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My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded ‘natural narrative’ interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences. Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins. Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]
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Collaborative Authentication
A Social Constructivist Perspective on ESP Learning and Teaching
Kurt Kohn
University of Tübingen (DE) Steinbeis Transfer Center (DE) [email protected] Language Learning Media http://projects.ael.uni-tuebingen.de www.sprachlernmedien.de
Twitter: @kurtkohn – LinkedIn - Facebook
2013 International Conference on English Education, 20-21 April 2013, Shih Chien University, Taipei, Taiwan, R. O. C. 1
The many faces of English
English as a native language
English as a lingua franca
English as a foreign language
English as a second language
Increasingly, people find themselves in intercultural contact zones with English as a necessary and natural means of communication for non-native speakers
In private and vocational contexts of communication from culture and education to business and technology
English is developing into a culturally and economically relevant means for global communication
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 2
English as a lingua franca
The language metaphor Typical definitions
ELF as a “thing” – a language?
However, is ELF a language at all? Or rather, how useful it is (for my purposes) to regard it as a language?
Imagine a group of speakers in an intercultural contact situation Colin, Khurshid, Yvonne and Felix
Each of them will speak his/her OWN English: native language – second language – foreign language
Everyone tries their level best to make things work Accommodation, meaning negotiation, handling misunderstandings, ‘let it pass’
ELF communication IS intercultural communication IS communication
To better understand all this let us go back to the roots
** How do we acquire languages? **
"instance of language in a postmodern world" (James 2005), "a contact language“ (Jenkins 2006), “a non-codified form of English” (Dewey 2012)
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 3
My language – my English – my ESP [Kohn 2011, 2014; http://youtu.be/yCfpD49YhSg]
How do I acquire a language?
I acquire a language by developing/constructing/CREATING my own version of it in
my mind, my heart and my behavior
Oriented toward my perception of the target language
Influenced by my native language, my attitudes & motivation, my goals &
requirements, my learning approach, the effort I invest, and the people I talk to and
want to be with
Not in idiosyncratic isolation, but in communicative and social interaction with others
The English I develop is my own. And it is inevitably different from any target language toward which it is oriented.
– The social constructivist “My English” condition – [part of the human condition for knowledge and learning]
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 4
Teaching ELF is about helping learners …
to develop their English (lexis, grammar) so that they are able to meet their own requirements of performance Comprehensibility (⇒ feasibility) Grammatical accuracy (⇒ possibility) Situational appropriateness (⇒ acceptability, probability) Participation and self-expression
to develop their (individual & social) identity orientation and requirements
to acquire strategies for making best use of their English in communication Accommodation – meaning negotiation – handling misunderstandings – ‘let it pass’
to explore and trust one’s own non-native speaker creativity
However, is there a conflict between NNS’ creativity and their SE orientation? o NO! A constructivist argument for a “weak” SE orientation o Teaching ELF does NOT mean teaching incorrect English
For pedagogical purposes the variety view is misleading Models and purposes: the sun and the earth example An “ELF = variety” model seems to suggest the teaching of incorrect English
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 5
Collaborative authentication
Authentication in and through communicative collaboration Authenticity, genuineness, and authentication [Widdowson 2003] Understanding more than what is explicitly said [Sperber & Wilson 1995] Accommodation and negotiation of communicated meaning Participation and group coherence: peer groups and communities of practice
Interdependence of communication and language learning Communication is the goal of language learning Language learning is mediated through communication Lexis before grammar [Lewis 1993] Backwash of communication on language learning
Blending of general communication into ESP communication (> soft ESP) Insights about communicative processing can be generalized De-standardization of terms through communication Implications for ESP translation competence
Standardization and communication I am NOT arguing against standardization in ESP However, de-standardization effects of natural ESP communication
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 6
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended e-learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 7
Cultural issues customs/traditions - arts – sports - new technologies
Economic issues fishing & agriculture, automotive industry, world of labour, trade unions
Urban and rural life
Social issues minorities and fringe groups, immigration multicultural society
Health & social security national health system, hospitals, health professions, welfare and social benefits
Education educational system & institutions, vocational education, educational mobility
The environment climate change, traffic & pollution, renewable energies, environmental policy
Government & politics political system, institutions & parties, mayor, city council, local government
BACKBONE interview topics
8 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended e-learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 9
BACKBONE Search – “Browse” function
10 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Section Search“ function
11 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Section Search“ results
12 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Co-occurrence“
13 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Concordance“
Users can enter up to 3 key words and restrict their search to selected thematic domains
14 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Lexical lists“
15 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE Search – „Lexical lists“
16 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended e-learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 17
BACKBONE Search – Enrichment resources
Learning modules for listening comprehension and focus on form and vocabulary
Instructions for exploratory and communicative activities
18 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE enrichment resources: Telos exercises Listening comprehension
and focus on form
19 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE enrichment resources: instructions for exploratory and communicative activities
Collaboration (Wiki)
Forum discussions
Exploring interviews
Internet research
20 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 21
E-Learning for Languages ⇒ Blended learning
E-learning can play an enhancing role in foreign language learning and teaching provided pedagogic exploitation proceeds from a sound understanding of the HUMAN
NATURE of the needs, conditions and processes involved There is clearly a need for language teacher education regarding both educational
technology and the human dimension of language learning and teaching
Pedagogical affordances Multimedia practice & authoring ⇒ linguistic/communicative knowledge & skills Pedagogic corpus explorations of (real) communication ⇒ awareness raising,
skills practice and lexical searches VLE platforms ⇒ e.g. Moodle
Tele/web-collaboration o Forum, wiki, blog, sound/video conferencing (e.g. Skype, BigBlueButton), 3D
virtual worlds (SecondLife, OpenSim), webinars o REAL-LIFE contact and intercultural
(ELF) communication o Collaborative interaction:
networking, sharing, community building o Learning – teaching – teacher education
e.g. TILA: Telecollaboration for intercultural language acquisition [www.tilaproject.eu]
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 22
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended e-learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 23
BACKBONE Virtual Resource Pool (VRP)
Enrichment resources in a Virtual Resource Pool Links to video + audio files Links to learning modules (e.g. TLP packages)
and blended learning patterns
accessible via resource sheets
24 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended e-learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 25
The BACKBONE transcription
26 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
BACKBONE annotation
Annotation
Annotation at section level
Annotation categories customized to capture, e.g. topics, grammatical, lexical, textual characteristics, and CEF level
Drag & drop annotation
Collaborative annotation
27 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
The BACKBONE annotation
28 Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013
From pedagogically used descriptive corpora (⇒ data-driven learning) [Repper 2010] to pedagogic corpora, i.e. corpora designed for pedagogical purposes [Kohn 2012a]
Pedagogically relevant (interview) topics
Corpus search [http:purl.org/backbone/searchtool]
Browse, Section search, Co-occurrences, Concordances, Lexical lists
Enrichment resources: video/sound, exercises, learning instructions
Pedagogical application: from corpus search to blended e-learning
Tools for “do it yourself” corpus creation
Corpus enrichment: Virtual Resource Pool (VRP)
Pedagogical transcription, annotation & management
BACKBONE Pedagogical design, use and creation
http://projects.ael.uni-tuebingen.de/backbone/moodle
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 29
References
Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141 – 170. Glombitza A. (2012). A blended practice-enterprise course for language learning in an international business community.
Journal of e-Learning and Knowledge Society, 8 (3), 67-77. [download ] Hymes, D.H. (1972). On communicative competence. In Pride & Holmes, (eds.). Sociolinguistis. Penguin, 269-293. James, A. (2005). The challenges of the lingua franca: English in the world and types of variety. In: C. Gnutzmann & F.
Intemann (eds). The Globalisation of English and the English Language Classroom. Tübingen: Narr, 133-144. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40/1,
157-181. Kohn, K. (2009). Computer assisted foreign language learning. In: Knapp, K. & B. Seidlhofer (eds.). Foreign Language
Communication and Learning. [Handbooks of Applied Linguistics, volume 6]. Mouton-de Gruyter, 573 - 603. [download ] Kohn, K. (2011). ELF and the Standard English misunderstanding. In De Houwer & Wilton (eds.). English in Europe Today.
Sociocultural and Educational Perspectives. Amsterdam: John Benjamins, 72-94. [download] Kohn, K. (2012a). The BACKBONE project: pedagogic corpora for content and language integrated learning. Objectives,
methodological approach and outcomes. Eurocall Review 20/2. [download ] Kohn, K. (2012b). ‘My English’ - Second language learning as individual and social construction. TESOL Convention,
Philadelphia, 28-31 March 2012. [play video] Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In Bayyurt and Akcan (eds.). Current Perspectives
on pedagogy for ELF. De Gruyter Mouton. [draft version] [download] Kohn, K. & C. Warth (2011). Web Collaboration for Intercultural Language Learning. A Guide for Language Teachers,
Teacher Educators and Student Teachers. MV-Wissenschaft. [download] Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International Journal of Applied
Linguistics 15/2, 119-144. Lewis, M. (1993). The Lexical Approach. The State of ELT and the Way Forward. Hove: Language Teaching Publications. Repper, R. (2010). Using Corpora in the Language Classroom. Cambridge UP. Sperber, D. & D. Wilson (1995). Relevance: Communication and Cognition (2nd ed.). Oxford: Blackwell. Widdowson, H. (2003). Defining Issues in English Language Teaching. Oxford UP.
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 30
Thank you
Access to my presentation slides:
⇒ www.sprachlernmedien.de
⇒ Slideshare
⇒ Facebook and Linkedin
Kurt Kohn, “Collaborative Authentication: a Social Constructivist Perspective on ESP, Taipei, 20-21 April 2013 31
