. In S. Anivan (Ed.), Language teaching methodology for the nineties (pp. 31-50). Singapore: SEAMEO Regional Language Centre.

Kahneman, D. (1973). Attention and Effort. Englewood Cliffs, NJ: Prentice-Hall.