Ace Intercultural Dimensions Of Task Based Learning For Authentic Communication
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Transcript of Ace Intercultural Dimensions Of Task Based Learning For Authentic Communication
Intercultural Dimensions of Task-based Learning for Aut
hentic CommunicationAsian Conference on Education
ACE 2009, Oct 24-25 Osaka, Japan
David L. Brooks, Associate Professor
Kitasato University, Sagamahira, Japan
Asian Conference on Education ACE 2009, Oct 24-25 Osaka, Japan
David L. Brooks, Associate ProfessorKitasato University, Sagamahira, Japan
Outline of the sessionRationale of intercultural task-based
approachesProcess for Implementing ICTB
Types of performance tasks Examples of collaborative tasks Collaborative tools and strategies
Questions and Reflections
Asian Conference on Education
ACE 2009 October 24-25, Osaka, Japan
Teaching and Learning
Elegantly simple in concept
….. but….Infinitely
complex in the reality of it.
Cultural Milieu for ESOL Most language students undertake
the study of a foreign language for “reasons which arise directly or indirectly out the perceived needs of the community to which they belong” (Tudor, 1996, p. 128)
Consequently, students (and teachers) may not undertake the learning of English as a vehicle for real communication and cross-cultural understanding.
Result - an intercultural gap - at time extreme - , barriers to communication, and a schism in the classroom
Learning language
As fundamental itself as being human…
…but… It is a living, fluid, highly
personalized process…. ultimately
transformational and without end .. Or lifelong (actually not so true anymore…)
Cultures collide in the classroom
…..or.. At least they bump into each other gently.
Cultural assumptions - visible and hiddenWatch this iPhoto album
What are some of the cultural assumptions or values? Of the people in the photosOf the photographer?Of the institution or country?
Intercultural Domain Any classroom forms an essential habitat in the learner’s ecosystem.
It encompasses the domains of the learning environment: physical, social, instructional and psychological.
However, the ESL classroom adds an additional dimension – the intercultural domain – human interaction across cultures
This affords a new cultural learning environment that is affected by perceptions and by the realities of classroom structure, group processes, classroom climate and teacher-mediated activities.
Fig.1 Content-centered strategy-based EFL
curriculum
the complicated interrelationship between a set o f essential components
identified
There is no ideal solution
…. only an idealized perception of learning.
Just as the face in the center is a blend of the ideal attributes of the six around it, so too is the ‘best’ way to learn languages.
Here is my face on that solution!
It results from a total of 33 years as an educator :
3 years at a US state school for juvenile offenders
16 years at international schools
12 years as a full-time English teacher at a Japanese university
Worked at 8 Japanese college, attended univ. in 3 countries, father of bilingual family
Intercultural Task-Based Approach
Tasks involve speaking foremost (Several forms of oral discourse because ‘direct’ interaction requires the most requisite knowledge of intercultural communication).
The INTERCULTURE is English for International Communication as it intersects with Japanese school culture (or Greek, Thai, or Chinese learners of EFL, ESL)
Performing is EMPHASIZED as the main task goal (for my particular situation & metaculture) Speaking and Listening skills have been ignored in Japan compulsory education and in the University Entrance Examinations.
Rationale for ICTB approach
A central challenge we face as TESOLs is the problem of getting students to actually produce language in a new cross-cultural (classroom) environment.
Overcoming barriers inherent in the monolingual classroom needs a restructured learning experience.
Why ICTB ?By the middle the 21st century, ‘foreign’ language
mastery will no longer truly be needed. Just think about what foretells this inevitable
conclusion….. Global media presence Global economic interdependence Computing technology Digital and virtual communication tools Shrinking planet - Global problems & Solutions Interconnectivity Mega-complexity
So……..
The Paradigm Shift
Instead of foreign language mastery, what we really need is…..
Intercultural Communicative Competence
Rationale for Metacognitive Inculturalization
Fact: Whether we recognize it or not, all teachers employ an explicit, mutually-actualized, teacher-mediated process for intuitively ‘inculturating’ students into the our own classroom culture.
Risk: Not being ready for changes Aim: I am advocating that both the teacher and students realize this, plan for it, and collaborate.
How: It is not simply the natural absorption of a new culture, normally referred to as acculturation, but rather a contextual and meta-cognitive cross-cultural classroom training is advocated. (Brooks, 1999)
What is Metacognitive Inculturalization? 1
Metacognitive inculturization is a theory-based, yet, practical classroom-focused instructional approach to cross-cultural training
assists language learners in consciously and unconsciously adapting their own culture for learning a language (EFL) and
in acquiring new cultural behaviors to enhance the communicative environment of the EFL language classroom.
What is Metacognitive Inculturalization? 2
It can be used to nurture both the learners’ understanding of the process and spark their willingness to embark on a new journey of cross-cultural discovery and deeper language acquisition.
What is Metacognitive Inculturalization? 3
To equip EFL learners with a specific repertoire of individual, pair, small group, and whole class behaviors for internalizing new patterns of learning, cognitive strategies, and, most importantly,for enhancing interaction between themselves, with the target culture, and with the teacher.
How Metacognitive Inculturalization Works
1. contextual reframing2. incorporating old and establishing new
patterns of social interaction3. building trust and areas of comfort and
challenge4. teaching both communicative
instructional ‘content’ tasks and the communication, intercultural, and learning strategies
5. reflective assessment of the learning both the communicative content and the meta-cognitive content
The context is the learning environment.
Any classroom forms an essential habitat in the learner’s ecosystem.
This habitat is no longer simply a classroom.
1. Contextual ReframingThe primary method of reframing the
traditional context for classroom learning is re-defining the nature of the classroom through identifying new
purposes for the classroom as a language-learning environment. by introducing a curriculum content focused on significant and meaningful issuesby an evaluation system based on accomplishing real-life objectives using a task-based performance approach
Being a fully actualized learner in EFL classroom should be like a journey to
another country - even another habitat.
The Environment / Habitat
Cross Training Environments
Changing the definition of the classroom to a wider, global more diverse
set of learning environments (functions)
2. Incorporating old and establishing new patterns
of social interactionBy using social structures and common ways of
organizing behaviors from the students’ common classroom culture, build up a set of adaptive communicative learning behaviors.
Draw upon forms and styles of social communication they already possess Shape these with the students’ awareness and cooperation The key is forming and maintaining culturally-appropriate but evolving functional groups
Re-defining the classroom
New PurposesNew ProcessesNew ContentNew Activities / Tasks (performance tasks
involving collaborating)
New AssessmentNew Focus on broader outcomes
The Art and Science of our Profession
3. Building trust and balancing levels of comfort (support) with challenge (change)
4. Teaching both communicative instructional ‘content’ = language tasks ….. and the communication, intercultural, and learning strategies
5. Reflective assessment of learning --- both the communicative content and the meta-cognitive content
Studying, planning, researching and building
them into actual practice are what make a
great idea into an ideology.
Instructional practices for an intercultural approach to task-based learning
1. Selling approach to reluctant speakers.
2. Authentic tasks and meaningful performances for large classroom groups.
3. Preparing students for success in performance tasks
4. Setting up evaluation (and reflective assessments)
5. A brief demonstration of performance task projects
6. Using technology and varying classroom infrastructure to maximize and enhance the instructional environment
Asian Conference on Education
ACE 2009 1st Annual Conference, October 24-25, 2009, Osaka, Japan
One possible approach
This is only one Model among many. It changes the students’ Status or Frame
of ReferenceMake him or her the Explorer, Research,
Philosopher, Scientist…
Learner as Ethnographer
Learners as ethnographers Ethnography is the systematic observation and description of
how a language community behaves. Integration of linguistic and cultural learning can facilitate communication
and interaction (Byram & Fleming, 1998) Comparison of others and self to stimulate reflection on -- and critical analysis
of -- one’s own culture and the target culture they are attempting to acculturate (English)
An increase in cross-cultural awareness A shift in perspective involving psychological processes of socialisation
This approach affects the design and choice of learner tasks since language learning is part of a richer, cultural exploration of the target community. (Corbett, 2003)
Asian Conference on Education
Osaka, Japan October 24-25, 2009
Culture and Conversational EnglishEthnographic approach to studying and creating ‘model’ conversations.
Transactional (message / content exchange) vs Interactional (social function)
How do conversational patterns vary across cultures?Interpreting subtexts (implied meanings) - jokes,
irony, unstated criticism, indirect affirmation or denial
Even the most simple conversation can allow for such explorations.
Asian Conference on Education
Osaka, Japan October 24-25, 2009
Model Conversation ProjectAnalyzing language samples
Collecting exemplars (sample language patterns that convey important cultural meaning)
Attention to content but also context, genre and social interaction elements (discourse analysis)
Use of communicative strategies - Interactive listening, compensation, body language….
Write a typical or ‘model’ conversation based on the ‘data’ collected
Revise, practice, and perform with reflective assessments Asian Conference on Education
Osaka, Japan October 24-25, 2009
Asian Conference on Education
Osaka, Japan October 24-25, 2009
Types of performance tasks
model conversationsrole-playssimulationsposter talksstorytellingaction research
presentations
pair discussions group debate making video programs speeches (various types)dramatizationsInternet-based
collaborations
If time permits, show next slides
Check Session TIME
Questions CommentsExperiencesDiscussion
David!
OK?Yeah?
Hey, you guys. It’s your turn.
Here are some examples of students’
task-based work
Intercultural Dimensions of Task-based Learning for Authentic
CommunicationAsian Conference in Education
ACE 2009 Inaugural Conference
October 24-25, 2009
David L. Brooks, Kitasato University, Sagamihara, Japan
You can find the handout and Powerpoint at: http://leon.blogspot.com
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