Finnish language core curricula Collaborative R&D Project 2006 -2009 2006 -2009 Raili Hildén University of Helsinki, Finland [email protected].

Finnish language core curriculaFinnish language core curriculaCollaborative R&D ProjectCollaborative R&D Project 2006 -20092006 -2009

Raili HildénRaili HildénUniversity of Helsinki, FinlandUniversity of Helsinki, [email protected]@helsinki.fi

BackgroundBackground

New core curricula for language education New core curricula for language education 2003/2004 2003/2004 Content cathegories related to the CEFR Content cathegories related to the CEFR CEFR scales > illustrative scales for CEFR scales > illustrative scales for defining target levels of language defining target levels of language proficiency in general school education proficiency in general school education

Curricular targets

Language proficiency

Cultural skills

Study skills

+ Overall/crosscurricularaims of school education

BackgroundBackground

Need to bring together systematic goal Need to bring together systematic goal descriptions and the idea of language descriptions and the idea of language education as a modification process of education as a modification process of culturally determined identity (good classroom culturally determined identity (good classroom and field practices )and field practices )

Need to monitor the implementation of the Need to monitor the implementation of the goals goals

Long-term needs related to promoting oral Long-term needs related to promoting oral proficiency and developing assessment proficiency and developing assessment proceduresprocedures

Theoretical foundationsTheoretical foundations

Communicative language study (= teaching Communicative language study (= teaching & learning) for intercultural competence & learning) for intercultural competence and personal growth of identityand personal growth of identity

Competences as presented in the CEFRCompetences as presented in the CEFR

Sociocultural theories Sociocultural theories

Task-based language teachingTask-based language teaching

Learner autonomy & European Language Learner autonomy & European Language Portfolio (ELP)Portfolio (ELP)

Teacher´s professional developmentTeacher´s professional development

Aim of the project 1Aim of the project 1

IINTERNATIONAL LEVEL (UN, EU)

NATIONAL LEVEL

COMMUNITIES

INSTITUTIONS

CLASSROOMS

Mediational activities & resources

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Task phases and processes

III Reflection

Assessment

Awareness

Authenticity

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I Planning: Goalsintentions

II Task implementation Interpretation > Activity

CURRICULUMCURRICULUM

Teaching-studying-learning

Existen

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Properties of a type task in OSKUProperties of a type task in OSKU(integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne

2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)

Type task as a dynamic unit for planning, Type task as a dynamic unit for planning, implementing and assessing teaching and implementing and assessing teaching and studyingstudying

the primacy of language use and meaning the primacy of language use and meaning in contrast to form (authenticity, in contrast to form (authenticity, motivation)motivation)

focus on real-life language use focus on real-life language use (authenticity, motivation)(authenticity, motivation)

Properties of a type task in OSKUProperties of a type task in OSKU (integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne

2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)

focus on one of the four linguistic skills or focus on one of the four linguistic skills or their combination their combination

call for multiple levels of cognitive call for multiple levels of cognitive processing (corresponding real-life processing (corresponding real-life situations) (authenticity)situations) (authenticity)

Properties of a type task in OSKUProperties of a type task in OSKU (integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne

2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)

opportunity of reaching shared agency and opportunity of reaching shared agency and receiving scaffolding from experts and receiving scaffolding from experts and peers (autonomy, authenticity)peers (autonomy, authenticity)

clearly defined communicative goal clearly defined communicative goal (awareness)(awareness)

Properties of a type task in OSKUProperties of a type task in OSKU (integrating TBLT, Sociocultural theory (Lantolf & Thorne (integrating TBLT, Sociocultural theory (Lantolf & Thorne

2006), Experiental learning (van Lier 1996; Kohonen 2000) 2006), Experiental learning (van Lier 1996; Kohonen 2000) and theories of motivation (Dörnyei 2002)and theories of motivation (Dörnyei 2002)

enables reflection on process and enables reflection on process and outcome (autonomy, awareness)outcome (autonomy, awareness)

possibilities for student choice and possibilities for student choice and interpretations in putting the blueprint into interpretations in putting the blueprint into practice (autonomy)practice (autonomy)

Overview of research questionsOverview of research questions

How are the goals percieved /interpreted How are the goals percieved /interpreted by teacher educators, pre-service student by teacher educators, pre-service student teachers, teachers, students?teachers, teachers, students?

What classroom practices are trialed to What classroom practices are trialed to promote the attainment of the goals?promote the attainment of the goals?

To what extent are the goals attained?To what extent are the goals attained?

How could the curricula be improved in How could the curricula be improved in the next round?the next round?

Research problemsResearch problems

Problems and questions are guided by the Problems and questions are guided by the curriculum and consonant to its goalscurriculum and consonant to its goals

Detailed reseach questions will be Detailed reseach questions will be determined by the teachers/practioners determined by the teachers/practioners and researchers in line with their personal and researchers in line with their personal interestsinterests

See the HandoutSee the Handout

Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection

Competences: Competences: LinguisticLinguisticstrategicstrategicgeneralgeneral

Authenticity:Authenticity:of learning contextof learning contextof purposeof purposecommitment to interactioncommitment to interaction

Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection

AutonomyAutonomy

Strategy useStrategy use

Freedom of ChoiceFreedom of Choice

Control Control

Ownership and voice Ownership and voice

Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection

Awareness: Awareness:

affectiveaffective

socialsocial

cognitivecognitive

performance relatedperformance related

Elements to be considered in Elements to be considered in planning, action and reflectionplanning, action and reflection

Motivational orientation (at various Motivational orientation (at various phases)phases)

Reflection:Reflection:

Self-assessmentSelf-assessment

Peer assessmentPeer assessment

RetrospectionRetrospection

Metareflection Metareflection

Method:Method:Action researchAction research

Integration of theory and practiceIntegration of theory and practice

The twin goal of AR:The twin goal of AR:

Improving practice and transform ways of Improving practice and transform ways of doingdoing

Nurturing theory grounded in practiceNurturing theory grounded in practice

Zeicher, K. 2001. Educational Action Reseach. In P. Reason & H. Bradbury (Eds.) Handbook of Action Reseach. Participative Inquiry and Practice. SAGE, 273 - 283.)

INTERNALIZATIONINTERNALIZATION>REPRODUCTION>REPRODUCTION

EXTERNALIZATIONEXTERNALIZATION> TRANSFORMATION> TRANSFORMATION

1. Socializing and training to become competent In the activityas it is routinelycarried out

2. Discrete individual innovations

3. Critical self-reflection on disruptionsand contradictions4. Search for solutions to

contradictions

5. A new model for the activity is designed and implemented

6. A new model stabilizesItself to be internalised inIts inherent ways and means

The project as activity system The project as activity system

SUBJECTSSUBJECTS:Teachers/sutdent teachersPupils/students CoordinatorsResearchers

MEDIATING CULTURAL ARTIFACTS:Language curricula, learning materials, technology, Meetings, seminars

OBJECT:OBJECT: Goals of languageeducation

COMMUNITY:COMMUNITY:Language educatorsResearches

RULES:RULES:Laws, rules,Ethical conventions

DIVISION OF DIVISION OF LABOUR:LABOUR:Teachers teachStudents study Research investigate

Vygotsky 1978Engeström 1999

Methods of inquiery 1Methods of inquiery 1

Multimethod approach

Tests of language

skills

Learning to learn

measurement instrument

Learner logsTeacher logs

ELP

Quantitative Qualitative

InterviewsSurveys

Method of inquiry 2Method of inquiry 2

Participants

Teacher training schools

Field school

Teacher training

institutions at 6

universities

Practioners and researchers Practioners and researchers coming togethercoming together

Mode of interaction

Seminars Networking

Envisaged outputsEnvisaged outputs

Process outputs

Research publications

Student ELPs Study tasks

ProductsProducts

Tasks exemplars of

good practices including

specifications and task

evaluation

Research papers

Assessment tool for

detecting development

of culture skills

Teacher reports and reflections

Reports on meeting the

multiple goals set in the core curricula for

language education

Teaching resources

http://virmo.jyu.fi/osku

Aim of the project 2Aim of the project 2

INTERNATIONAL LEVEL

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COMMUNITIES

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Mediational activities & resources

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reproductionreproduction

transformation

Macro level

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Thanks

for

your

atte

ntion!

Thanks

for

your

atte

ntion!