literature in language teaching sig conference, sept. 2014
Post on 19-Nov-2014
Embed Size (px)
DESCRIPTIONDate: 7th September, 2014 Place: Aichi University, Toyohashi Campus 9.am 5:30pm The heart of any balanced programme: integrating literature into a four-skills course In this presentation I will describe some methods for integrating literature into an EFL environment. Using Nation and Macalisters curriculum design principles (2010) I will describe several programmes with literature integrated in language learning. Examples from the classroom will be introduced and participants will have an opportunity to consider applications in their own contexts at the end of the session. 2 Key points - Discussion of common problems facing curriculum designers/teachers wishing to integrate literature in the language classroom - The roles of literature and the good/bad reputation of literature - Some solutions to these issues - The Nation/Macalister curriculum design principles (selected as applicable) - Some examples of materials I have developed - Advice for teachers and curriculum developers http://liltsig.org
- 1. Integrating literatureinto a four skills courseTara McIlroy!Literature in Language Teaching SIG
2. !!!!Literature Integrated Language Teaching 3. iPad commercial, 2014: Your verse! 4. Why not? Time constraints Teachers skill and experience Lack of students background knowledge Language proficiency issues 5. !Private languages university!Content-based CLT curriculum 6. Content-based classes Self-selected topic! At least 650 in TOEIC! 2 koma for 15 weeks (90 minutes per week)! 100% instruction in English.! CLT method. Focus on four skills. ! Teacher autonomy encouraged 7. Language Curriculum DesignA sensible basis to guide teaching and to helpin the design of courses rests on followingprinciples. These principles must be based onresearch and theory, and must be generalenough to allow flexibility in their applicationNation & Macalister, 2010: 37-38 8. The waterfall model!Ideal mode of curriculum design!All aspects of course, from goals down!Virtually no constraints on planning! 9. Reality!Variety of learning goals!Unbalanced skills throughtesting/washback!Multi-level classes!Weak critical reading skills! 10. ToolsMobile readingsCommunicationMultimodal support!Suitable contentScaffolding 11. Current coursesGlobal Issues Through Literature!!Poetry in English and translation!!Linguistic Creativity 12. Linguistic creativityCarter, (2004) Model of literariness!Conversation,jokes,InformationtextPoetry 13. Linguistic creativity: Course goals1 Show an understanding of creative language in EnglishStudents will be able to demonstrate some awareness of language features used in a rangeof texts. As well as becoming aware of these features, students will have some awarenessof the same poetic devices in everyday English also.2 Show an understanding of the experience of readingUsing examples from the classroom activities and other student-choice of texts, students willbe able to show an understanding of the ways that language affects the reader using thesenses such as sound, sight, taste and feeling that make up the experience of readingcreative texts.3 Apply creative methods to write and respond to textsStudents will engage with texts and respond in ways which show their understanding ofcreativity in language use. Students will write and respond creatively to their choice of text forthese activities. 14. Principle 1: MotivationAs much as possible, thelearners should be interestedabout learning the languageand they should come to valuethis learning.!Nation & Macalister, 2010 15. Interpretation Self-selection of texts to encourage autonomy Using tasks which contain built-in challenges Setting clear outcomes with expectation that canbe achieved Creating small, manageable tests to show learnersthey can be successful Rewarding efforts through publishing workbased on Nation & Macalister, p.50-51 16. Example 17. Example: quote andpicture task 18. Principle 2: The Four StrandsA course should include aroughly even balance ofmeaning-focused input,language-focused learning,meaning focused output andfluency activities!Nation & Macalister, 2010 19. MEANING FOCUSED INPUT MEANING FOCUSED OUTPUTClose readingEasy readingMultimodal inputSpoken & written reflectionsDiscussion & debateRole playsLANGUAGE FOCUSED LEARNING FLUENCY DEVELOPMENTStrategy tasksIntensive readingGroup workRepeated readingUse of simplified materialSpeed writingbased on Nation & Macalister, p.51-52 20. InterpretationLFLMFI MFOFDFour strands can be balanced in a lesson, unit or course 21. Pentametron Four-strand mini-unit Beginning with languagefocused tasks (rhythm, rhyme) Workshop style lesson includedreading Shakespearean couplets Examples of creative language ineveryday use Finished with writing owncouplets 22. Principle 3: ComprehensibleinputThere should be substantialquantities of interestingcomprehensible receptiveactivity in both listening andreading. 23. Interpretation Checking the learning burden of texts Deciding whether to have difficult words glossed Offering multimodal support that provides L1assistance Using the flipped classroom approachbased on Nation & Macalister, p.52-54 24. W.B. Yeats John Lennon 25. Billy Collins presentsanimations of his poems 26. Principle 4: FluencyA language course shouldprovide activities aimed atincreasing the fluency withwhich learners can use thelanguage they already know,both receptively andproductively 27. Interpretation Encouraging use of known language Using familiar topics and concepts Writing, reading, speaking or listening Using L1 knowledge to scaffold Simple texts for speed reading and writingbased on Nation & Macalister, p.54-65 28. People!Some people talk and talkAnd never say a thingSome people look at youAnd birds begin to sing!Some people laugh and laughAnd yet you want to crySome people touch your handAnd music fills the sky!Charlotte Zolotow 29. Principle 5: OutputThe learners should be pushedto produce the language inboth speaking and writing overa range of discourse types 30. Interpretation Short lectures are used. Student talking time isemphasised Making use of language across text types helps tovary language use (formal, informal, etc.) Genre-switching, imitating style and retelling storiesin texts all make use of this feature 31. teach a poem to a friend task 32. Principles 6,7,8,9,1020!!!!Literature Integrated Language Teaching 33. Thank youreadtothinkandlearn.tumblr.comTwitter: @taramcendo 34. ReferencesCarter. R. 2004. Language and creativity: the art of common talk. London, UK: Routledge.!Collins, B. (2012)Everyday Moments, Caught in Time. TED.com https://www.ted.com/talks/billy_collins_everyday_moments_caught_in_time!Nation, I.S.P. & Macalister, J. (2010) Language Curriculum Design. London, UK: Routledge.