A ccelerated and Effective Language Teaching and Learning WS-SLDR Árran, Drag 7 /03/2010

1. Accelerated and Effective Language Teaching and LearningWS-SLDR Árran, Drag7/03/2010 Meili Fang 方　美麗

2. Video • A question for you: How long have these Japanese students been learning Chinese?

3. This talk Background About the methodology – PA Compare to general approach PA design The value of drama/ drama steps,and video How far can students learn? / How effective ? Canit apply to an endangered language? Conclusion

4. Introduction - establish background • Wondering ... how to get Japanese learners (in Taiwan) to enjoy my class • Start with - Mandarin, a large language (Tsukuba Japan 2001-4, Imperial College and high schools UK, Ochanomizu Unverisity,2009-4) • Apply to - Hokkien, a less commonly taughtlanguage (Tokyo 2002-4, SOAS 2005-7) • Apply to - Karaim, an endangered language(Lithuania 2005, 2007) • Now – Mandarin, MA pedagogy course

5. Comparing courses • I taught or was part of teaching team for: • Japanese (in Taiwan) • Mandarin (Japan, UK) • Hokkien (Japan, UK) • Karaim (Lithuania) • PA methods were effective for smaller languages ... or more effective! less commonly taught

6. About the Methodology – ‘A performance approach’ Clear teaching goal and process The classroom is a kind of stage Rapid, measurable learning Effective materials, activities, assessment Include culture, language functions e.g. emotion Drama creation and performance Involve language speakers Generate further language learning resources

7. Differences from general approach PA’s features - (‘spiral of learning’)8 Learnability – activities, textbook, other materials Distinguish inputs from outputs Distinguish outputs from outcomes How can learners achieve these outcomes?

8. Spiral of learning Typical teaching - ‘bank savings’ Performance Approach-‘spiral’

9. PA design • Course design • Syllabus • Evaluation • Motivation • Text book 12 • Class activity • Creation of drama • Feedback • Resource creation

10. PA design • Course design • hours, classes, teachers • driven by learners’ motivations, learning styles, learning goals • Teaching materials design • TextbookTextbook • other materials (worksheets, songs, games etc) • Activity design • listening, Q & A, conversation, find out ... • drama (see later)

11. PA design 2 • Evaluationand feedback design • evaluation / assessment; continuous and varied • drama (self/group/teacher feedback) • create concrete resources that “feed back” to future learners

12. Textbook • Learnable • Sequence • Each lesson builds on next • Controlled vocabulary and structures • Topics and dialogues relevant and useful • Predictable learning • Give mileposts and confidence to learners • e.g. [Spoken Hokkien] (Fang 2006b,2009) [Spoken Chinese] (Fang 2007)

13. The value of drama • Expand learning outcome: output process • Group based – real interactions • Groups create their own characters and story • What learners do is valued • Holistic learning and assessment • Connect with culture, daily life, emotions • Can draw on local cultural approaches to drama (eg Karaim, Japanese examples) • Resource creation; this point especially for LCTL and EL

14. Drama in the classroom • A part of ‘performance approach’ • Classroom is a ‘theatre’ setting that makes interactions more authentic • Learners achieve several real outcomes • New language resources created • See video

15. Drama steps Establish parameters Set up story topics Formulate and present story Script writing, presentation, translation, correctionexample Record voices Prepare for performance Performance; video Distribute useful resource

16. How far can students learn? • Depends on course type, learner motivation, and teaching/study hours available: • Mandarin large language 2nd FL (after English); 1.5hrs×1 pw extend 15% to 25% from textbook （09, at Ochanomizu Uni） • Hokkien less commonly taught language as 3rd FL (after E, M), students with personal motivation; 3 hrs×2 pw extend 30% from textbook （500 words） • Karaim heritage language as 3rd or 4th language in intensive summer school results depend on the group

17. An endangered language situation Karaim - Turkic language spoken in Lithuania Summer courses 2005, 2007 (and others) Goals: learners to conduct basic everyday conversation. Designed for a class of different ages incl children, teenagers, and young and old adults. Focus “how to teach a language in a short time”. Course: 2-week intensive, 2 classes/day, each class 70 min, total of 20 hours; also informal afternoon activities

18. Thinking about Sami Needed Family support for language learning Willing and eager to open mouths and speak Put communication motivations first Not needed Obsessions about orthography (it’s going to be a problem whatever happens, so get on and learn the language!) Care needed Concern with funds, resources, politics Instrumental motivations may be lacking (jobs, prestige etc)

19. Thinking about Sami • Endangered language(s)? • Language “ecology” is damaged • No “full language” for resources, media etc • No pool of native speakers (some teachers etc) • Language goal state not clear or agreed • Language work dominated by linguistics!

20. Thinking about Sami • Teaching contexts Systems schools - compulsory sector (primary, high school) schools - other (eg adult night schools etc) higher education (this is where teachers typically come from) Other institutions, eg hospital Community

21. Thinking about Sami • Non-systems contexts: • No buildings, salaries, resources to make materials etc! • Competition for learners’ time • Intermittent - compressed learning then long gaps • No recognised qualifications given • teacher accreditation not required

22. Thinking about Sami • Teaching materials – - Textbook Tightly designed to goals and realistic environment - Additional resources Cultural activities Good teachers know how to use everyday objects (if they exist) Don’ t confuse with main teaching curriculum and text

23. Conclusions – PA + Drama-based learning Complex, valuable and effective(it is not traditional method + skits) Rapid, predictable, measurable, accountable, usable learning of real language Holistic (not separating listening, pronunciation, vocabulary, writing, translation, cultural aspects) Explore cultures – of target language, and of multicultural classroom We don’t have time to spend many years to revitalise a language! Moral necessity to provide best possible pedagogy

24. References Meili Fang & David Nathan. “Language Documentation and Pedagogy for Endangered Languages: a Mutual Revitalisation”. In P. Austin (ed) Language Documentation and Description. Jun 2009. London: SOAS Meili Fang. “ A Performance Approach to Language Teaching and Learning”. Invited paper at The Seventh International Symposium on Taiwanese Languages and Teaching, National Taiwan Normal University, Taipei, 6-7, September 2008. Meili Fang. “Taiwanese language teaching and development in the United Kingdom”. Invited paper at conference Taiwan Studies: British Perspectives, Academia Sinica, Taipei, December 2006. [http://www.dnathan.com/mnd/docs/Taiwanese_UK_MeiliFang.pdf]

25. ＥＮＤ 　Ｔｈａｎｋ　ｙｏｕ！