Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective.
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Plenary address at the Hokkaido 2012 ALT Skill Development Conference (Hotel Lifort Sapporo).
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Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective.
- 1. December 6, 2012 @ Hotel Lifort Sapporo Roles of ALTs and JTEs for a successful team-teaching relationship —From a second language acquisition perspective— Ken Urano, Hokkai-Gakuen University 1
- 2. Before we begin... • Please consider this talk as a proposal, rather than a lecture. • Your questions and comments are welcome at any time. 2
- 3. About me... • I’m a teacher of English. • I’m a researcher in second language acquisition. 3
- 4. About me... • I’m a teacher of English. • I’m a researcher in second language acquisition. 4
- 5. Researchers’ roles, teachers’ roles • Researcher • Making guidelines • Teacher • Adapting the guidelines 5
- 6. What we know from research 6
- 7. We know... • Importance of input • No input, no language learning 7
- 8. Importance of input • Limited input sources • Outside the classroom • Textbook • Teachers’ role as a main source of input 8
- 9. What about output? • Output is also important, but • Input is crucial. Input (Listening/Reading) Output （Speaking/Writing) 9
- 10. What about output? • Output is also important, but • Input is crucial. X Input (Listening/Reading) Output （Speaking/Writing) 10
- 11. But... 11
- 12. Not all input is good. 12
- 13. It’s Greek to me! http://www.flickr.com/photos/dnevill/2402430135/ 13
- 14. Comprehensible input 14
- 15. By the way... 15
- 16. I have two daughters. 16
- 17. My daughters’ conversation yesterday MSR: こんどパフェ食べにいくって！ We’re gonna eat some parfait! AKR: パフェ？ Parfait? MSR: こんどアイス食べにいくって！ We’re gonna eat some ice cream! AKR: アイス！ Ice cream! 17
- 18. Even a 6-year-old knows how to adjust her talk 18
- 19. Speech adjustment • Caretaker speech • a.k.a. motherese, baby talk, etc. • Foreigner talk • Teacher talk 19
- 20. Question 20
- 21. Question How do you adjust your speech? 21
- 22. We know... • Language learning takes place • When learners understand the meaning of the input, and • When they pay some attention to the form, • At the same time. 22
- 23. Form-meaning mapping 23
- 24. Gestures & visual aids 24
- 25. Gestures & visual aids Statue of Liberty 25
- 26. Gestures & visual aids http://www.flickr.com/photos/philofphotos/249220155/ 26
- 27. Gestures & visual aids • They are useful, but • They need to be used with caution • Because students may not pay attention to the form. 27
- 28. Gestures & visual aids Statue of Napoleon http://www.flickr.com/photos/zigazou76/3593523470/ 28
- 29. Gestures & visual aids Statue of King Kamehameha http://www.flickr.com/photos/irenetong/2570306240/ 29
- 30. Gestures & visual aids Statue of Liberty 30
- 31. Gestures & visual aids Statues 31
- 32. To simplify or not to simplify... 32
- 33. To simplify or not to simplify... • Everybody knows that Mike is diligent. Suppose your students don’t know this word. 33
- 34. To simplify or not to simplify... • Everybody knows that Mike is diligent. hard-working 34
- 35. Simplification • Replacing difficult items with easy ones. 35
- 36. Simplification • The girl who is wearing blue jeans is my sister. There is a girl over there. She is wearing blue jeans. That’s my sister. 36
- 37. Simplification • Generally improves comprehension, but • Takes away the chance to learn a new item. 37
- 38. Instead of simplifying... 38
- 39. Elaborate! 39
- 40. Elaboration • Giving additional information to improve comprehension without removing the difficult item. 40
- 41. Elaboration • Everybody knows that Mike is diligent, I mean, hard- working. 41
- 42. Or... 42
- 43. You can interact! 43
- 44. Interaction • Everybody knows that Mike is diligent. Do you know what diligent means? (No.) It means hard-working. So, everyone knows Mike is hard- working. 44
- 45. We know... • Simplification improves comprehension, but it does not help language learning. • Elaboration does both. • Interaction does both, too. 45
- 46. Feedback 46
- 47. We know... • Students need to pay some attention to form. • Providing corrective feedback helps increase their awareness. 47
- 48. Feedback options • +/- Explicit • +/- Correction 48
- 49. Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction Explicit + 49
- 50. Clarification request S: I go to the library yesterday. T: Pardon? 50
- 51. Recast S: I go to the library yesterday. T: Oh, you went to the library yesterday. Did you borrow any books? 51
- 52. Repetition S: I go to the library yesterday. T: “I go to the library yesterday”? S: Oh, I went to the library yesterday. 52
- 53. Elicitation S: I go to the library yesterday. T: Yesterday, you ... S: ... went to the library. 53
- 54. Metalinguistic clues S: I go to the library yesterday. T: It’s about yesterday, so what tense do you have to use? S: Past tense. I went to the library yesterday. 54
- 55. Explicit correction S: I go to the library yesterday. T: It’s about yesterday, so you have to use the past tense went. S: OK. I went to the library yesterday. 55
- 56. Summary 56
- 57. Summary • Importance of comprehensible input • Elaboration and interaction to enhance form-meaning mapping • Corrective feedback to increase awareness 57
- 58. My last question 58
- 59. My last question • How will you incorporate today’s ideas into your teaching? 59