Pedagogy

Permanent URI for this collectionhttps://hdl.handle.net/10125/6040

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The effect of planning in L2 Spanish oral narratives
(1995) Ortega, Lourdes
This study reports on an experiment in which a group of 14 American learners of Spanish as a foreign language performed two monologic production tasks with and without time for planning. Several hypotheses were tested concerning language complexity, grammatical accuracy, lexical complexity, and degree of fluency. As predicted, it was found that learners produced more complex, but not more accurate, language when given planning time. The results support the claim that planning is a task condition that can be manipulated in second language (SL) tasks so as to foster more developed interlanguage (IL) use in the short term.
Cultura-Inspired Intercultural Exchanges: Focus on Asian and Pacific Languages
(National Foreign Language Resource Center, University of Hawaiʻi at Mānoa, 2014) Chun, Dorothy M.
Although many online intercultural exchanges have been conducted based on the groundbreaking Cultura model, most to date have been between and among European languages. This volume presents several chapters with a focus on exchanges involving Asian and Pacific languages. Many of the benefits and challenges of these exchanges are similar to those reported for European languages; however, some of the difficulties reported in the Chinese and Japanese exchanges might be due to the significant linguistic differences between English and East Asian languages. This volume adds to the body of emerging studies of telecollaboration among learners of Asian and Pacific languages.
The Envisioning Project-Based Language Learning MOOC
(National Foreign Language Resource Center, 2020-04-24) National Foreign Language Resource Center; Tschudi, Stephen
The Envisioning Project-Based Language Learning MOOC aims to offer course participants basic information about project-based language learning (PBLL), which refers to a scheme of curricular design for learning world languages based on established principles and practices of high-quality project-based learning as described by pblworks (Buck Institute for Education). The learning outcomes targeted in this course are: -identify essential features of high quality project-based learning (PBL) project designs -identify key concerns of project-based language learning PBLL compared to PBL in other disciplines -describe sources for project ideas -identify the three dimensions of “authenticity” in projects -craft an effective “driving question” (challenging question or problem) -generate multiple project ideas and test them using the Product Square, aligning product, audience, partners, and purpose -anticipate "Need-To-Knows" for a project's content, skills, and management The content in this exported Moodle course is licensed to you by the author, the National Foreign Language Resource Center at the University of Hawai‘i, under a Creative Commons BY-NC-SA 4.0 license. This means that you are free to reuse this material as-is, or to edit it to create a derivative product, as long as (1) you include accurate and appropriate attributions (as seen below) on pages of this or any derivative product; (2) you use this product or offer any derivative product only for noncommercial purposes, i.e., you are not permitted to profit from this product; and (3) you grant the same license and usage rights to any users of any product derived from this one. In order to use this material, you will: 1. Ask your Moodle administrator to create a course space for the MOOC; 2. Use Moodle's Import function in the course space to draw this content into your course (see gear icon on main course page, use "Restore"); 3. Edit course content and course settings to suit your needs (this might include adding or deleting material). As an example, if you do not anticipate your participants being able to take part in online discussions, you may wish to delete or hide the discussion forums in the course; 4. Enroll learners and run the MOOC.
Singing Our Way to Well-Becoming
(National Foreign Language Resource Center, 2016-12-02) Murphey, Tim
Well-being is a state of general “wellness” which can make us lazy in our efforts to improve the world. I have proposed “well-becoming” as a more active, procedural way to conceptualize the quest for well-being. Inspired by a colloquium recently in Finland I wish to explore how we can “well be-love” or do “well be-loving,” in a Barbara Frederickson positive psychology way that enhances our health and happiness as she describes in her book Love 2.0 (2013). I believe that one of the ways that this happens in my classes is through singing short songlets, with call and response routines, which begin as speed dictations that students help each other with and then turn into short conversational routines. I will be singing with the audience several songlets which basically answer some our most enduring questions in our lives and whose answers give us guidance and hope: How are you? How do you have a good life? How do you succeed? What do you like? What do you love? Who do you love? What should we notice? What is good advice? These can then become call and response short conversation with our students. I will have further documentation about the benefits of singing from a variety of disciplines.
Developing Courses in Languages for Specific Purposes
(2015-05-19) Trace, Jonathan; Hudson, T.; Brown, J.D.
The goals of most foreign language (FL) instruction in higher education within the United States are built around three main components: (a) the acquisition of the knowledge of language skills for general communication use; (b) exposing learners to other cultures and ideas; and (c) fostering an appreciation of differences in cultures and ways of thinking. While each of these are certainly noble outcomes and likely meet the needs of the majority of university level FL learners, they remain quite broad in terms of what it is a learner will actually be able to do with the language once they have left the classroom. This is especially true for those of us faced with learners who have specific and sometimes immediate language needs that require more than generalized or dispositional knowledge alone. For these learners, Language for Specific Purposes courses provide an invaluable alternative or supplement to general language courses.
Practical Assessment Tools for College Japanese
(2013-10-10) Kondo-Brown, Kimi (Ed.); Brown, James Dean (Ed.); Tominaga, Waka (Ed.)
Practical Assessment Tools for College Japanese collects 21 peer-reviewed assessment modules that were developed by teachers of Japanese who participated in the Assessments for Japanese Language Instruction Summer Institute at University of Hawai`i at Mānoa in summer 2012. Each module presents a practical assessment idea that can be adopted or adapted for the reader’s own formative or summative assessment of their Japanese language learners. For ease of use, each module is organized in approximately the same way including background information, aims, levels, assessment times, resources, procedures, caveats and options, references, and other appended information.
Ideal Classmates and Reciprocal Idealizing
(2013-04-08) Murphey, Tim
FULL TITLE: Ideal Classmates and Reciprocal Idealizing through Critical Participatory Looping (CPL) in Socially Intelligent Dynamic Systems (SINDYS) Tim Murphey describes an easy action research/activity done in the spring of 2012 with 488 students in four Tokyo area Japanese universities. It had a big impact on the students and could easily be replicated in other classrooms, in almost any school situation. Murphey’s Tokyo research group asked students the following question: #39 Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably? いっしょに親しく英語を学ぶクラスメートのグループがどのようなものかを想像して書いてみて下さい。より上手に楽しく助け合って学ぶにはどうすればいいでしょうか。 Their answers were so interesting that the researchers first compiled them anonymously on a handout and gave them back to each class for discussion. Then the 488 comments were coded into 16 descriptors and looped back to the same students a month later to ask if these indeed were important, if their classmates were doing them, and if they were doing them. The positive results can be understood partially through the field of Appreciative Inquiry, emotional contagion (Hatfield, et al., 1994), the altruistic turn, dynamic systems theory, and critical participatory looping. Teachers will be given practical ideas for doing these and similar things in the classroom. In the meantime, Tim dares to ask you (and dares you to ask others!) “What do people do to help you have a great day and a meaningful life?”
Present Communities of Imagination (PCOIz)
(2012-04-16) Murphey, Tim
Using group dynamics as an umbrella term for overlapping literatures on community, cooperative, and collaborative practices, I introduce the concept of PCOIz which might help teachers to better conceptualize their classes and the time-frame influences on their students. I position PCOIz as complementary to but different from communities of practice and imagined communities, and in some ways overlapping, with an emphasis on imagining and re-imagining. Using the Wicked Eyebrows figure below, we look at how teachers can systematically organize activities to look at students’ pasts, presents, and futures. I also present several mixed method studies done in Japan which indicate that PCOIz, when well developed, can nurture the aspirations, resilience, learning strategies, beliefs, motivations, and possible selves of its members through critical dialogue and collaboration.
Inviting altruistic agency among students
(2011-10-07) Murphey, Tim
Agency is normally understood as the capacity to act, to have a degree of self-determination and control over one’s self and the world. Altruistic agency is being able to act so that others might themselves have more agency and better chances to be self-determined even though it might mean we have less. While teachers seem to have such altruistic agency to varying degrees (as they attempt to agentize their students with knowledge and understandings that can change the world), it can also be stimulated in students themselves in such a way that they help each other learn more effectively. I will be looking at activities to encourage students to be more helpful to each other so they can learn in a more dynamic environment and be resources for each other in many ways. I will also look at external media and how it might also be used to create more altruistic agency. Angeles Arrien said, “I think the human spirit always wants to make a contribution. And I don’t think there are enough invitations” (Briskin et al, 2009:156). So how can our classes and teaching be more invitational?
The role of consciousness in second language learning
(2011-09-30) Schmidt, Richard
Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.
Using surveys for understanding and improving foreign language programs
(2011-08-09) Davis, John McE.
The goal of this guide is to help language educators develop surveys that produce useful information for evaluation in language programs. To that end, survey methods are situated within a method of evaluation that emphasizes use and usefulness (Norris & Watanabe, 2011; Patton, 2008). This approach is explicitly geared to ensure that evaluations impact programs in the ways stakeholders desire. By undertaking survey methods in this way, people who do evaluation in their programs will be more likely to use survey findings for understanding and improvement.
Online Cafés: Intercultural Learning Communities
(2010-09-21) National Foreign Language Resource Center
This 25-minute video describes the Online Cafés project, in which language educators have worked together to design online cafés in which language learners in different locations can engage in intercultural exchange and language practice. The Online Cafés project is an adaptation of the Cultura model for intercultural exchange developed at MIT. Cultura offers ways for language teachers to access the “silent language of culture” (Edward T. Hall) by having their students engage in online intercultural exchanges with speakers of the target language. The Online Cafés project is an adaptation of the Cultura model for intercultural exchange developed at MIT. Cultura offers ways for language teachers to access the “silent language of culture” (Edward T. Hall) by having their students engage in online intercultural exchanges with speakers of the target language. To learn about the background of the project, read an introduction to Cultura and explore the Cultura community site. The Cultura site also has a resource for creating your own exchange.
Young learner development with co-learning adults
(2010-03-05T20:28:33Z) Murphey, T.
>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< If we just depend on occasional lessons in schools, we are not realizing the potential of our everyday learning environments for allowing young learners to learn not only foreign languages but also “learning how to learn.” Parents and regular primary school teachers can help young learners learn and reinforce occasional lessons from language informants. When primary school teachers and parents model good learning strategies, they teach more valuable simply the language, they model “learning how to learn.”
Agency and student voice
(2010-03-01T21:30:31Z) Murphey, T.
>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< In this video, Dr. Murphey explains how listening to what students say works and doesn't work in their own second-language education can be of great value not only to educators, but also to students themselves. Featured is an engaging YouTube video of Japanese learners of English delivering a “wish-list” of more student involvement in an improved Japanese educational system.
Hoping and Language Learning
(National Foreign Language Resource Center, University of Hawai‘i, 2009) Murphey, T.
>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< To what degree do our methods provide productive pathways and confidence to aid our language learners? Tim Murphey discusses the importance of fostering language learners' hope, agency, imagined selves, and communities motivation and ways to do so.
Shadowing and summarizing
(Second Language Teaching & Curriculum Center, University of Hawai‘i, 2000) Murphey, T.
>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< Shadowing and summarizing are deceptively simple tasks that can greatly enhance learning. This video shows an actual class going through shadowing and summarizing activities and learning to use them in a variety of ways. There are also explanations of the rationale and background to help teachers grasp the value inherent in shadowing and summarizing. Murphey has presented shadowing and summarizing at numerous teacher workshops internationally and at several TESOL conventions. Video is encoded with DivX, you may download a free DivX video viewer for viewing the videos in our collection at http://www.divx.com/en/products/software/windows/divx (Windows) or http://www.divx.com/en/products/software/mac/divx (Mac).
Motivation for learning foreign languages
(Second Language Teaching & Curriculum Center, University of Hawai‘i, 1996) Schmidt, R.
An informative and entertaining discussion of several studies of the role of motivation in second and foreign language learning.>>>You may download a free DivX video viewer for viewing the videos in our collection here: http://www.divx.com/en/products/software/windows/divx [DivX for Windows] or http://www.divx.com/en/products/software/mac/divx [DivX for Mac]
Mind, language, and epistemology: Toward a language socialization paradigm for SLA
(Second Language Teaching & Curriculum Center, University of Hawai‘i, 2001) Watson-Gegeo, K.
Karen Watson-Gegeo’s plenary talk, presented at the 4th Pacific Second Language Research Forum (PacSLRF) conference, lays out the issues involved and argues for a language socialization paradigm for second language acquisition that is consistent with and embraces new developments in second generation cognitive science, first language acquisition studies, cognitive anthropology, and human development research. Video is encoded with DivX, you may download a free DivX video viewer for viewing the videos in our collection at http://www.divx.com/en/products/software/windows/divx (Windows) or http://www.divx.com/en/products/software/mac/divx (Mac).
LSEV: Learner self-evaluated videos
(Nanzan University, 1996) Murphey, T.; Kenny, T.
>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< Regularly videotaping students’ conversations for them to analyze gives holistic data from which the students can learn and improve. LSEV: Learner Self-Evaluated Video shows teachers an innovative use of technology that enhances classroom interaction, increases students’ ability to observe and control their learning, and provides teachers with rich data so they can teach to their students’ needs and levels. This video presents a detailed procedure that teachers can follow or modify, details about equipment, and the rationale behind LSEV’s success. LSEV has been the subject of numerous articles, a book chapter, and a TESOL Convention presentation. Video is encoded with DivX, you may download a free DivX video viewer for viewing the videos in our collection at http://www.divx.com/en/products/software/windows/divx (Windows) or http://www.divx.com/en/products/software/mac/divx (Mac).
Integrating language and content instruction
(Second Language Teaching & Curriculum Center, University of Hawai‘i, 1996) Curtain, H.
[no description available]

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