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“Internationalising Language Teaching and Learning with the help of the Erasmus Community to
Increase Employability - Results of a Pilot Study.”
Newcastle University,School of Modern Languages
Dr JC PenetDr S Salin – [email protected]
RationaleContext:
- NU students demands;- Erasmus students
feedback;- 2012 horizon
Aims and objectives:- Solution to increase
contact hours;- Better integrate
Erasmus students;- Boost Erasmus
students employability;
- Develop language students’ awarenessKey concepts in pilot
project:- Peer learning;- Reflective learning.
Methodology - Semester 1 : TrainingWeek Content
3 Introductory meeting – allocation of mentors / mentees
4 Introduction to the British Higher Education System
5 Introduction to the SML + First and second year language modules
6 Introduction to classroom resources / Black Board / Language Labs
7 Class observation + Feedback
8 Class observation + Feedback
9 Micro teaching experience on first and second year modules + Feedback from tutor
10 Micro teaching experience on first and second year modules + Feedback from tutor
Semester 2 Teaching Practice and evaluation
Lesson Plan
Feedback
Lesson
Feedback
Certificate
Questionnaires
‘Erasmus Teachers’ (ET) - InvolvementNumber of
participantsPercentage
Beginning of Project
16 100%
Class Observation – Week 7 S.1
8 50%
Class Observation – Week 7 S.1
8 100% [50%]
Semester 2 Teaching
7 87% [44% ]
Feedback 1 4 57% [25%]
CriticalPhase
ET– Motivations**Quotes from Question 1 of ‘Erasmus Teachers Feedback Questionnaire 1’
Why take part?
Try
CV
Share
New
“… so I could know if [becoming a teacher] was really something I
wanted to do.”
“It was also an experience
that I could put down on a CV.”
“I wanted to know if [my own experience] can be profitable to
someone.”
“It was interesting to do something different, to learn new
things, to meet different people.”
ET – Expectations**Results from Question2of ‘Erasmus Teachers Feedback Questionnaire 1’
Being able to organise class
activitiesBeing able to help students
Being more comfortable
with an audience
Develop my ability to
communicate
Learn new skills
ET- Feedback on S.1 sessions**Results from Question 4 of ‘Erasmus Teachers Feedback Questionnaire 1’
Was it useful? Most particularly…
Introduction to the English HE system
Yes Fee system explained
Introduction to the School and its language modules
Yes To position yourself within project
Introduction to classroom resources
Not really Too quick and not “hands-on” enough…
Class observation and feedback
Yes To have a better idea of kind of teaching expected of you…BUT – “observation form confusing”
Micro-teaching experience Very useful - “supportive teacher”;- “… helped me feel more
comfortable with 2nd semester teaching”
ET - Feedback on Observation Sessions
• Observation sessions – at the heart of this pilot project!
• Seen as the starting point of reflective learning (RL):
- RL ‘for action’: S.1 obs. sessions;- RL ‘in action’: S.2 teaching;- RL ‘on action’: job interview.
From: P. Kahn and L. Walsh (eds.) Developing your Teaching (London: Routledge, 2006), p.48 – Based on Schön, Educating the Reflective Practitioner, 1983.
RL ‘for action’
RL ‘in action’
RL ‘on action’
ET- Feedback on Observation Sessions**Quotes from Question 5 of ‘Erasmus Teachers Feedback Questionnaire 1’
- To observe differences… > “I learned that the British system is very different”
> “A different approach to language teaching…”
- … And how to act upon what they observed: > “… I tried to apply it in the second
semester.”> “I learned how to act in class by observing
and I then took into account what the teacher told me to have a good start when teaching on my own.”
= RL FOR and IN action
What did they learn from those sessions?
ET: ‘on action’ Reflective Learning**Results from Questions 6, 7 and 8 of ‘Erasmus Teachers Feedback Questionnaire 1’
Self-evaluation of teaching experience:- Positive elements: “Fun, challenging, positive, managing, communicating, connecting, investing ourselves, sharing and helping”…
- What they thought could be improved?1) Teaching-wise: Class preparation (preparing class plans), managing time,
self-confidence, create more interesting activities, body language2) Project-wise: Too big a gap between micro-teaching and S.2 teaching,
give more guidelines as to the kind of activities that make students participate, give us photocopy credits…
- ET’s overall mark given to project: 7.75/10
ET – Benefits of project**Results from Question 9 of ‘Erasmus Teachers Feedback Questionnaire 1’
“Do you think your perception of what makes a good teacher has changed…?”
75% do
25% don’t but…
“Yes because it’s more real and I see that there are multiple factors to take into account.”
“I have, however, realised that teaching requires much more preparation and that it
is much more difficult than I had anticipated.”
NU Students’ questionnaire analysis**Results from ‘First-Year and second year Students Feedback Questionnaires 1’
Level B Level C
Reasons for not attending**Results to question 2 from ‘First-Year and second year Students Feedback Questionnaire’
25
19
7
1
Time ClashesOrganisation Priority
Series10
2
4
6
8
10
12
14
16
18
20Clashes TimeInfo PriorityRoom change CommitmentOrganisation
Overall satisfaction**Results to question 10 from First-Year and second year Students Feedback Questionnaire
• Level B • Level C
SatisfactoryGoodVery goodExcellent
SatisfactoryGoodVery goodExcellent
What was liked the most**Results to question 4 of ‘First-Year and second year Students Feedback Questionnaire’
Level B
Series102468
101214161820
Extra practice
Small groups
Friendly
Casual
Native speaker
More variety
Level C
Series10
2
4
6
8
10
12
14
16
Friendly/re-laxedExtra speak-ingSame ageYouth cultureYouth vocab
The students’ learning experience*From First-Year and Second Year Students Feedback Questionnaire 1’
Helped improve speaking.
Helped consolidate vocab.
Helped improve confidence.
Made the learning experience more enjoyable
More information relevant to my age
Better cultural understanding
Benefits of the Erasmus teacher**Quotes from question 6 of ‘First and second year Students Feedback Questionnaire 1’
‘They are a similar
age and we have
things in common.’
‘They’re not teachers so the
atmosphere is more relaxed.’
‘Great practice as they are young native
speakers.’
‘We’re able to relate to them as we will be in a similar position .’‘It’s good because they
have been in your position too.’
Preparation for the year abroad …** From question 7 of ‘First-Year and Second year Students Feedback Questionnaires’
‘It made me more
excited about the year
abroad.’
‘Great experience of what being an assistant
must be like.’
‘It helped because I needed to know more slang.’
‘It definitely helped my
confidence for the year abroad!’
Great opportunity to
learn from somebody who
has overcome the same problems
What could be improved**Results from question 5 from ‘First-Year ans second year Students Feedback Questionnaires’
1
0
2
4
6
8
10
12
14
16
18
More speakingOrganisationMore sessions
To consider• 2012-13 - a credit bearing Erasmus module • University induction session• Assessment - Reflective learning (Essay + portfolio)
/ Employability (job interview)• Compulsory to NU students? • How to make students attend ?• Better integration of the Erasmus community• Promotion of languages in schools• Promotion of the year Abroad experience and the
Erasmus programme.