English as an International Language

,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,EDF6233Theory and Practice of TESOL,Week 1,Introduction to the Unit,English as an International Language,Outline - Introduction to EDF6233,Team building (10 minutes),Writing Task (20 minutes),Student information,Main topics and how we work,Assessment policy,How we use the reader,Team- building activity (10 minutes),Form groups of six to eight members.,Find ten things you have in common,No body parts (we all have legs; we all have arms) & no clothing (we all wear shoes, we all wear pants),One person must take notes and be ready to read your list to the whole class,Writing task(Please use worksheet),Describe some of your language learning experiences. What are the implications of these experiences for your work as an English language teacher?,Please fill out the student information sheet,12 key topics discussed in the unit,English as an international language,EFL learning and acquisition,Lesson observation and planning,The communicative classroom,Effective instruction of the 4 skills,Vocabulary, grammar, content & assessment,The way we work,Experiential learning,Emphasis on modelling interaction for new meanings that matter to you,Whole-class discussion and collaborative work,Through this experiential course you should achieve,a,comprehensive overview,of theoretical concepts in the field of ELT together with their classroom implications,the ability to monitor and,analyze your own beliefs and practices,about ELT,critical thinking skills and academic discussion,ability.,Weekly lecture notes will be updated every Monday,Assessment Assignment 1,50 minutes lesson plan (2,000 words) including topic, target group, rationale, continuity, objectives, procedure, assessment & resources. Input, text and framework provided. 25% - due week 6.,Assessment Assignment 2,Reflection on key issues: 3 hours written responses to questions given by lecturer in week 9.,2,000 words on EIL, L2 learning, lesson planning, CLT, and 4 kills. 25%, submitted at the end of the session.,Show understanding of key ideas, awareness of key authors and pedagogical implications.,Assessment Assignment 3,4,000 words essay from one of the 10 topics provided: EIL implications, the 4 skills, syntax, lexis, pronunciation, CLT, content.,Your interpretation of the issue must have a clear line of argument and must be connected to your own context (ex. Discuss a problem in your context and how it can be solved). Use references in your discussion.,50% - to be submitted week 12.,Readings,Read the relevant topic before class for background knowledge and for raising questions,Basic techniques for reading,1. Before you read, examine the title and sub-headings. Decide which issue interests you the most and give more time to that issue when you read.,2. Reading for information: What is the main idea? What other content is important? (summary of content),3. Reading for rhetorical concerns: What is the authors purpose? What effect is the author trying to achieve/accomplish? (how is the author trying to affect me?),4. Read actively by way of annotation. Ask questions ex.,“What does this mean for my teaching?”,5. Decide on your attitude/position.,Take notes effectively for your study,Please refer to handout Ways to make the course most useful,Workshop outline,Activity 1 ,Sharing your perception of the role & nature of English,(pair),Activity 2 ,Reflecting on the meaning of fluency,(group),Activity 3 ,Exploring the construct nativespeakership,(whole class),Activity 4 ,What English model do your students favour?,(whole class),Conclusion -,Thinking about the intercultural speaker,Activity 1 Discussing the role and nature of English,(use handout),Activity 2 Your perception of fluency,(use handout),The concept of language competence (fluency) in academic discourse,Grammatical,keeping linguistics rules,Sociolinguistic,keeping social rules,Strategic,sustaining conversation,Discourse forming logic,Intercultural being polite in another,culture,Examining the native speaker construct,Agree or disagree?,The term native speaker conveys an undertone of authenticity and also authority,You often hear people say:,Can you get a native speaker to record this listening text?,We want to hire more native speakers.,You sound like a native speaker to me.,I can never achieve native-like proficiency.,You need a native speaker to check your thesis.,2. A native speaker without native looks may not be fully acknowledged as native speaker.,3. A non-native speaker with native looks and high proficiency of the language may gain nearly as much trust as a native speaker.,4. If you were born, grew up in Australia and speak English like the average Australian, you would be seen as a native speaker of English,5. If your mother tongue is English you are naturally a native speaker of English,6. There are unambiguous rules that allows you to decide who is and who is not a native speaker.,Definitions of native speaker,A native speaker is an ideal speaker-listener, in a completely,homogenous speech community,Chomsky, 1965:3.,Aspects of the Theory of Syntax,. Cambridge, Mass.: MIT Press.,The problem with this definition is: How large is this speech community“?,A native Speaker in general is someone who,speaks the mother tongue,language,Cambridge Dictionary,M,other tongue,is the language usually,used for communication in the family,Web definition,www.demography-lab.prd.uth.gr/european-census/Files/Bulgaria/others/censusBG.doc,The problem is:,What language is actually spoken at home is by no means obvious, since code-switching applies at home as much as anywhere else; language domains are not rigid.,Native Speaker,(,母語使用者,): A person who has learned a language from an early age and who has,full mastery,of that language.,Glossary by,Dr. Chi-Fen Emily Chen,Based on Lightbown & Spada (1999),How Language are Learned,(2nd ed.),http:/www2.nkfust.edu.tw/emchen/SLA/glossary.htm,Problem: Many immigrants have actually learned at a young age the language that is not their mother tongue and become fully competent in it. Are they native speakers?,Revisiting common definitions of What makes you a native speaker,of English,English is your mother tongue,2. You grew up in the target culture,3. You are highly proficient in English,4. You are accepted by the English speaking community,These standards, however, can become ambiguous in many contexts and sometimes do not allow you to decide who is and who is not a native speaker. For examples:,Nick was born and grew up in South Africa from a German father and an Italian mother who both speak English to him at home. He went to English speaking schools.,Are his parents native speakers?,Is South Africa considered an English speaking country?,Toyama was born, grew up, and received his entire education in the US. He does not speak well any other language. His parents speak Japanese to him at home and he responds most of the time in English.,Is English or Japanese his mother tongue?,Is he accepted by the community as a NS?,It is not useful to try to define the concept Native Speaker because,There is no absolute way to define what a native speaker is,The context of the world has changed in which English no longer belongs to native speakers,Activity 3 - Who decides which model to follow: you or your students?,(use handout),Visiting the,concept of,Intercultural Speaker,Why are there appeals to shift paradigms from the native speaker to the intercultural speaker in ELT?,Context change,1. Shift of ownership,2. Need for intercultural knowledge,3. Need for cultural diversity,1. Shift of ownership:,Large-scale migration increase cross-cultural encounters: you speak more English with non-native than native-speakers. Ownership moves from NS to NNS.,2. Need for intercultural knowledge:,A large number of immigrant language users are increasing staying outside native speakers socio-cultural values that the trend has reversed: native speakers feel the need to understand foreign values of communicate with immigrants.,3. Need for cultural diversity:,Human views of the world become diverse: different socio-cultural contexts prompts different meaning of the same phenomenon. This requires you to be open to many interpretations rather than restricting yourself to one cultural view (ex. silence may mean indifference or respect),Other reasons:,1. Setting impossible target,2. Ignore conditions under which NS and NNS learn and acquire L,3. Separating from ones own socio-cultural factors,4. Imitators of NS rather than equal social beings. (,The word native is by no means culturally or politically neutral).,5. NSs participating in NNS cultures need a different competence from that in their own country, namely knowledge attitudes and skills to maintain relationship,(Michael Bryam 1997 Teaching and Assessing Inter Communicative Competence: Clevedon: Multilingual Matter Ltd),Conclusion: The pedagogical implications of EIL,EIL means using,models from both native and non-native teachers,EIL should teach learners,strategies for coping with cultural differences,EIL should equip learners with,the ability to function well in many cultures,There is the need to,teach language relevant to learners lives,It is important to teach a wide range of,interaction including both native and non-native speakers,