This document discusses embedding multimodality and digital literacies in ESP courses. It begins by outlining the emerging needs of ESP learners in a digitally mediated world. It then defines digital multimodal composing as going beyond traditional writing to include modes made available by digital media like videos and infographics. A process-oriented genre approach is proposed where authentic genres and practices are identified, the role of multimodality is examined, and projects are designed. An example course embeds a digital video documentary project alongside a written scientific report to develop students' digital literacies.
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
English for Specific Purposes and ReadingNaj_Jandy
This document discusses reading in English for Specific Purposes (ESP). It begins by noting that reading is often cited as the easiest skill for ESP students, but is actually the most important. The document then covers the foundations and emerging perspectives of reading in ESP. It discusses how ESP initially focused on language at the sentence level but shifted to discourse analysis. It also explores textbooks and vocabulary instruction in reading. Finally, it discusses reading in an integrated skills context, including genre-based approaches and their positive effects found in research studies.
The document outlines the role of teachers in intensive reading programs and strategies they can employ. Teachers should tell students the reading purpose, give space for independent reading, and provide feedback sessions. When students have questions about vocabulary, teachers can give time limits, only answer a few words, or have students work together to find meanings. Reading lessons can practice specific skills like extracting information or reading for communicative purposes. Effective interventions for struggling readers include small group instruction, working outside the regular reading block, and intervention classrooms with emphasis on critical points.
This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
Esp and reading skill in applied linguisticsAfshan Khalid
The document discusses reading skills in ESP (English for Specific Purposes) contexts. It covers the foundations of reading in ESP, including historical perspectives and shifts from register analysis to discourse and genre analysis. It also discusses emerging perspectives on reading, including approaches that teach reading as a standalone skill focusing on sub-skills like skimming and scanning, and integrated reading approaches using genre-based instruction and portfolios. Vocabulary development is also an important aspect of ESP reading.
The document discusses several learning theories that are relevant to course design:
- Cognitive theory focuses on mental processes like thinking and problem-solving. Learning involves changing mental schemas.
- Behaviorism views learning as the formation of stimulus-response habits through reinforcement. Operant conditioning uses rewards to shape behaviors.
- Constructivism holds that learners construct their own knowledge through experience and social interaction. Learning involves problem-solving and critical thinking.
- Humanism emphasizes the affective domain and sees learners as whole persons aiming to fulfill their potential. Factors like motivation and emotion influence learning.
This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
English for Specific Purposes and ReadingNaj_Jandy
This document discusses reading in English for Specific Purposes (ESP). It begins by noting that reading is often cited as the easiest skill for ESP students, but is actually the most important. The document then covers the foundations and emerging perspectives of reading in ESP. It discusses how ESP initially focused on language at the sentence level but shifted to discourse analysis. It also explores textbooks and vocabulary instruction in reading. Finally, it discusses reading in an integrated skills context, including genre-based approaches and their positive effects found in research studies.
The document outlines the role of teachers in intensive reading programs and strategies they can employ. Teachers should tell students the reading purpose, give space for independent reading, and provide feedback sessions. When students have questions about vocabulary, teachers can give time limits, only answer a few words, or have students work together to find meanings. Reading lessons can practice specific skills like extracting information or reading for communicative purposes. Effective interventions for struggling readers include small group instruction, working outside the regular reading block, and intervention classrooms with emphasis on critical points.
This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
Esp and reading skill in applied linguisticsAfshan Khalid
The document discusses reading skills in ESP (English for Specific Purposes) contexts. It covers the foundations of reading in ESP, including historical perspectives and shifts from register analysis to discourse and genre analysis. It also discusses emerging perspectives on reading, including approaches that teach reading as a standalone skill focusing on sub-skills like skimming and scanning, and integrated reading approaches using genre-based instruction and portfolios. Vocabulary development is also an important aspect of ESP reading.
The document discusses several learning theories that are relevant to course design:
- Cognitive theory focuses on mental processes like thinking and problem-solving. Learning involves changing mental schemas.
- Behaviorism views learning as the formation of stimulus-response habits through reinforcement. Operant conditioning uses rewards to shape behaviors.
- Constructivism holds that learners construct their own knowledge through experience and social interaction. Learning involves problem-solving and critical thinking.
- Humanism emphasizes the affective domain and sees learners as whole persons aiming to fulfill their potential. Factors like motivation and emotion influence learning.
This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
This document discusses the types, characteristics, and development of English for Specific Purposes (ESP). It identifies three main types of ESP: 1) English as a restricted language for occupations like air traffic controllers, 2) English for Academic and Occupational Purposes which includes branches like English for Science and Technology, and 3) English with specific topics focused on future needs like attending conferences. Characteristics of ESP include being needs-based, content-focused, analyzing appropriate syntax and lexis, and not following a predetermined methodology. The development of ESP involved register analysis, rhetorical analysis, target situation analysis, emphasizing skills and strategies, and adopting a learning-centered approach.
This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
The document discusses the concept of language learner autonomy. It provides a brief history of how the concept has evolved from the 1980s focus on learners doing things independently to a broader understanding of learners taking responsibility for their own learning. Several models of autonomy are presented that view it as a multi-stage process moving from lower to higher levels. The relationship between autonomy, motivation, and language acquisition is also discussed based on various learning theories. Overall, the document provides an overview of the key ideas and debates around language learner autonomy.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Dysgraphia is a learning disability that affects writing abilities. It can cause problems with handwriting, spelling, and putting thoughts on paper. People with dysgraphia may struggle with organizing letters and words. It is caused by difficulties with visual-spatial processing, language processing, working memory, and the motor movements involved in writing. Common characteristics include illegible writing, inconsistent letters, mixing upper and lower case, and unfinished letters. Treatment involves practicing letter formation with eyes closed, allowing oral responses instead of writing, and providing outlines to fill in.
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
The document discusses definitions of curriculum and the history of curriculum development in Indonesia. It provides several definitions of curriculum as the subjects taught in school, a set of performance objectives, and all planned learning. It also discusses curriculum as an academic discipline and notes important points in the history of curriculum development in Indonesia from 1947 to the present day national curriculum.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
This document discusses authentic and non-authentic materials used in language teaching. Authentic materials involve real language from native contexts like newspapers and magazines. They provide authentic cultural information and exposure to real language. However, they can contain difficult vocabulary and structures. Non-authentic materials are adapted for language learning and include textbooks, workbooks and videos. They present language in an easier way and focus on specific learning objectives. Both materials have advantages depending on learner needs and the teaching goals.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
Action research, teacher research and classroom researchDniz Pleitez
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
The document provides guidance on writing subject intended learning outcomes (SILOs). It defines learning outcomes and discusses taxonomies for classifying levels of understanding, such as Bloom's Taxonomy. The document outlines steps for writing SILOs, including preparing by deciding content and knowledge type, writing draft SILOs, and revising for clarity and observability. Verbs are suggested to make outcomes concrete and assessable.
The Audio-Lingual Method and Drilling by maulida faradiladiah Cwek Tauruz
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
This document discusses several important considerations for selecting and developing materials for ESP (English for Specific Purposes) courses. It notes that materials should equip students with the knowledge needed for their future careers and should include both general and subject-specific materials. The materials must also align with cognitive theory and focus on problem-solving, while being relevant, motivating and useful for students. Proper evaluation of materials is important both before, during and after their use in a course.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
This document discusses the types, characteristics, and development of English for Specific Purposes (ESP). It identifies three main types of ESP: 1) English as a restricted language for occupations like air traffic controllers, 2) English for Academic and Occupational Purposes which includes branches like English for Science and Technology, and 3) English with specific topics focused on future needs like attending conferences. Characteristics of ESP include being needs-based, content-focused, analyzing appropriate syntax and lexis, and not following a predetermined methodology. The development of ESP involved register analysis, rhetorical analysis, target situation analysis, emphasizing skills and strategies, and adopting a learning-centered approach.
This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
The document discusses the concept of language learner autonomy. It provides a brief history of how the concept has evolved from the 1980s focus on learners doing things independently to a broader understanding of learners taking responsibility for their own learning. Several models of autonomy are presented that view it as a multi-stage process moving from lower to higher levels. The relationship between autonomy, motivation, and language acquisition is also discussed based on various learning theories. Overall, the document provides an overview of the key ideas and debates around language learner autonomy.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Dysgraphia is a learning disability that affects writing abilities. It can cause problems with handwriting, spelling, and putting thoughts on paper. People with dysgraphia may struggle with organizing letters and words. It is caused by difficulties with visual-spatial processing, language processing, working memory, and the motor movements involved in writing. Common characteristics include illegible writing, inconsistent letters, mixing upper and lower case, and unfinished letters. Treatment involves practicing letter formation with eyes closed, allowing oral responses instead of writing, and providing outlines to fill in.
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
The document discusses definitions of curriculum and the history of curriculum development in Indonesia. It provides several definitions of curriculum as the subjects taught in school, a set of performance objectives, and all planned learning. It also discusses curriculum as an academic discipline and notes important points in the history of curriculum development in Indonesia from 1947 to the present day national curriculum.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
This document discusses authentic and non-authentic materials used in language teaching. Authentic materials involve real language from native contexts like newspapers and magazines. They provide authentic cultural information and exposure to real language. However, they can contain difficult vocabulary and structures. Non-authentic materials are adapted for language learning and include textbooks, workbooks and videos. They present language in an easier way and focus on specific learning objectives. Both materials have advantages depending on learner needs and the teaching goals.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
Action research, teacher research and classroom researchDniz Pleitez
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
The document provides guidance on writing subject intended learning outcomes (SILOs). It defines learning outcomes and discusses taxonomies for classifying levels of understanding, such as Bloom's Taxonomy. The document outlines steps for writing SILOs, including preparing by deciding content and knowledge type, writing draft SILOs, and revising for clarity and observability. Verbs are suggested to make outcomes concrete and assessable.
The Audio-Lingual Method and Drilling by maulida faradiladiah Cwek Tauruz
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
This document discusses several important considerations for selecting and developing materials for ESP (English for Specific Purposes) courses. It notes that materials should equip students with the knowledge needed for their future careers and should include both general and subject-specific materials. The materials must also align with cognitive theory and focus on problem-solving, while being relevant, motivating and useful for students. Proper evaluation of materials is important both before, during and after their use in a course.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
CERLIS 2011: Students doing popular science: Visual communication in an emerg...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Nanyang Technological University: Researching Language Educationcahafner
The document summarizes research on a university project analyzing how students develop academic literacy skills through creating multimodal scientific documentaries. It describes three cases of student documentaries that investigate a startling fact, social issue, or personal problem. The document analyzes how students draw on techniques like visuals, sound, and narrative persona to engage audiences. It discusses how remixing existing materials affects originality and student voice. Creating documentaries helps students learn to communicate science concepts to various audiences and bridges skills to academic writing.
This document discusses digital storytelling at Cape Peninsula University of Technology (CPUT). It outlines two types of digital stories created - content-based stories that focus on academic topics, and experience-based stories where students reflect on personal experiences. Challenges of digital storytelling include technology issues, assessment, time constraints, and ensuring diverse literacy skills. Benefits include critical reflection, building student identity and agency, social cohesion, and engaging with diversity.
1. The document discusses using videoconferencing to connect language learners in intercultural exchanges. It allows students to directly present and discuss their different cultures with partner classes in other countries.
2. An ethnographic approach is recommended where students observe and try to understand the cultural perspectives and practices of their partner group. This helps develop intercultural communication skills.
3. Some examples of videoconferencing tasks are given, such as comparing films or customs between cultures. Guidelines stress preparing materials, allowing discussion, and following up for maximum learning.
Tech n 21st century learning presentationMagdy Mahdy
This document discusses the importance of integrating technology into 21st century education. It argues that technology should be used across all subjects to prepare students for a world dominated by technology. While technology may initially seem confusing, it can enhance learning when used appropriately. The document provides examples of technologies like PowerPoint, podcasts, blogs and online communities that can be used in engaged, student-centered ways. Educators are challenged to thoughtfully incorporate new tools and rethink traditional models of education. With guidance, technology can foster higher-order thinking skills and help students adapt to a changing world.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Eurocall 2010 panel on call and the learnerhayoreinders
This document summarizes a presentation on the changing role of the language learner in computer-assisted language learning (CALL) environments. It discusses emerging technologies that are blurring the lines between in-class and out-of-class language learning, such as social networking, mobile technologies, and digital games. Several presenters discussed topics including how these technologies can provide more opportunities for language practice outside the classroom, the need to train learners to be autonomous and self-regulated in their language learning, and the importance of incorporating learners' personal goals and motivations into CALL design.
L cutrim schmid_euline_eurocall_teacher_education_sig[1]nickyjohnson
The document describes a research study that used video-stimulated reflective dialogues to examine how English as a foreign language (EFL) teachers develop competencies for using interactive whiteboard (IWB) technology in their teaching. The study involved longitudinal case studies of EFL teachers in Germany. Analysis of classroom observations, interviews and reflective dialogues revealed that teachers developed competencies in using the multimodal resources of IWBs, managing technology-mediated interactions, and gradually introducing the new technology to manage stress. Teachers found the reflective dialogues useful for professional development and self-evaluation of their pedagogical practices.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim SchmidThe Open University
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
This document summarizes Pamela Arraras' research on the effects of telecollaboration through e-forums on language learning and motivation. The study examined high school students in Argentina and the US who communicated through online forums. Findings indicated that the project motivated students and improved their language skills and cultural awareness. The document provides lessons for setting up successful telecollaboration projects, such as training students on technology, allocating time, and ensuring participation in both languages.
Digital storytelling as an assessment toolKristi Mead
The use of rich digital media, otherwise known as digital storytelling, will enable students to actively participate in their education and connect with information in a way that traditional methods of learning simply cannot. This session will help facilitate a shift in the way teachers think about and use technology in the classroom, and about the tools used to assess students.
This presentation discusses two films that can be used in the classroom - "A Vision of K-12 Students Today" about digital natives, and "Forbidden" as an example of a filmmaking project. It notes that students spend more time on screens than reading books. The films demonstrate how technology can maximize learning by allowing students to work in their preferred media. Examples like audio books, blogs, and websites engage cross-curriculum goals. Filmmaking teaches techniques like camera angles and perspective, and allows alternative submissions for students struggling with writing.
On analyzing specialized discourse in the age of digital mediacahafner
This document summarizes a seminar on analyzing specialized discourse in the digital age. It discusses how digital media has impacted discourse analysis by creating more innovation, multimodality, intertextuality, and diversity. It also notes challenges like less generic stability and rapid developments. The document examines issues for discourse analysis like context, text, interaction and ethics. It provides an example analysis of video methods articles from the journal JoVE, exploring questions about data collection and emerging practices.
Apresentação no ICERI 2017 (10th Annual International Conference Of Education, Research And Innovation)
Tema 1: Teacher, May I use Facebook in Classroom?
Tema 2: The dialogical feedback of a Brazilian Teacher in a Inclusion School
Teaching Competency using Technology based Lessons.pptNamitaSahare
This document outlines technology-based lessons presented by Prof. N. S. Sahare on various dates from 2017 to 2024. It discusses how technology enhances literacy and learning by accommodating different learning styles and encouraging collaboration. Some benefits of technology in the classroom include keeping students engaged, providing instant feedback, and preparing students for the future. Effective use of technology creates new learning experiences for students rather than just replicating old methods. Examples provided include using multimedia tools like PowerPoint and video to teach various subjects in an interactive way.
Similaire à Multimodality and digital literacies in ESP courses (20)
Digital multimodal composing: How to address multimodal communication forms i...cahafner
This document discusses digital multimodal composing (DMC) in English language teaching. It begins by outlining how digital tools have changed communication and the skills needed for language learning. DMC is then defined as going beyond traditional writing to include other modes made possible by digital media, like videos and infographics. The benefits of DMC are that it meets real-world communication needs, engages students, and increases autonomy. However, some argue it could distract from language learning. A case study from a Hong Kong university is presented where students produced scientific videos and reports. The project was scaffolded over several weeks and assessed composition and language use. Analyzing model documentaries helped address multimodality and rhetorical strategies.
'Powerful' and 'powerless' language in oral advocacy at law schoolcahafner
A presentation given at IPra 2019 - the biennial meeting of the International Pragmatics Association - held at the Polytechnic University of Hong Kong.
Learning the Language of the Law, 2016: The art and science of advocacycahafner
A conference presentation given at the 'Legal English in Hong Kong' Symposium: 'Learning the language of the law: An interdisciplinary symposium for legal and language practioners' held on Dec 2, 2016
Learning the Language of the Law, 2016: Promoting effective legal communicationcahafner
A conference presentation given at the 'Legal English in Hong Kong' Symposium: 'Learning the language of the law: An interdisciplinary symposium for legal and language practioners' held on Dec 2, 2016
CUHK 2016 An interdisciplinary project to develop a digital multimedia resour...cahafner
This is a presentation given at the Conference on Teaching and Learning in Law held at the Chinese University of Hong Kong's Faculty of Law in June 2016
CRILL 2016: Spoken interaction in an academic legal context: The discourse of...cahafner
This is a presentation given at the Law, Language and Communication conference organized by the Centre for Research in Language and Law (Naples 2) and held in Caserta in May 2016.
AILA Creating spaces for autonomous learning in an EST coursecahafner
A presentation given at the 17th World Congress of the International Association of Applied Linguistics. The presentation describes a project-based course design for a course in English for Science and Technology at a university in Hong Kong. In particular, it examines some of the opportunities for autonomous learning created through this design.
This document discusses remix culture and its implications for student voice in digital multimodal compositions. It defines remix as combining existing materials to create something new. While remix allows creative appropriation, it also risks students copying content without transforming it. The document examines student projects in an English for science course involving digital videos. It finds that effective remix uses resources in hybrid, layered, and intercultural ways to construct new meanings consistent with students' messages. However, remix may compromise student voice if it lacks original sourcing, hybridity, or creative labor. Educators must guide how students leverage remix to promote, not limit, their voices.
Hong Kong University: Structure and Agency in Learning Spacescahafner
This document summarizes a study on the design of an English for Science and Technology (ESP) course. It discusses how principles of constructionist learning environments (CLEs) were applied to the course design. Specifically, the ESP course project provided (1) an interesting problem-based project space, (2) exposure to related cases, (3) information resources for research, and (4) cognitive tools for project development. Students also had opportunities for (5) collaboration and conversation through group work, blogging, and sharing their work on YouTube. The study found that providing these elements in a CLE framework helped students invest in language learning for real-life purposes relevant to their disciplinary communities.
Digital literacies: The future of course design in English for Science and Te...cahafner
This is a presentation that was given at the joint conference held at Polytechnic University, Hong Kong in December 2012: The 1st International Conference of the Chinese Association for ESP & The 4th International Conference on ESP in Asia.
Code switching between peers in a project-based English for science course at...cahafner
This is a presentation that was given at The 18th Annual Conference of the International Association for World Englishes, held in Hong Kong and Guangzhou, China.
CERLIS 2011: Creativity in a hybrid genre: The case of the multimedia scienti...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Liberal Approach to the Study of Indian Politics.pdf
Multimodality and digital literacies in ESP courses
1. Multimodality and digital literacies in
ESP courses
Christoph A. Hafner
Department of English, City University of Hong Kong
Plenary Presentation for Taiwan ESP Association
Multimodality Workshop, November 3-4, 2018
5. Overview
1. Emerging needs of ESP learners
2. Digital multimodal composing
3. A process-oriented, genre-based approach to
digital literacies in ESP courses
6. What do you mean by English for Specific Purposes?
7. Emerging needs of ESP learners
The role of digital media in contemporary
communication
9. Scientists urgently need to be able to
speak with clarity to funders, policy-
makers, students, the general public, and
even other scientists.
I’d like to try a playful experiment. Would
you be willing to have a go at writing your
own explanation of what a flame is – one
that an 11-year-old would find intelligible,
maybe even fun? The Centre for
Communicating Science is looking for new
ways to light up people’s minds with
science, and you might point the way.
We’ll try out the entries on real 11-year-
olds and see which work best. (Alda, 2012,
p. 1019)
10.
11. Some other examples
• Crowdfunding proposals (Mehlenbacher, 2017)
– Hybrid genre, aimed at multiple audiences
• Academic blogs (Blanchard, 2011; Luzón, 2012, 2013)
– Writing for a diversified audience
– Interacting with and responding to that audience
12. Additional forms of expression
JoVE began in response to a
universally experienced problem
within the world of biomedical
science: today only 10-30% of
published scientific articles can be
successfully reproduced. As a result,
scientists and researchers around
the world end up spending months
and years of time, effort, and
funding simply trying to replicate
the findings of other labs instead of
advancing toward new discoveries.
(www.jove.com, emphasis in
original) Journal of visualized experiments
13. How a protocol is being executed is being captured visually.
So there is like no mistake on how it is being done,
especially if, say, if we’re doing micro-injection of DNA into
eggs, okay, how do you handle the pipette? How deep do
you penetrate it? So there’s lots of finer details which are
being sort of captured visually (…)
(Interview with biologist at City University of Hong Kong)
14. Another example
• The Article of the Future (Pérez-Llantada, 2013)
– ‘More dynamic’ and ‘user-friendly’ with ‘enhanced
elements’
– Did not affect ‘actual text-composing and reception
practices’
15. ‘The ability to produce and
understand text-visual
interrelations is now an
essential component of an
academic literacy.’ (Hyland
& Hamp-Lyons, 2002, p. 8)
‘In fact, it is now no longer
possible to understand
language and its uses
without understanding the
effect of all modes of
communication that are
copresent in any text.’
(Kress 2000, p. 337)
17. A definition
• Digital multimodal composing in ESP classes
means going beyond traditional writing forms
to include other modes made available by
digital media.
Digital videos Infographics Posters Brochures
Academic
text/image
interaction
18. Benefits of DMC
• Meets the real-world needs of learners in a digitally mediated world;
• Enhances state-of-the-art language teaching strategies like task-
based language teaching and learning, by allowing for the easy
integration of multiple skills;
• Engages students with authentic audiences, providing real-world
motivation;
• Is ‘voice-enhancing’ and can ‘embolden struggling writers to express
themselves’ (p. 82);
• Heightens genre awareness as a result of transformation processes
that occur in the composition process;
• Increases learner autonomy and encourages independent language
practice.
(Belcher, 2017)
19. The controversy
• Does DMC ‘distract’ learners from the ‘real’
work of language learning?
20. Distracting or motivating?
Candy: At the beginning of the video, we want to attract
concentration on the video. So introduction is –
we make a lot of effort on it.
Lindsay: Would you make the same effort if you were just
doing a stand-up presentation with PowerPoint?
Jane: Probably not.
Candy: No. Introduction is not that important maybe in
PowerPoint, maybe the information, maybe the –
in the middle of your presentation, is the main
point, so introduction is not that important. (Focus
group: Phase 2)
22. Background and context
• University course in English for science students
– Applied Biology
– Applied Chemistry
– Applied Physics
– Architectural Studies
– Computing Mathematics
– Environmental Science and Management
– Surveying
23. English for science project
A. Digital video project
B. Written scientific
report
English for
science
project
A1. Reading/data
collection
A2. Scripting/
storyboarding
A3. Performing/
recording
A4. Editing
A5. Sharing
B2. Writing
B1. Reading/
outlining
B3. Editing/
proofreading
26. Addressing
multimodality by
analysing ‘models’
• BBC documentary
• Al-Jazeera documentary
• Student documentary
Rhetorical
strategies
Linguistic
analysis
Narrative
images
Conceptual
representations
Offer and
demand
Camera angle
Visual
coherence
27.
28.
29.
30. Scaffolding the project
• Week 2, students to form groups for scientific
documentary;
• Week 4, data collection for scientific documentary
complete;
• Week 5, script complete;
• Week 7, final video uploaded and shared through
YouTube.
• Week 11, students to submit a draft scientific
report for individual feedback
31. Negotiating consent
In order to protect privacy in these online
environments, we ask that you follow these
terms of use for online learning on GE2401. In
particular, you agree that you will:
• Only use your first name in our writing;
• Only post pictures of people if you have
asked for their permission;
• Be responsible and sensible in our writing;
• Be positive and constructive in our
comments;
• Respect other users’ opinions and advice;
• Post only original works (for all text types
and files);
• Respect intellectual property; and
• Be responsive and open to opinions and
advice.
35. The challenge of attention
The first impression of audience is the critical point
to determine the success of a good documentary
since if the audience’s attention cannot be attracted
at the beginning, they will have no interest to
continue to watch the video even the information is
rich and constructive. I agree with t01_john. He said
that visual stimulation would be the easiest way to
make them remember the video. [Student blog post,
October 7th, 2009 at 11:22 pm]
36. The challenge of multimodality
I think the most challenging thing is how to give
an attractive and interesting present[ation]
because we use lots of method involved in our
video. For example, use pictures, use a narrator,
stand in front of the camera for speaking and use
music or many, many elements we involved in
order to give a whole product to make it more
interesting. [Student focus group interview]
37. Thinking about multimodality
• Moving images and animation
• Charts and tables for scientific data
• Subtitles
• Different camera angles and lighting,
• Background music
• Sound effects
• Interesting locations
• Interesting participants
• Facial expression
38. 3 Cases and rhetorical devices
• Investigation of a startling fact
– Did you realize there is a blind spot in your eye?
• Investigation of a social issue
– Why does the cafeteria food taste so bad? Is it only
the taste, or is it the smell as well?
• Investigation of a personal issue
– Why can’t I taste this orange juice? Is there
something wrong with me?
48. Student identity
• Student as ‘reporter’
• Narrator role is more prominent, with an on-
screen narrator (the reporter), who appears at
various points throughout the documentary
• Watch for intertextual references and use of
sound
52. Student identity
• Student as ‘traveller’ on a ‘journey of
experiment’
• Narrator role is prominent, the narrator is a
part of the action as in a first person
documentary
• Watch for the range of visual information and
effective use of sound
56. TRANSFORM
Video documentary
Scientific report
For a public audience
To educate and entertain
Student as...
• Scientist
• Reporter
• Traveller
• Secret Agent
For a specialist audience
To inform and persuade
Student as scientist
57. Key questions
• For each genre:
– What content is appropriate?
– How should it be organized?
– How should it be expressed through lexical,
grammatical and multimodal resources?
– How actively can I engage with the audience?
– How forcefully can I present my stance?
59. Establishing novelty
Do you know what the
problem of light pollution
is?
Pun and So (2011) present
the night-sky brightness
taken at 199 distinct
locations in Hong Kong
and state that the light
pollution in Hong Kong is
severe. However, they do
not further investigate the
problems of light pollution
and the relationship
between light pollution and
other parameters.
61. Methods
We have organized a group
of special agents to search
for the answer. … We have
selected four locations for
our study, including Sai
Kung, a countryside, Mong
Kok and Causeway Bay,
urban areas, and Sha Tin, a
new town.
Four locations
including Causeway
Bay, Mong Kok, Sha
Tin and Sai Kung,
were selected for this
study because they
show different degrees
of urbanization.
63. Presenting results
Narrator: Causeway Bay is also one
of the Hong Kong’s major shopping
districts. As there are many indoor
shopping campuses such as Times
Square and Sogo, many tourists will
live there…
Do tourists living in Causeway Bay
think that light pollution is a great
problem?
The light intensity in Causeway Bay
is 550 LUX.
Fig. 3 shows the average
scores given by residents to
assess the negative impact on
their daily life by light pollution
in the daytime.
65. Interpretations and claims
Host1: Attractions should
be lightened up. Tourists
love light. They enjoy to
discover more about the
city.
Fig. 3 and 4 suggest
that in reality, greater
light pollution may not
be perceived as
leading to more
discomfort.
68. Digital tools used
• Communication tools
– Facebook groups
– WhatsApp messenger, Facebook messenger
– Email
• Collaboration tools
– Google Drive
– Dropbox
70. Why choose English?
• As a convenient input language
• As a conscious choice, for practice
• When focusing on the academic task
71. English for practice
Well, maybe it is because Billy’s English is really
good [laughs] and then I know his English is good
and he will willing to understand what I mean and
reply me in English. So I use English…
(Gina, G11 interview)
72. Why choose Chinese?
• To offer a speedy exchange of views and
creative ideas or quick clarification
• Searching for web-based information
• Using Chinese as an act of identity
75. Learning
4:31pm Zhang
I need grammatical checker !
SCript : After having a breif Idea about the 起源 [origin] of the cathedral
Shouldn't We take a look on the 整體佈局 [overall structure] of the Churc?
4:34pm Rafaela
Brief
Origin
erm
A bit weird
Just say Let's look at
[…]
4:37pm Zhang
.....
I need full sentence
[…]
4:44pm Zhang
?!???!???!??AM I CORRECT ?!??
[…]
After having a breif Idea about the origin of the cathedral
Shouldn't We take a look on the elementary design of the Church?
77. The process of course
development
English for science
project
Year 1
• Group presentation (ppt) for the class
• Written report
Year 2
• Group digital video documentary for the public
• Written report
78. Embedding ‘digital literacies’
Problem:
There’s no space in
the curriculum for
digital literacies and
multimodality
Solution:
Embed the digital
tools and
multimodal
practices alongside
traditional tasks
Embedding digital literacies is ‘an approach to the use of digital media in
language education, in which digital literacy practices are embedded alongside
more traditional literacy practices, as one element of the course design’ (Hafner,
2014, p. 682)
79. What role do digital tools play in the texts, processes and
practices that we want our students to master?
80. A three-step process
1. Identify and situate authentic genres and
practices
2. Examine the role of multimodality and digital
tools
3. Design projects, tasks and materials
81. STEP ONE
Identify and situate
authentic genres and
practices
a) Communities
b) Audiences
c) Processes and products
82. STEP TWO
Examine the role of
multimodality and
digital tools
a) Ways of meaning
b) Ways of relating
c) Ways of being
d) Ways of thinking
e) Ways of doing
83. STEP THREE
Design projects, tasks
and materials
a) Context analysis
b) Model analysis
c) Guided composition
d) Extended composition
e) Comparison
84. How might you embed multimodality and
digital literacies in your course?