Researching Tasks in TSLT Contexts TBLT 2009 - Lancaster Researching tasks in primary and secondary foreign language classrooms Anja Jäger [email protected]

Researching Tasks in TSLT ContextsTBLT 2009 - Lancaster

Researching tasks in primary and secondary

foreign language classrooms

Anja Jäger [email protected]

University of Education Freiburg

Prof. Dr. Annika Kolb [email protected]


Prof. Dr. Michael K. Legutke [email protected]

Gießen University

Michael Müller [email protected]


Prof. Dr. Andreas Müller-Hartmann [email protected]

University of Education Heidelberg

Thomas Raith [email protected]

University of Education Heidelberg

Prof. Dr. Marita Schocker-v. Ditfurth [email protected]



FuN People: Who we areForschungs- und Nachwuchskolleg

cross-institutional setting (schools & universities)

classroom-based research on tasks

teachers have turned researchers

teachers researching their practice cooperate with senior researchers


Research Context & Research Focus

Coursebook-based TSLT: tasks as tools

Building bridges: university- internship – classroom Action Research Attitude

What task features that promote ICC are likely to motivate learners to invest mental energy in task completion? (tasks-as-workplans)

What can teachers do to support their students’ learning? (tasks-in-process)


Teacher Development: Focus on the Classroom

• Transmission of knowledge and ideas ≠ impact on practice

• Focus on the teachers as change agents in their own field of work


Teacher development: A pedagogical perspective

Focus on the classroom and on teacher role

“(T)he core of the knowledge base must focus on the activity of teaching itself; it should center on the teacher who does it, the contexts in which it is done, and the pedagogy by which it is done.” (Freeman & Johnson 1998: 397)

“(I)t is not so much the educational training enjoyed by teachers or the academic wisdom they are offered in inservice training or in educational journals, but what they have done and do in the classroom itself, and the meaning that they attach to these experiences, that constitute the backbone of what they think and believe about education.” (Van den Branden 2006: 222)


Research on TBLL: A pedagogical perspective

“(T)ask research needs to be conducted within pedagogic contexts, to establish whether or not the research findings have relevance for classroom reality. Within this, it is clear (…) that we need to make progress in understanding what the role of the teacher can most effectively be, as well as how relevant insights on tasks can be incorporated into teacher training” (Skehan 2007: 298)

“(T)here is very little research available on how experienced teachers and student teachers perceive this particular role, on whether they are able and willing to put it into practice and on whether this particular role clashes with other roles teachers have in mind or take up in their classrooms”

(Van den Branden 2006: 217).


TSLT Research Projects

University [PRE-SET I]Andreas Müller-Hartmann,

Marita Schocker- v. Ditfurth, Michael Legutke

• Establishing TSLT competences; focus: tasks-as-workplan [evaluating and re-writing tasks-as-workplan in coursebooks]

• Enquiry Projects in affiliated classrooms: Exploring TSLT through qualitative case-studies in seminars and teaching practice [obligatory Classroom Action Research course]

Internship [PRE-SET II]Thomas Raith

Developing task-based language teaching competencies

Primary & Secondary EFL Classrooms [INSET]

Anja Jäger: Drama tasks based on young adult literature [ ICC]

Michael Müller: Tasks in geography lessons taught in English [ ICC]

Annika Kolb: Continuity tasks in EFL primary and secondary classrooms


Research on Teacher Role

Focus: The relationship between teacher’s task-as-workplan and his/her pedagogical decisions when introducing, interactionally supporting and monitoring the task-in-process.


Research on Teacher Role

The teacher‘s mediating decisions during the task-in-process:

• involve learners in negotiating content and task selection/design

• keep the learners’ focus on the task • adapt different task demands and support in the

process• support language comprehension and production• focus on form when appropriate• reflect upon task output and process afterwards.


Anja Jäger

The role of the teacher in promoting Intercultural Communicative Competence

with drama tasks and literature


My Research Project

Drama tasks,interaction and reflection


My Research Project


Young adult literature written in English


My Research Project

Purpose: Promoting Intercultural Communicative

Competence (ICC)


Young adult literature written in English


Research questions

What are features of good drama tasks?

How do students interpret tasks?

Which ICC can be observed?

What influence does the learning context have?

What‘s the role of the teacher?


The first Action Research Cycle


Third Action Research Cycle


Sequence of Drama Tasks to promote ICC with Literature

1. Role plays introducing characters of the novel 2. Acting out certain scenes of the story3. Developing additional scenes4. Performing improvisations5. Building statues

Purpose: Support ICC

Cultural knowledge, change of perspectives, understanding / openness, solving conflicts, comparing and coordinating perspectives


Sequence of Drama Tasks to promote ICC with Literature

1. Role plays introducing characters of the novel 2. Acting out certain scenes of the story3. Developing additional scenes4. Performing improvisations5. Building statues

Purpose: Support ICC

Cultural knowledge, change of perspectives, understanding / openness, solving conflicts, comparing and coordinating perspectives


Research Focus: The Role of the Teacher


Educator and role modelstudent orientation, respect, consistency, intervention, instruction

Facilitatorwarm-up, instruction, explanation, task support

Language guideCareful correction, when necessary, form-focused phases

ObserverAwareness of students‘ behaviour, competences and problems

MonitorCheck comprehension, time management, task completion

ModeratorGuide through lesson, moderate reflection of task product and of the learning process

The Role of the TSL-Teacher:


Intercultural Communicative CompetencesIntercultural Communicative Competences

Improvisation“Joe at the Bhamras‘

House“

Knowledge about a different culture

Change of perspectives: Empathy with people of

a different culture

Intercultural conflicts: View from the inside, view from the outside

Reflection on rules of behaviour in a different culture

Experiences in the role of a foreign person, in a certain situation.

Verbal and non-verbal intercultural communication

Comparison with one‘s own life and culture

Interest in a different culture

Awareness ofone‘s own culture




House“

Knowledge about a different culture


a different culture










Provideknowledge about a

different culture


a different culture









House“




different culture


a different culture






Show interest in a

different culture



House“




different culture


a different culture






Show interest in a

different culture

Foster the awareness ofone‘s own culture


House“




different culture

Encourage a change of perspectives / empathy






Show interest in a

different culture



House“




different culture






Show interest in a

different culture



House“

Help to understand and solve

intercultural conflicts




different culture





Show interest in a

different culture



House“



Provide experiences in the role

of a foreign person




different culture




Show interest in a

different culture



House“




of a foreign person

Enhance a reflection on rules of behaviour in a different culture




different culture



Show interest in a

different culture



House“




of a foreign person


Teach verbal and non-verbal intercultural communication




different culture


Show interest in a

different culture



House“




of a foreign person


Teach verbal and non-verbal intercultural communication

Foster a comparison with one‘s

own life and culture


Task-as-workplan: Improvisation“Joe at the Bhamras‘ House“

Four steps: 1. Reading an extract of the novel to introduce the scenario

Mr and Mrs Bhamra don’t want Jess to play football anymore. Jess is not allowed out of the house so that she cannot go to the football training sessions. The family is sitting in the living room when suddenly the doorbell rings. Sister Pinky opens the door and there is Jess’ football coach Joe.

A discussion about Jess playing football follows. (= scenario of the improvisation)


Task-as-workplan: Improvisation “Joe at the Bhamras‘ House“

Four steps: 2. Preparation in group work

Task: In Groups, learners…

a) write down arguments for and against Jess playing football

b) prepare arguments for one specific character

c) practise debating in the role of this character

use body language, costumes and props


Task-as-workplan: Improvisation “Joe at the Bhamras‘ House“

Four steps: 3. Improvisation

Task: Representatives of the groups…

play the 5 characters Mr. and Mrs. Bhamra, Joe, the football coach, Jess and Pinky. They discuss the problem and try to reach a solution / a compromise

speak freely (without notes), use body language, costumes and props

Groups help their representative by „doubling“ him/her


Task as workplan: Improvisation “Joe at the Bhamras‘ House“

Four steps: 4. Reflection

a) Actors and actresses talk about their experiences• What was it like to play the character?• Could they identify with him/her?

b) Audience gives feedback• Were the characters presented in an authentic way?• Were cultural aspects included in the arguments?• Was there a structure in the conversation – was it

realistic?• Did they reach a compromise?


Research findings: Teacher behaviour to support ICC

Observations: learner and teacher behaviour

Cultural knowledge

Some learners do not integrate many arguments relating to Indian cultural habits (but rather arguments that they know from their own cultural backgrounds).

Sometimes teacher lacks knowledge about the target culture.

Conclusion: What can we learn?

Initiating task process

To support ICC, the teacher …

…underlines the cultural purpose of the task (in instruction).

…makes learners aware of the influences of their own cultural background.

…provides enough cultural input (for example information sheets).

…has enough knowledge himself!



Reflecting on the task process


… recognizes and uses culturally relevant learning opportunities.

…instructs indirectly (moderates reflection, appropriate questions).

…provides a cultural and communicative input (body language, non-verbal messages).


Verbal and non-verbal communication

“Mr. and Mrs. B.“ did not welcome the “football coach“ in a polite way.

Teacher moderated a reflection on verbal and non-verbal rules of politeness in Germany / England.

Following groups stood up, shook hands, said “nice to meet you“, offered a seat etc.




Reflecting on the task process


…asks learners to name similarities and differences between the target culture and their own background.

…asks learners to explain the literary characters‘ behaviour.

…asks them to voice their opinion about their behaviour by giving reasons with clear criteria.

…refers to international human rights as reference point for cultural criticism.


Comparing cultures / lives(coordinating perspectives)

In reflection, the teacher does not give feedback on learners‘ own experiences or (cultural) criticism.

Lost learning opportunities !

(Especially interesting: experiences of learners with a different ethnic background)



Final conclusion

Besides improving the workplans of the tasks, Besides improving the workplans of the tasks, the teacher has a crucial role in promoting ICC: the teacher has a crucial role in promoting ICC:

Role of the teacherRole of the teacher

mediator of ICC-tasks

intervention for education

respect, understanding, support


Thank you for listening!Thank you for listening!


Michael Mueller

Developing Intercultural Competences through Tasks in Geography Lessons

taught in English

CLIL in1999


Who are my learners?

class 9b / 31 learners / ~15 years old / October 2007


Research Focus

Do tasks have the potential to develop intercultural

competences in geography lessons taught in

English?


Definition of intercultural communicative competences

Byram 1997


Focus Today Teacher role: Improve tasks

=> support for language & content learning

Research ApproachData collection:

• Lessons videotaped

• Interviews recorded

• Group work recorded

• Observation notes

• Learners' texts

(posters, letters, …)

• Questionnaires

Triangulation: a) data collection b) interpretation

Co-researchers


What was taught?

People in India8 lessons

1. Asking an Indian university student about India2. Cultural practices in everyday life (housing, transport, ….)3. Getting married in Germany and India – Religion today4. Childhood in Germany and India5. Women in Germany and India6. Careers of Indian software developers7. Designing schoolbook pages for Indian school students8. a) Asking an Indian university student about India again b) Writing letters to answer the software developer's question 'What image do the Germans have of India?'


What was taught?

People in India8 lessons

1. Asking an Indian university student about India2. Cultural practices in everyday life (housing, transport, ….)3. Getting married in Germany and India – Religion today4. Childhood in Germany and India5. Women in Germany and India6. Careers of Indian software developers7. Designing schoolbook pages for Indian school students8. a) Asking an Indian university student about India again b) Answering the software developer's question about India image


Cycle 1 & 2 / Task 1

"Would you like to ask Ms Gupta* some questions about India?“*changed

Purposes:

- Offer learners to learn authentic language and content from an interlocutor of the target culture

- Find out about the learners’ knowledge and their communication skills

- Compare learners’ outcomes with task at the end of the project


Cycle 1 / Task 1 / class 9a

Without task planning:1. Ms Gupta* how old are you?2. When did you leave India?3. Do you speak German?After planning in group:4. Ähm, what do you study?5. Are there any McDonalds in India?6. How did you live in India?7. Are you married?8. Why did you come to Germany?9. What did your parents say?10. How did Herr Müller find you?11. If there are snakes in India and (??)12. In India it’s like (??)13. What’s your favourite Indian meal?14. Do you know something about holy cow?15. You can take the milk but you cannot eat

the meat? [of the holy cows]16. What happens to the meat?17. Do you have any pets?18. [Asking about her dog]: How big?19. Do you know any traditional events?20. Äh, which religions are in India? Are they

different or …?

Findings:1. Many questions 2. Questions are very direct.3. Questions do not reveal much

knowledge about India.


Reflection after interviewing the Indian student; Cycle 1

- "I didn't want to be impolite."

- "No, my English is good enough for asking questions."

- "I didn't know enough about India to ask good questions."

(translated; Reflection was done in German)

=> Content support more important than language support


Improving task 1 after cycle 1



1. Activating existing knowledge (=> content support)

What comes to your mind when you think about India? Where do you have these ideas from? 2. Interviewing without & with preparation time

3. Language support to ask more politely (=> language support)

- May I ask you where / what / when / why / who / how …- Could you please describe / explain ….- Ms Gupta*, is it true that ……..


Cycle 2 / Task 1 / class 9b – Activating prior knowledge

27 of 31 learners were prepared

associations:1. poverty2. bindi (red dot on forehead)3. food / spices4. Bollywood5. historical aspects6. animals (elephants, …)7. climate8. child labour9. … spices =>

bindi =>

products


Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here? [gesture forehead => bindi]3. Why have the women long clothes? [=> Saris]4. Have the colours of the clothes a special meaning?

Cycle 2 / Task 1 / class 9b


"Sie soll was auf Indisch sagen.""Please say something in Indish." "Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" "Please say … " "Would you please tell us something in English?"

"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" "something," "anything" "something" "nein anything""Anysing heißt's bei Fragen" "Sing! Das schreibt man mit TH"

"in English" "Aber Du musst noch please hinten dran schreiben."

"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D" "Schreibt man Indisch im Englischen nicht ohne das C?"

"S H" "Indish" "Ok, can you tell us anything in Indish, please?"

Cycle 2 / Task 1 / class 9b / group 2







Cycle 2 / Task 1 / class 9b / group 2: German - Engl.







Cycle 2 / Task 1 / class 9b / group 2: Content







Cycle 2 / Task 1 / class 9b / group 2: Language


"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …""Please say … ""Would you please tell us something in English?"

"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us""something,""anything""something""nein anything""Anysing heißt's bei Fragen""Sing! Das schreibt man mit TH".


"English?" "Äh, in Indish." "Wie schreibt man Indish?""I N D""Schreibt man Indisch im Englischen nicht ohne das C?"

"S H""Indish" "Ok, can you tell us anything in Indish, please?"



"Sie soll was auf Indisch sagen.""Please say something in Indish." trans."Gibt's überhaupt die Sprache?""Natürlich." "Nein." "Ich weiß nicht." "Oder doch, ich glaub' schon." "Can you say …" pragmatics"Please say … " pragmatics"Would you please tell us something in English?" pragmatics / lang. supp.?

"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something,""anything""something""nein anything""Anysing heißt's bei Fragen""Sing! Das schreibt man mit TH".

"in English" "Aber Du musst noch please hinten dran schreiben." pragmatics






"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH".







"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH" pronun..







"Nein, äh in Indisch." "In Indisch, heißt das überhaupt Indisch?" "Wenn's das nicht gibt, dann" "Natürlich gibt's das" "Can you tell us" pragmatics"something," grammar"anything" grammar"something" grammar "nein anything" grammar"Anysing heißt's bei Fragen" grammar"Sing! Das schreibt man mit TH" pronun.


"English?" "Äh, in Indish." "Wie schreibt man Indish?" spelling"I N D" spelling"Schreibt man Indisch im Englischen nicht ohne das C?" spelling

"S H" spelling"Indish" "Ok, can you tell us anything in Indish, please?"
















Observations

1. content & language are discussed

2. content in L1

3. language negotiation in L2 (proposals) and L1 (metalinguistic)

4. Presumably lang. supp. was used


Without task planning:1. Is it in India hot, or …?2. I'd like to know why the women have the point here?3. Why have the women long clothes?4. Have the colours of the clothes a special meaning?After planning in group:5. Ms G. could you please tell us, is the Indian food hot or spicy?6. Are there at school the same subjects as in Germany?7. Do the pupils wear school uniforms?8. Can you say something in Indish, please?9. Do they celebrate Christmas? If yes, how do they celebrate it?10. Why do you come to Germany?11. How many inhabitants has India?12. Can you describe us the caste system?13. What kind of government do you have in India?14. At which age can you marry?15. Do they want it [to marry] voluntarily?16. What's the most common surname you use in India?17. Is it true that India is a poor country?18. What kind of money it gives in India?19. What kinds of animals live in India?20. What can you buy with 50 Rupees (= 1 Euro)?21. Is Ghandi an important person in India?22. In which caste are you born?23. Is in India a monarchy?24. What kind of jobs are there in India?25. Why is the cow holy in India?26. What is the holiest God in India?








Findings:

1. task planning supports prod.




Findings:

1. task planning supports prod.

2. lang. support not much used




Findings:

1. Task planning supports prod.

2. Lang. support not much used

3. Content improved


Improvements for third cycle [not carried out yet]:

Problem: Concentration on two aspects simultaneously (content & language)

Solution: Offer a separate work phase to check language

=> separate difficulties



Summing up:

Initiating the task process & pre-task support

- More task planning time => more content & language production

- Activating prior knowledge supported content dimension

- Extra time with a sole concentration on pragmatics / language support

to improve language dimension (=> focus on form)

The role of content - in CLIL

- for ICC


Thank You



Annika Kolb:

Continuity Tasks in Primary and Secondary EFL Classrooms


1. Context: Primary and secondary EFL in Germany

lack of continuity between primary and secondary EFL teaching

due to:• different learning cultures, teaching methodology and assessment procedures

• lack of information and cooperation between the two institutions

• lack of qualified teachers in primary school

result:mismatch between learning outcomes in primary and teachers´ expectations in secondary school

(Burwitz-Melzer&Legutke 2004; Cameron 2003; Duvander et al. 2008; Edelenbos et al. 2006; Kolb 2009; Kolb&Mayer 2010 fortcoming)

primary EFL secondary EFL

communicative, content-based, multi-sensory and action oriented learning

rule-oriented learning, focus on accuracy, meta-language and writing


2. Research context and methodology

Research questions:

• Which task features raise teachers´ awareness of their learners´ competencies?

• Which difficulties do teachers have when diagnosing learners´ competencies?

Data from 2 primary-secondary cooperation settings (Year 4 and Year 5):

• interviews with 2 primary and 2 secondary teachers

• 6-9 learner interviews from each of the 4 classes

• classroom video observation of task implementation


3. Task-as-workplan: Continuity Tasks

Sample Task: “Book quiz: Present a character from a picture book”

Year 4:

“Show what you can do”:

•choose a character and fill in a “wanted poster”

•practice presenting your character

•present your character, the others have to guess whom you are talking about

Year 5:

a) “Show what you can do”:

• present a character from a picture book

b) “upgrade”: develop an interview with the character (in pairs)

• practice your interview

• language focus: e.g. question structure

• improve your interview

• present your interview, the others have to guess whom you are interviewing

Final meeting at secondary school: present your quiz to the partner class


3. Task-as-workplan: Continuity tasks

Task purposes:

• promote continuity of teaching methods, content and skills: same task frame for primary and secondary

• allow learners to build on existing competencies and prior knowledge

• raise learners´ awareness of their competencies through

• self-assessment and reflection on their learning process

• working towards a product that shows what they can do with language

• allow teachers to diagnose the learners´ competencies in action

• promote cooperation between teachers and learners of the two institutions


Anthony Browne: Gorilla




Competencies acquired at primary school:

• reading strategies

• basic vocabulary on the topic “talking about oneself”

• simple sentence structures for expressing likes and dislikes

• presentation techniques

• basic communication strategies


David Melling: The three wishes




Competencies acquired at primary school:

• reading strategies

• basic vocabulary on the topic “talking about oneself”

• simple sentence structures for expressing likes and dislikes

• presentation techniques

• basic communication strategies

Competencies from primary are built on in secondary through:

• thematic continuity

• expansion of vocabulary

• more complex sentence structures

• dialogues instead of monologues

• focus on form


4. Task-in-process: Teacher role

Which task features raise teachers´ awareness of their learners´ competencies?

Which difficulties do teachers have when diagnosing learners´ competencies?




• product / outcome to make competencies visible






• activities that challenge and involve learners




Ms. A (secondary school teacher) : And they were able to understand many things, even if they didn´t know every word. And the quizzes. I was surprised, how quickly they had solved them (…). The understanding, and the courage to tackle something unknown. Incredible! This is something that´s definitely there and that´s motivating. This is really a big gain, I think.












• space for independent and creative work with language




Ms. S. (primary school): Well, I had said in the beginning, that I was really curious, how it would work, because I couldn´t imagine that the children, that I could just let them do. That they really had to work on the task on their own. Without knowing the book. (…) And I was quite worried about it, that´s what I had said in the beginning. I was completely astonished, really, that they were able to cope with it. I was really surprised. Totally. Also, that they were able to work quite independently.














• reflection phase on task-in-process










• have confidence in learners´ competencies / challenge learners










• lack of criteria to describe learners´ competencies


primary school teachers secondary school teachers

– presentation skills

– present a rehearsed text

– range of vocabulary

– (implicit) knowledge of grammatical structures

– sentence complexity




– pronunciation

– explicit knowledge of grammatical structures


– length of sentences

– openness towards the language

Criteria to describe learners´ competencies:


primary school teachers secondary school teachers




– (implicit) knowledge of grammatical structures





– pronunciation

– explicit knowledge of grammatical structures


– length of sentences

– openness towards the language

Criteria to describe learners´ competencies:





















• too much focus on accuracy



Ms F (primary school): This is something I would like to go on with, to give the children more open learning opportunities (…). And that I give up my, well my demands that everything has to be orthographically and grammatically correct, that you give up these demands, and let the learners do what they can.























• primary: too many corrections of the learners in order to make a positive impression on the secondary school teachers








• diagnostic tool for task outcome





• primary: too many corrections of the learners in order to make a positive impression on the secondary school teachers


5. Conclusion

Continuity tasks:

• can increase teachers´ awareness of competencies learners bring from primary

• can change teachers´ attitude towards their teaching

Focus on what learners can do.



Developing task-based language teaching competences during

internship

Thomas Raith Heidelberg University of Education


Context

University of Education in Heidelberg Teaching Qualifikation: MA

Internship Institution in Karlsruhe Teaching and courses

TSLT

Curriculum

TSLT Competencies


Research DesignFocus: Reflective Practice in TSLT

Product: Descriptions of competence development

Video-stimulated recall interviews of

two lessons

Teaching Diaries


Research question

What TSLT teaching competences were

the student teachers aware of when reflecting their lessons?


A Motivating the language learnerA1 …Can pose task in such a way that students can set goals for themselves and actively participate during the taskA2 …Can introduce the task in such a way that task demand and task support are balanced and that students actively participate during the taskA3 ... Can explain tasks so that the purpose, expected result and the steps towards task completion are clear and understandable for the students

B Interactionally supporting task performanceB1 … Can support the task process so that processes of negotiation of meaning and content can be supportedB2 … Can support the task process in such a way that processes leading to comprehension . of meaningful content is supported B3 … can support task processes to encourage relevant processes of language productionB4 … Can support task processes so that formal aspects are noticedB5 …Can motivate learners through positive feedback during the task in process B6 …can motivate learners to work intensively at task completion and can provide necessary task support

C Evaluating task as processC1 … Can judge learners participation at meaningful language interactionsC2 … Can judge using subjective or objective data if the task lead to accomplishment of . . planned or unplanned language learning goalsC3 … Can judge in how far goals of intercultural learning were reachedC4 ... Can judge to which extent the selection of content(including texts and materials) . . . supported interaction (processes)C5 … Can judge to which extent a methodology of social interaction was appropriateC6 … Can judge if the time allotment was appropriate

Competence Model for TSLT


Matthias


Scotland


The ‚changed‘ Task

• Purpose: Introducing Scotland• Media: computer-animated

presentation• Post-viewing task: think-pair-share


Matthias reflecting on the task in process:Well, on the one hand I am aware that the image we have of Scotland, is one of a wild and natural landscape. And surely this is the case, and therefore on the one hand I wanted to show it this way, to distinguish it from our landscapes we know and make the students imagine a different country. At the same time I wanted to show that Scotland is not much different concerning lifestyle and standard of living we have here in Germany. Unfortunately, I wasn’t able to show that with the pictures I chose. I didn’t have any images showing something else than just buildings that are 500 years old, nothing about everyday life. Those images are represented in the students’ contributions later, what they said. But there was nothing new or thought-provoking. My thought was: what might be interesting for my students – therefore I showed images of typical sports – like ‘tossing the caber’. Now I see that I probably rather supported stereotypes. But actually I wanted to paint a picture of a country that has both sides – the historical traditions and wild landscapes, and on the other side the modern aspects of life that are similar to what we are used to. Next time I would take more images of young people in a similar age as the students. Ordinary citizens, to avoid the impression that Scotland is only a country of knights and old buildings.

C3 … Can judge in how far goals of intercultural learning were reached


Matthias on the post-viewing task:

Well, on the one hand I am aware that the image we have of Scotland, is one of a wild and natural landscape. And surely this is the case, and therefore on the one hand I wanted to show it this way, to distinguish it from our landscapes we know and make the students imagine a different country. At the same time I wanted to show that Scotland is not much different concerning lifestyle and standard of living we have here in Germany. Unfortunately, I wasn’t able to show that with the pictures I chose. I didn’t have any images showing something else than just buildings that are 500 years old, nothing about everyday life. Those images are represented in the students’ contributions later, what they said. But there was nothing new or thought-provoking. My thought was: what might be interesting for my students – therefore I showed images of typical sports – like ‘tossing the caber’. Now I see that I probably rather supported stereotypes. But actually I wanted to paint a picture of a country that has both sides – the historical traditions and wild landscapes, and on the other side the modern aspects of life that are similar to what we are used to. Next time I would take more images of young people in a similar age as the students. Ordinary citizens, to avoid the impression that Scotland is only a country of knights and old buildings.

C4 ... Can judge to which extent the selection of content (including texts and materials) supported interaction (processes)

C2 Can judge, if the task leads to accomplishment of language learning goals by using subjective or objective data


Findings?


Student teachers were aware of:

• A1 …Can implement tasks in such a way that students can set goals for themselves and actively participate during the task

• B3 … can support task processes to encourage relevant processes of language production

• B6 …can motivate learners to work intensively at task completion and can provide necessary task support


Student teachers were not aware of:

• B1 … Can support the task process so that processes of negotiation of meaning and content can be supported

• C3 … Can judge in how far goals of intercultural learning were reached

• B5 …Can motivate learners through positive feedback during the task in process


Planning and developing tasks

Introducing tasks

Monitoring tasks

Reflecting and evaluating task as

process

Relective Practice

Evaluating task as process and task as

workplan

Videographie: Tasks in action in the

classroom(task as process)

Video-based reflectionStandards for

task-supported language teaching

Evaluating and Developing Teaching Competencies

Task-supported Language Teaching

Development of task-supported language teaching competencies

Change of classroom practice

Ref

lect

ive

Pra

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e


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Conclusion: Research on Teacher Role

Structure of research findings:

initiating the task processfacilitating and structuring the process monitoring and reflecting on the process


Findings 1: Initiating the Task Process

Existing research studies

FuN findings:

T have low expectations of their L. They exert tight control through form-focussed instruction first

T‘ input has become more functional and natural

Planning time supports SLA

Primarily replication – supporting existing findings

Primary/secondary T were surprised about primary L’ competence to cope with unknown language and situations (Kolb – Continuity tasks)

T pose tasks so that L can set goals for themselves and actively participate (Raith – T training)

Planning time as important task support on meaning/form level (Müller

- ICC)


Findings 2: Initiating the Task Process

Existing research studies FuN findings: T prepare the conceptual

ground of L’ interaction T fail to make procedure

and purpose clear to L (Jäger 2009 – ICC and drama)

New findings T need to provide L with

sufficient cultural/ communicative input to help develop ICC skills (Jäger 2009 – ICC and drama)


Findings 3: Facilitating and Structuring the Process


FuN findings

T are afraid of losing control (group work, noisy, chaotic classrooms)

T raise complexity through additional demands, such as emphasizing linguistic correctness


T do not reflect on interactional aspects of L‘ negotiations (Raith – T training)

Primary/secondary T focus very much on formal aspects of the language, especially grammar, stressing L’s deficits. T don’t have sufficient criteria for communicative tasks (fluency/communicative success/learning strategies (Kolb – continuity tasks).


Findings 4: Facilitating and Structuring the Process


FuN findings

T as responsive listeners, turning the initiative over to L

T are able to motivate learners to work intensively at task completion and to provide necessary task support (Raith 2009 – T training)


Findings 5: Monitoring and Reflecting on the Process


FuN findings

T interrrupt task process for short reflection phase to discover problems

Post-task reflection of ICC learning process is central for development of ICC. IC learning goals were related to L’ world experience


Reflection on task difficulty (asking questions) allowed T to realize L’s difficulties and to change the approach for next task cycle (Michael – ICC, Jäger – ICC )

Much of ICC development of lessons' targeted IC goals takes place in post-task reflections

(Müller – ICC)


Findings 6 continued: Monitoring and Reflecting on the Process


FuN findings

T use positive feedback to support L

New findings T had difficulty to motivate learners through

positive feedback during the task in process (Raith – T Training)

Post-task L reflection helps primary L as well as T to become aware of L’ competencies (Kolb – Continuity tasks)

T had difficulty to judge the achievement of IC goals (Raith – T training)

T don’t use the reflection phase to its full potential to develop IC awareness, neglecting to help L coordinate perspectives T lack skills in this area (Jäger – ICC in drama, see also Raith above)


Findings 7 continued: Monitoring and Reflecting on the Process


FuN findings

New findings T don’t use the reflection phase to its

full potential to develop IC awareness, neglecting to help L coordinate perspectives T lack skills in this area (Jäger – ICC in drama, see also Raith above)


Action research format – FuN Findings

Continuity tasks Primary/Secondary (Kolb)

T realized primary L competencies only after R convinced them to try out more challenging tasks

T training (Raith 2009)

Stimulated recall allowed T to reflect on their lessons and develop their TB competencies. Additional questionnaires can be used for self-reflection, making sure that all competence fields are covered (teacher support groups,coaching

session with an instructor) ICC in Geography/English (Müller)

L reflection of the task process allows T to improve the next task cycle

ICC and Drama (Jäger 2009)

Three research cycles allowed R to observe effects of improved tasks-as-workplan and different teacher behaviour (observable ICC). Co-researchers allowed to triangulate perspectives on L and T behaviour, and identification of ICC


Conclusion: Where are we now? What are the

issues? 1 Is action research an appropriate tool to

research TBLT? “(T)here is one big problem with action research: there is too little of it. (…) Although it is undoubtedly a noble idea, it just does not seem to work in practice. (…) Published studies of action research in applied linguistics are small in number and as far as my personal experience is concerned, I am still to meet a teacher who has been voluntarily involved in an action research project.” (Dörnyei 2007: 191)

“(C)urrently there is a wide gap between teachers and researchers in most countries, which needs to be bridged. (..) The question, then, is, how to make the teacher-researcher link viable and active. (…) The challenge is to find some doable form of teacher-researcher partnership.“ (Dörnyei 2007: 192-3)


Conclusion: Where are we now? What are the

issues? 2. Is TBLT research moving in a direction where

the different perspectives of practitioners and academic researchers on tasks are integrated?

“What I am interested in is not the acquisition of linguistic forms through task-based lessons in general terms, but the development of one particular class under the condition of task-based lessons. Tasks are seen as a ‘resource for participation’ (Zuengler & Miller, 2006:36) rather than input for language learning”(Schart 2008: 43).

Documents

Researching Tasks in TSLT Contexts TBLT 2009 - Lancaster Researching tasks in primary and secondary foreign language classrooms Anja Jäger [email protected]