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Intercontinental Language
Instruction in an Interactive
Distance Learning Classroom
Seth Fleischauer with Kiki Hsu and Belinda TsaiUSDLA Conference, St. Louis, MOMay 4, 2010
Overview Welcome
English instruction in Asia
Introduction to IDEEL
Curriculum and Methods
Technology
Research
English Language Instruction in Asia
Demand for English instruction is growing
Content-based learning not widespread in classrooms (Littlewood, 2007)
Lack of experienced, native-speaking English teachers (Jeon & Lee, 2006)
“Distance learning” often consists of videotaped lessons (McQuaide, 2009)
Interactive Distance Education
in the English Language
Experienced American teachers delivering content-based language instruction via high-tech teleconferencing equipment
Started in the fall of 2008
Currently operating at Tsai Hsing School in Taipei, Taiwan
Philosophy
Different from the usual approach to EFL (English as a Foreign Language) instruction in Asia
Use English, not just learn it
Distance Learning can actually help address some of the issues that teachers face with content-based learning
Curriculum
Content-based English instruction
Teaching English through social studies, science, literature, and math content
Both content- and skills-based lessons
Fifth through eighth grades
Two tracks: Standard and Experimental
Content and Student Work
Technology
Hi-def videoconferencing system
Standard-def individual videoconferencing
Document cameras
IP phones, group conference headsets
Fiber optic lines
Laptop computers
Google sites
Methods Typical 5-step lesson plan
Individual conferencing during independent work
Group work and conferencing
Open-ended, higher order responses
Creative assessments Qualitative and
quantitative data
Team Teaching
Googledocs – before and after lesson
Eyes, ears, feet
Behavior management
Staff meetings
Tech experts
Travel All teachers start the semester in
Taiwan
Some teachers visit during the year Fieldtrips, sports Hands-on activities Exhibition
Research
Need to evaluate the effectiveness of the Distance Learning program
Pretest-posttest design comparing the standard track to the experimental track
Taiwanese teachers give interim assessments which test phonics, grammar, and listening comprehension.
Results from Initial AssessmentFifth Grade Initial Assessment
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Phonics Listening Grammar ReadingComprehension
Total
Assessment Sections
Pro
port
ion
corr
ect
501
502
503
504
505
506
Results from Initial AssessmentSixth Grade Initial Assessment
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Phonics Listening Grammar ReadingComprehension
Total
Assessment Sections
Pro
port
ion
corr
ect
601
602
603
604
605
First Interim Assessment
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
601 602 603 604 605
Average
Highest
Lowest
Second Interim Assessment
0.010.020.030.040.050.060.070.080.090.0
100.0
601 602 603 604 605
Average
Highest
Lowest
Goals
Research goals
Perfect Internet connection issues
Create new tiers of curriculum
Categorize lesson elements
Expand to other schools
Add consulting department
References
Jeon, M. & Lee, J. (2006). Hiring native-speaking English teachers in East Asian countries. English Today 88, 22(4), 53-58.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243-249.
McQuaide, S. (2009). Making education equitable in rural China through distance learning. International Review of Research in Open and Distance Learning, 10(1), 1-20.
Questions?
