Masters in Teaching English

MEEF 2 Anglais, ESPE Nice 2014-5

Semester 1 VM2ANS3 1.1 VMAN31 Disciplinaire!

VMAN311 Litté Pernelle

VMAN12 Civi Massip

VMAN313 Grammaire Merle

1.2 VMAN32 Didactique!

VMAN321 McClure

VMAN322 Pertegas

VMAN323 Bessière

1.3 VMAN33 UE3 Culture commune

VMAN330 Culture commune ESPE instructors

VMAN331 GOAL Whyte

1.4 VMAN34 UE4 Mise en situation professionnelle

VMANG341 Stage Whyte

VMAN31 Disciplinaire !

VMAN311 Littérature Béatrix Pernelle

VMAN12 Civilisation Nathalie Massip

VMAN313 Grammaire Jean-Marie Merle

!

• for students who do not already hold an M2 in language education or languages

• literature (October)

• civilisation/grammar Thurs 13-15h (Oct-Dec)

VMAN32 Didactique

!

VMAN321 McClure

VMAN322 Pertegas

VMAN323 Bessière

!

• for all student teachers

• November - 5 weeks

• Wednesday & Friday

VMAN33 Culture commune

!

VMAN330 Culture commune ESPE instructors

VMAN331 GOAL Whyte

!

• for all student teachers

• 330 - Monday afternoon

• 331 - second language acquisition and teaching (November, 5 weeks)

VMAN34 Mise en situation professionnelle

!

!

VMANG341 Stage Whyte

!

• for all student teachers

• Thursday afternoons

• 6 sessions

• research project with secondary and university tutors

VMANG341Stage et accompagnement,

méthodologie de la recherche, préparation du mémoire

http://efl.unice.fr

classroom research for second language teaching

!

• classical languages

• modern languages

• foreign languages

• second languages

Language teaching and

learning

!grammar-translation + culture

!!

grammar-translation + culture + oral (audio-lingual)

!!

immersion (like first language acquisition)

second language acquisition

!

• psycholinguistics

• applied linguistics

• language education

linguistics (sciences du

langage)

!interlanguage

!!

interaction hypothesis !!

output & noticing

3 key ideas

Task-based language teaching (TBLT)

• This approach involves organising learning around tasks, or “activities involving words.” Learning tasks focus on a communicative purpose and outcome (not an explicit language goal). They involve the real-time use of learners’ own language resources (not rehearsed sequences). Tasks often require learners to collaborate in groups to share information or take decisions, and they may present their conclusions to the class and report on the process. Task-based language teaching involves a task cycle, with pre-task activities to prepare for the task, the task itself, and then post-task activities involving evaluation and reflection.

Action research• Action research involves the teacher acting as a researcher

in his or her own classroom by finding a question (or puzzle, or problem) to investigate, collecting data, analysing and interpreting the data, and then acting on the results, often setting off a new cycles of action research. For example, a language teacher might wonder why some learners in a class seem more motivated to participate in learning activities than others (Ellis, 2013). The teacher would collect data to find out whether this intuitive judgement is correct (e.g., by recording lessons, or making field notes, or perhaps involving the learners themselves), and analysing this data. Then the teacher can consider ways to make changes, and again measure the effect on learners.

question, puzzle, or problem• Why do some learners in a class seem more

motivated to participate in learning activities than others?

• Think about your own classes. What aspects

• are going well?

• are posing problems?

• are puzzling to you?

Content and language integrated instruction (CLIL)

• CLIL is used as a label for classrooms “where a foreign language (English) is used as a medium of instruction in content subjects” (Dalton-Puffer, 2007). It is often associated with the teaching of languages for specific purposes, that is, in relation to specific domains of use such as law, medicine, or science. French secondary school pupils learn English (and other foreign languages) in relation to prescribed literary themes and cultural notions, and in upper secondary programmes they take separate English literature classes. Secondary EFL teachers are trained in English cultural studies and literary criticism, and are selected via entrance exams based on competence in these domains. English for literary purposes can be considered a specialisation like business English or English for scientists, and tackled from a task-based perspective in a similar manner.

• action research

• replication study

• CLIL study

• interlanguage pragmatics (politeness)

• videoconferencing

Replication study• what is the topic of the study?

• what is the research question?

• what method was used to answer the question?

• what were the findings?

• what are the elements of the structure of the paper?

For next time• create a class account on education.weebly.com

• class website (contacts on home page)

• individual blogs (one per student teacher)

• select a journal article from this list by 9 October, discuss in class 16 October

• share one teaching unit/lesson plan with sample learner production on your blog (anonymise)

• Learner language (CARLA) http://carla.acad.umn.edu/learnerlanguage/intro.html

• Foreign language teaching methods (COERLL) http://coerll.utexas.edu/methods/ 

• Spada, N., & Lightbown, P. (2006). How language are learned. Oxford: Oxford University Press.

• Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford: Oxford University Press.