Using Socrative

Introducing Socrative

http://socrative.com/

Since I’m doing a training session next week on using Socrative and Quizlet as part of a BYOD (Bring your own device) approach to teaching, I thought I’d share a little video with you that I made this morning just to illustrate the basics of the teacher dashboard.

Learner reflection, revision quizzes and a whole lot more

I use this tool mainly because I have large groups and it can be used in all kinds of ways. The description says that it has been designed to use quizzes, which might be tests, revision or practice etc. It can also be asked to ask questions, prompting learner reflection at the end of a lesson. I also use it a lot for writing asking, for instance, my advanced learners to summarise a text and then post it in the “Quick Question” function of Socrative, which I set up for them quickly in class. They can then read each other’s work and vote for the version they like best:-)

Records

Socrative, which was designed by educators for eductaors, also has an inbuilt record keeping feature. This means that any work my learners do, such as summary writing, can then be sent to me by email, or simply accessed from the site. I can look at this for further assessment, feedback or simply for my own reflection. It is a feature which I have also used to run informal impromtpu polls and surveys that can then be very helpful when designing courses, or simply lesson planning.

Sharing content

You can also share the content you create either with colleagues by sharing the number of the quiz etc. or by going to Socrative Share Garden where the community uploads content for everyone to use. You can then edit this content further to adapt it to your own needs if you want to. My colleague, for instance, created a very challenging Christmas quiz, which she then shared with me and my learners.

So, if you want a really versatile tool which is fun and lets your learners use their telephones and tablets in class, why not try it out…

 

Assessment is in the air at Iatefl Birmingham 2016

 
Formative assessment is all around us in almost every aspect of everyday teaching. 

 

 

Time for Tea: or testing, evaluation and assessment. 

I have been lucky enough to attend the Iatefl conference for several years now, and each year I like to select various themes to the sessions I choose to go to. This year, for the first time, I have been involved in The TEASIG webinars, and so one of my main themes for this conference was assessment. At the risk of seeming pedantic I am going to explain briefly what I mean by assessment in this article. My interpretation is perhaps a little broader than the more orthodox understanding of the term in the world of education. Testing, evaluation and assessment are often used almost interchangeably when it comes to exams but there is a difference: in a nutshell, a test is the practical method we use to measure our construct, the assessment is the whole process of measuring, which may include tests or other tools and evaluation, as it is often applied, is related to judgements about something, often before we use it , so that we might evaluate a digital tool to see if it is what we need to teach our learners to engage with lexis, for instance. The focus of assessment in our field is generally learners’ knowledge, skills and performance, but one thing that struck me in this conference was that actually teachers are surrounded by assessment, especially when it is a formative part of the learning process, they breathe it in every day in almost every interaction both with learners, teaching tools and with texts. In the PCE this year we touched on both formative and summative assessment but the main focus was what teachers need to know about summative test production and application. That is why I decided then to focus rather on the formative aspect when attending other presentations during the rest of the conference and I would like to share a few impressions about this with you here.

The PCE: What teachers need to know about assessment

The Teasig Pre Conference event provided us with a wonderful opportunity to discuss what teachers really need to know about assessment. Neil Bullock asked some searching questions that gave us all food for thought such as “If learning is so important why do assessment and teaching seem to dominate?” Or “why is so little attention paid to assessment on training courses?”, which was echoed on several occasions throughout the day. Neil works in the world of aviation and he also asked who would like to fly in a plane with a pilot who could not communicate with e air traffic control tower! This definitely gives you a very practical reason to advocate effective summative assessment.

Evelina Galaczi and Nahal Khabbazbashi followed on with a rich but practical session which provided us with six key questions when designing a test: “Why, who and what am I testing?”, “How am I testing and scoring and how is my test benefitting learners?” A key concept in this was that the test you design should not only be valid but also fit for the purpose you are designing it for. A perfectly valid test, for example, if used in the wrong context for learners who need to do something that that particular test does not assess, will be worse than useless for that purpose, even though it may be fine if used for the purpose it was designed for. Their focus was speaking and, to illustrate the point above, if your learners need to give formal presentations, then a general test that assesses conversation, interacting and giving opinions, may not be the answer for you.

Assessment Literacy

Later in the afternoon Vivien Berry and Barry O’Sullivan explored the concept of assessment literacy, which they said had been mistakenly interpreted to mean “testing for literacy”. Assessment literacy, however,in basic terms, means how literate you are when it comes to assessment. It is a very wide area and few of those present considered themselves to be at all literate but after the day’s discussions we felt that we were beginning to get an idea of what we didn’t know, which is, after all, the first step. Once again the feeling was that more training is required for teachers who are often required to develop tests of various types.

How educators feel

Speaking to various people at the conference I got the same negative reaction fairly often, which confirms the initial PCE idea that there is little training done on teacher training courses and despite this everyone needs to be involved in the assessment process at some level. Tests in fact,have negative associations for many of us, possibly because of our past experiences of stress related to high stakes test-taking.Throughout the conference, however, my initial feeling that assessment is in the air we breathe every day, was confirmed albeit indirectly by many of the discussions I took part in.

What about the rest of the conference?

When it comes to formative assessment the separation between teaching and testing i is by no means so clear as it is in summative testing, where, despite washback effects, the two processes are usually conceived of as being different. Formative assessment is inherent in methodologies where tools such as test-teach-test, or contrastive analysis are used, and teachers assess learner performance on some level every time they interact with them. Everyone attends different events, with a different focus, in a conference like this and my own focus tend to be related to lexis and corpora, so here is a taste of some of my impressions.

Looking at assessment in general and formative assessment in particular

On the first day David Crystal talked about language change, which led me to think that teachers need to assess the language they choose to focus on with their learners or to consider acceptable or appropriate for their needs. If many Internet users write “who would of thought it?” Does that mean automatically that this is an acceptable form for our learners or should we simply draw their attention to the fact that such changes are underway? Obviously teachers have to assess their learners and make sensible choices, but the question is when does a language change become an acceptable norm? Should discrete elements be assessed analytically in llearner production or should discourse be looked at holistically? Perhaps the answer is “both”.

Marcel Lemmens, who comes from a translation background, advocated an interesting approach to the formative assessment of writing. He held up a standard translation that had been marked, and was covered in red ink, saying, most of his learners would not even read the painstakingly detailed corrections, but would go straight to the mark. He called for the need to familiarise learners with the assessment criteria before dong the test itself And suggested a more holistic approach to marking an email, looking at stylistic features which would help learners to write more effectively, such as cohesion, register and perhaps choosing one or two specific language areas to focus on, such as the use of articles, so that the assessment would then be recycled back into the learning process, and the corrections would actually help learners to achieve their aims. Whilst this was thought-provoking, learner expectations also need to be considered. My learners, for instance, expect their tests to be “corrected” and any change which is introduced is generally better if it is gradual. So,for instance, this term,in one group, I introduced one assignment which was “corrected” in the traditional way, with a detailed correction code, followed by individual one to one interviews where the learner could discuss their self corrections with me. I also did activities that were labelled as discussions which were rated holistically and others where a general analytical scale was used that rated, task achievement, coherence and cohesion, clarity of lexical and grammatical expression, and comments were provided as feedback in these categories rather than detailed corrections. The beauty of work like this is that it can all be reintegrated into work being done in the classroom.

Diane Larson Freeman pointed out in her plenary that aspects of learning that are becoming increasingly sgnificant at this point in time are learner agency, relationships and interactions and the patterns that emerge from such complex interactions. By integrating the aspects noticed in formative assessment and reintroducing them into the classroom we are providing our learners, I feel, with exactly the sort of multiple affordances that will lead to different learners having the opportunity to exploit this work in different ways.

Corpora

Corpora and lexis are always areas that interest me so I attended several sessions on this topic and once again assessment in various shapes and forms kept rearing its head.Jenny Wright, for instance, gave an introduction to the use of The American Corpus (COCA) in the classroom focusing on such areas as adverb + adjective collocations, and providing a range of activities that teachers can produce very simply to sensitise learners to such areas and to practise them. Teachers may, for example:

1. Elicit learner intuitions abut the adjective collocate that follows various adjectives such as “bitterly”, “sincerely”or “deeply”;

2. Training can then be provided to show how to do a corpus search for colocation frequency;

3. Concordance lines can then be cut and pasted to provide a concordance line gap filler where the key word is missing.

 It is this activity which is interesting from the point of view of formative assessment as it is often seen as practice but what it is actually doing is testing comprehension or recall, particularly if it is done in a later lesson or part of a test-teach-test sequence. Activities such as this one are used in classrooms all over the world where they are considered to be practice… but they are part of assessment, in fact, since they provide tachers with knowledge about what learners can or cannot do.

To continue with the topic of corpora tools, Stephen Bax introduced his amazing tool Text Inspector, (http://www.textinspector.com/workflow). This tool assesses the difficulty of a text giving it a percentage score from zero to native speaker and a detailed analysis of the elements that make it so. It is freely available online and has been developed with links both to the English Vocabulary Profile which classifies lexical items with reference to the CEFR levels. It can also be used, of course, as a means of assessing learner written production, so once again, assessment enters the picture. Although Bax advised the audience to err on the side of caution, this is a tool which can be used both by teachers as an initial assessment of learners’ work and by learners who want to assess their own levels. This is an opportunity for learner oriented assessment in the purest interpretation of the term, perhaps, then, in that the individual learner can take assessment into their own hands and use it to develop their own power of expression.

Let’s not forget technology

Technology, of course, in the shape of corpora or many other tools such as the wonderful English Vocabulary and English Grammar Profiles (EVP and EGP)which are being developed to measure the level of various items with reference to the Cambridge Learner Corpus (for the EGP) and various corpora (for the EVP). This means that when developing reading tests, for instance, we now have tools to help us gauge the level of difficulty of lexical items, which in turn, can help us make mor valid and reliable tests. It is not only teachers, of course, who can use these tools but learners too and,in a world where user content reigns supreme, our learners can create their own “revision tests” or “progress tests” very easily and post them online to share with the rest of the class or even… with the rest of the world. So even though teachers do not seem to particularly warm to the notion of assessment, it seems clear to me that we are all talking about it and at Iatefl in Birmingham, assessment was definitely in the air.

The Cambridge English Profiles vocabulary and now… grammar!

IMG_0046Moving on from Lexis to look at Grammar

As you probably know I’m a great believer in the lexical dimension of language, particularly at higher levels, and I’ve posted quite a lot recently about the damage I believe an over-preoccupation with the rules of grammar can cause. ( See this post if you are interested). So it was really good today to hear Prof. Mike McCarthy talking about The English Grammar Profile and, in the trailer to this video, reassuring everyone that whilst grammar rules are important, they are important to be able to create meanings.He underlined the fact that grammar rules need to come out of a natural context and that a teaching approach to grammar should probably be cyclical, studying forms and then revisiting them in different ways.

What is the Grammar Profile?

The grammar profile is the new resource created by the Cambridge team, together with other institutions, and follows on the English Vocabulary Profile, which has been available for some time. The English Profile is, I think, a highly innovative resource which provides us with a description of what learners can do at different levels, innovative because it truly tries to put the learners at the centre of the process.When I first heard about the Vocabulary Profile in 2011, I was very excited about it and we started to use it here in Verona as a reference tool for various things such as, for instance, item writing for exams. If we were not sure whether to test a particular word at B2, we could look it up in the Vocabulary Profile and see at what level learners will use that item. If you look up the word “scramble” just to give an example, which we focused on in a text this week at C2 level, you will find that there is an example of a learner who produced that item on a Proficiency exam, so it is classified as a C2 level item:

Schermata 2015-10-16 alle 18.54.10This is what the screen shot looks like. Care has to be taken with this though as it may still be logical to test comprehension of an item like “scramble” in context in, say, a reading test at a B2 level as the English Vocabulary Profile is only describing productive skills.

One or Two Drawbacks

The project is extremely ambitious and the point is sometimes made that it only describes the language learners production, which causes problems like the one I just mentioned. To do this researchers have been analysing the Cambridge Learner Corpus, which is the language learners produce mainly during exams. This is a very large corpus with more than 50 billion items from written language and about 5 million from spoken language but the fact remains that it is still based on production in exams which may mean that the description is rather limited, and there is a big difference in size between the written and spoken compnents. Because of our own experiences and with an eye to item writing for receptive skills, in fact, I asked Prof. McCarthy if there were plans to develop a description that focused on “understanding” in a similar way and he said that there was enough data to do so, but that what was needed were funds… So, all those billionnaires out there, this is your moment!

Grammatical Polysemy

The Grammar Profile contines with its learner centred approach and describes the way learners develop an awareness and mastery of what McCarthy terms “grammatical polysemy”. He said that we usually think of lexis as being polysemous but that grammatical forms are as well, in that a grammatical form can have several meanings. I think of this as a layered process, where the more language you are exposed to the more meanings you can see being attached to different forms. In the video McCarthy mentions “imperatives” for instance, saying that initially learners use them to give commands such as “Don’t forget your ticket” or “Please come on time” but as time goes by they notice that imperatives may be used in other ways such as a compnent of conditionals, with the example “Go into any shop in Cambridge and you’ll see clothes made in China.” In this way the more you interact with the language the more meanings you will see. This reminds me of an idea that came up on a Celta course I was observing, and I’m sorry but I forget whose it was originally😦. The ideas was that learning a language is initially like flying over the countryside at a great height, so that you only notice very prominent features (not in a linguistic sense,, I hasten to add) like mountain ranges, or in grammatical terms, the present simple to talk about general, everyday events etc. As your plane starts to descend though you notice more and more until you are no longer looking at the overall “big picture” but focusing on the details that are closer to the ground: the present simple to tell stories or jokes, for instance. I’ve always liked this idea and I’m sure it’s true of me as a language learner, anyway.

Interacting with Meaningful Texts

The key here, I think, is what I will call the idea of interacting with meaningful texts. By interacting with language directly you can come to the rules by a process of deduction, or maybe you don’t even need the rule, you just remember the form related to the meaning. Many learners spend years grappling with the vagaries of perfect tenses in English and this is definitely true of my C2 level learners. Grammar forms can be explored as chunks in texts, though in just the way that lexical chunks can and perhaps taking the time to stop and look at what is behind an utterance or a sentence will help even more than studying diembodied rules. We were looking at a text I wrote a few years ago where I explained that I had found it very hard to do an MA and the sentence was:

“I’ve been thinking about doing this MA for quite a while now, but it was hard to decide because it was expensive, I wondered whether I wasn’t too old etc.”

Once the learners had heard and understood the message we came back to the form “I’ve been thinking about doing an MA for quite a while now” and I asked them to look at it as a chunk rather than as a rule. We analysed the meaning here, that:

  1. it had not been easy to decide;
  2. it was something that I kept coming back to over a period of time;
  3. I wasn’t sure about whether I wanted to do it or not.

I then asked the learners to think about their own lives and to come up with their own examples. You may think this would be easy for them, but, in fact as I walked round quite a few were just writing notes and not examples and said things like “I can’t think of anything”. I stopped and talked to them at this point about their lives and the things they’d like to do and kept thinking about but maybe couldn’t decide to commit to, because they couldn’t afford to etc. and then the ideas started to flow:

“I’ve been thinking about travelling right round the world”

“I’ve been thinking about takinng up a third language.”

“I’ve been thinking about buying a new car”

Discussing these very real examples then in small cooperative groups made it even more real, so that instead of studying the disembodied rules or asking comprehension check questions after I’d clarified the rules to them, we deduced those concepts from the piece of language itself and then the learners themselves experimented with them, until the grammatical form became part of their own repertoire.

Of course, we will probably need to revisit this again, but I felt that we were on the way.

Goodbye to Disembodied Rules: 3 steps to meaningful development of Grammatical Competence

Burning the candle at both ends
I’ve finally decided!

It’s not the rules themselves that I object to, as rules and explanations can help us to inderstand things, but what I think is essential to understand is that the rule is only the first step, and that if we can deduce that rule from language use in context it will be all the more meaningful rather than studying things like:

“The Present Perfect is often used with “never”   followed by an example such as ” I’ve never met the Pope”  which may well be natural but is not linked in any way to a real, meaningful context.

The next step after understanding how to shape an idea, is to use it for yourself in a meaningful way, by experimenting, seeing what works and what doesn’t and by using that language yourself.

The third step is to revisit that form because the more you see something the better you will be able to remember it and use it and you can add layers to your mastery of the language. The question of whether vocabulary or grammar is more important, to my mind, misses the point: we need them both to create our own specific meanings.

 

 

 

 

On Mushrooms and Saunas

PhotoFunia-1430297325On Mushrooms and Saunas… Yes, that’s right, and no, I didn’t know what it meant either!

Not seeing the meaning for the rules

There are times when you just feel like hiding away from it all or putting your head in your hands and this week was one of those times, I’m afraid. If you cannot understand the title of this article you are in the same situation as I was on Wednesday. I had been looking over exams with students at the university with the idea that by looking at the work they had done, they would be able to see where they needed to focus their energy in preparation for the next exam, or, if they had done well, they could see what had been particularly successful. All was well for the first half hour or so, until the door opened and in came a student who had failed our B1 written exam (It was not the first time this had happened to her, of course, and we’ll see why in a minute). One of the parts of this test involves sentence translation, not to see how proficient learners are at translating but to see if they can express B1 level messages in English. I will not bore you with all of this but here is one of the sentences that was on this paper. If you speak Italian, this is your chance to stop and translate it into English for yourself:

“Non mangerei mai dei funghi raccolti nel bosco perche’ forse non sono buoni.”

You may wonder how releveant this is to the learners, but if you live in the north of Italy mushrooms do tend to figure every so often on your radar and quite a few people pick them, but,anyway, that would be another discussion. OK, so have you translated it? Well, if you have you’ve probably written something like this:  I would never eat mushrooms picked in a wood because they might not be edible/safe to eat (At a B1 level even “good” would be acceptable here.) What you would not do was to write what this student had written:

“I have never eaten it mushroom taken in sauna, no good.”

The problem, of course, is that there is no real meaning here, so there is very little communication taking place. When I asked here why she had written “I have never eaten”, instead of a conditional she replied “because ‘never’ takes the present perfect.” In fact she showed me how she had studied all the rules, and had pages and pages of sentences that she had practised with. I then asked her about the ‘sauna’ and she shrugged and said she didn’t know the word for ‘bosco’ so she’d put another one!! It soon became quite clear that she didn’t know other words either such as ‘look for’ or other quite basic items, and this was the point where I started to get a headache and felt like hiding away behind my Iatefl programme. Later on, though, two things becamse very clear to me. Firstly, she was a victim of this pervasive belief in the infallibility of basic grammar rules, that tends to be reinforced all the way through school and then even university, with a real focus on form to the detriment of meaning, and secondly, her total disregard for choosing the right lexical item was also probably the result of a system that prizes grammar rules above lexis. So, what it made me think was that in this case, and evidently many others, the we in the education system had failed our students.

imageWhat should we be able to do at different levels

The CEFR was a breath of fresh air, as far as I’m concerned, in that it moved away from this type of structural syllabus to focus on what you ‘can do’ at the various levels, and it seems to me, reading between the lines, that what we are aiming for as we move up from one level to another, at least as far as the productive skills are concerned, is more articulate, specific expression. Let me give you a quick example of what I mean (This is only an idea and not at all scientific so please feel free to tell me what you think) . Here is an utterance that might change in complexity and therefore become more ‘communicative’ the higher the level is:

A2: I like Verona.

B1: I like Verona because it’s a beautiful city.

B2: Verona impresses me because it has lovely architecture and there’s a great atmosphere in the town centre.

C1 I love the town centre atmosphere and the mix of colours and styles in the buildings, as I wander along the romantic, old, city streets of Verona.

C2 I can’t get enough of the lovely Veronese town centre, and I love soaking up its atmosphere and breathing in the unique mix of colour and light you get as you wander round the city.

Ok, do you get the idea. I think what we are aiming at is expressing ourselves as clearly and specifically as we can, and obviously the more we are exposed to language and the more specific lexis (by which I mean words and their patterns) we learn, the more articulate we become. At the A2 level an utterance such as ‘I like Verona’ does not really give us much insight into what the speaker really means or wants to communicate, but the more language we can use the more clearly we can say or write what we mean. This is what I think we need to be aiming for in our world where English is being used by so many different people from different backgrounds. If we want to be able to understand each other we have to be able to see what we mean.

So, the next time I go to the sauna, I’ll be sure not to pick any mushrooms:-)

Colligation, patterns, rules and elf

Hugh Dellar’s Webinar:

Following the patterns: colligation and the necessity of a bottom-up approach to grammar

Patterns
Patterns

This Saturday I attended High Dellar’s webinar, which should be available as a video on the Iatefl site. He described the phenomenon of colligation clearly and called for more focus on patterns rather than rules in English teaching. At the same time there was an illuminating discussion going on in the chat box, where various opinions were being expressed and I was playing the devil’s advocate, questioning whether or not an over sophisticated focus on native speaker patterning was justified when so many learners do not really need it in our world. So, just in case you’re wondering: what is colligation all about?

What is Colligation?

Colligation means different things to different linguists but in teaching we often adapt the purely linguistic definitions to something this is more significant, or practical for classroom teaching. Michael Hoey, in his influential book Lexical Priming develops his theory of priming both when it comes to collocation and also in other cases, explaining, to try to put it in a nutshell, that the reason words collocate, or we feel so comfortable with certain collocations is that we are “primed” to expect them, having been exposed to them so much as native speakers. Hoey demonstrated this with a comparison of collocation that works in Bill Bryson’s writing Neither Here nor There and a similar version where the collocations are “unnatural”:

“In winter Hammerfest is a thiry-hour ride by bus from Oslo, though why anyone would want to go there in winter is a question worth considering (the original)

“Through winter, rides between Oslo and Hammerfest use thirty hours up in a bus, though why travellers would select to ride there then might be pondered.” (Hoey’s version with unnatural collocations) (Hoey, M. op cit. p.5)

Hoey explains linguistic priming as the way that we would expect certain words to follow others naturally. In his example, for instance, he says that a listener who had heard the word ‘body’ would be quicker to hear the word ‘heart’ than if the former word had been something unrelated like ‘trick’. In this way hearing one word primes you to understand another related word more easily.

So, you may wonder why I’m talking about priming and collocation when the heading of this sub section is ‘What is Colligation?’ Well, bear with me. Hoey goes on to say that priming occurs in other ways as well and one of those is colligation:

‘Every word is primed to occur in ( or avoid) certain grammatical functions; these are its colligations.’ (Hoey, M. op cit. p.13)

In a Nutshell

In ELT we have simplified all this a bit so that we think of collocations as those words that tend to co-occur, often in particular grammatical couplings like verb/noun collocations: to have a shower, to catch a train etc. and the colligations are the way specific words (with specific meanings)  co-occur with grammatical features and patterns such as:

  1. to depend + prep. ‘on’ + noun:  He depends on his car (This was included in the webinar but actually I think it’s the collocation with ‘of’ that causes trouble. In any case it is a question of patterning and so interesting for that reason:-) )
  2. to find + pronoun + descriptive adjective like ‘interesting’:  I find it interesting to see how the novel develops.
  3. to want + personal pronoun +to + inf. : I want you to think about this carefully.

These patterns are very obvious to native speakers, but not at all obvious if English is your L2 especially because you will have been primed to use different patterns in your first language which is why Italian speakers find it very difficult to remember not to say ‘ He depends of his car’ or ‘I find interesting to see how the novel develops’, or ‘I want that you think about this carefully’.

Some of these seem to worry teachers more than others, but they are all examples of the same phenomenon which is simply not choosing the correct colligational pattern, either because you, as a learner, have never thought about it, or, which is possibly more likely, because your own L1 colligational priming is so strong that it overrides something that feels unnatural to you in the L2.

Does this matter?

The next question, of course, is whether this all matters or not. In the discussion the question of English as a Lingua Franca (ELF)  arose, and that is only natural. In a world where as Crystal, for instance said in his book English as a Global Language,  in the early 2000s English was already being spoken by 1.5 billion people, many of them are not communicating with native speakers, or rather they may be communicating with native speakers as well as with everyone else. This means that the use being made of English does not naturally refelct native speaker norms, and basically, does it really matter whether they use the “correct preposition” or “pattern” or not? I played the devil’s advocate in this discussion, by asking whether we are justified in spending a lot of time insisting on native speaker patterns from our learners, when they will then go out into the world and survive quite happily without them. Shouldn’t we be concentrating more on negotiation or accommodation skills to help them when they are doing that?

Providing Choices

This was partly provocative but these are questions that plague me and I have often, like many others asked myself which model of English we should be teaching. Ultimately, however, and I’ve said this before, I think that not alerting students to patternings like these colligations and collocations means doing them a disservice. Learners are usually quite intelligent enough to be able to decide themselves what is important and many of them ‘want to know’ how these things work.

I think Sue Annan’s comment in the webinar discussion about it being a question of what learners need and expect (or words to that effect. Sorry, Sue, I can’t remember exactly😦 ) hits the nail on the head. The question of models, in fact, is perhaps missing the point. Our learners need to be exposed to English of all kinds, and they will then develop their own. It is not, perhaps so important to choose a specific model as to familiarise them with the things they need to know, allowing them to read the texts that are of interest and are relevant to them, and enabling them to produce the language they will need and want to produce.

The question of ‘wanting’ is very important too. You may only ‘need’ to use a certain type of English at work, but that does not mean that you are not interested in learning other things too. Even if you don’t use those patterns, or can’t remember them, the fact of being exposed to them or alerted to their existence gives you as a learner more choices.

Being articulate means reaching out to others

Communication

The more you notice language, and this is just as true of your L1 as your L2 or L3, the more you read, listen and play with words and their patterns the more articulate you become. The more you learn to listen to others and to negotiate meaning with them or to accommodate to their language the more meanings are created and the more links are forged between people and ideas. This can only be a good thing, so instead of getting worked up about models of English I’m going to teach my learners about language, by means of my own model of English which was once Yorkshire but has now resided in Verona for so long that it may well have lost its identity. What I mean is that the model is only the starting point but the language you use and it is the meanings you create that are the power in language use.

Haggis: a fun read for the summer

Hi everyone,

Since it’s officially summer, although you might not think is from the way we were all shivering around an aperitif last night here in Verona, I’ve decided to tell you about my novel. It’s actually a children’s story but adults who have read it say thry loved it too. It is basically the exciting story of Haggis, who many of you already know and love, but I bet you didn’t know that when she was a kitten she saved the world…

here is the link:
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Looking towards the Future, in Venice: the IX National Aiclu Conference

Taking the time to reflect

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Today I’m in Venice, to be exact sipping an aperitif at a bar on the Fondamente Nove in what has to be one of the most elegant cities in the world. Floating as it does on its very own lagoon, with music waiting round every corner and art and architecture to die for, almost heaped carelessly around, as if Venice does not need to make an effort, it is, and as it weaves its magic around you, that suffices.

I arrived yesterday for the National AICLU (Italian University Language Centre Association) Conference, and despite the heat, found myself immediately absorbed into the atmosphere of both the city and the conference. For, I think, the very first time in my life, I was the first speaker after the opening addresses and plenary, which meant that I could then relax and enjoy the rest of the day, knowing that I’d done my bit. My presentation was a description of innovation in advanced productive skills teaching, with examples from my C2LM group. I stressed the need in blended learning to foster autonomy and to do this by means of a blend of online and f2f work where what is done in one of these contexts is then reintegrated back into the other. If you would like to see the Prezi, here it is:

http://prezi.com/1l6pf1rnhfjk/?utm_campaign=share&utm_medium=copy&rc=ex0share

As usual, though, I like to discover themes that run through conferences and this one has not disappointed with very interesting, thought-provoking work emerging from Italian language centres.

Assessment meeting learner Needs

The first theme which wound its way round most of the excellent presentations that I went to yesterday, was English as a Lingua Franca, but I’ve noticed that this is a field which is evolving. The emphasis here was not so much on a description of this phenomenon but it was more a discussion of how to cater for the real needs of our learners who have no interest in becoming native speakers or necessarily of communicating with them, but do need to be able to communicate with others in a common “lingua franca” and this, I think, is a very common sense use of the term. Despite the lip service which is paid to “Englishes” by major examination boards, as David Newbold pointed out, the other “Englishes” provided are all to often limited to Native Speaker varieties.

I have said before that when it comes to teaching I think the English model presented must be initially standard, and for us in Italy, this probably means British English, but if our learners are then going to take their own ownership of this English, then our assessment of them needs to adapt as do the objectives and proficiency expectations that we set up. There comes a point where to expect learners to reach native speaker proficiency is little short of impossible. We have all heard the anecdotes about how difficult the C2 level is and how even educated NSs find it difficult,so what chance do our learners have, and why should they be penalised for not attaining these heights?

The concept of “proficiency” is one that seems to be in the air. It came up at the Iatefl conference in April this year too, as Donald Freeman questioned the goal of native speaker proficiency as being adopted, almost without question. Many criteria for assessment reflect native speaker proficiency aims, but, as Luke Harding recently said in an Iatefl webinar, new criteria and descriptors would be very useful for the assessment of our learners. One example that he gave was related to interactive communication. In non native speaker interactions there is often a lot of mutual support, for instance, which is a skill that could be assessed. David Newbold echoed this when describing the University of Venice, Ca Foscari’s collaboration with Trinity, reminding everyone that the CEFR (Common European Framework of Reference) was originally drawn up as a guideline, and may be adapted to suit local contexts. He illustrated this by showing how certain tasks can be adapted to meet the requirements of the university student context, in particular exchanging constructs such as creative writing, which external examination boards often aim at a slightly younger age range to writing tasks involving critical thinking that are more suitable for undergraduates. He brought the idea of what is difficult for learners home to us by telling us that a survey of students from the University of Venice showed that one of the most difficult English accents for learners to understand after Chinese was American English: what does that imply for assessment?

Who are our Learners?

Our learners, who move from one country to another and study abroad as well, are not necessarily monolingual groups. Erasmus exchange students, among others, together with the Italian nationals make for a heterogeneous group that may well use English to communicate with each other.  Our learners also live in the age of digital communication and I would add notions of digital literacy that need to be explored and taught to learners.

Whose Standards?

Manuela Kelly Calzini, when talking about the proposed changes to Trinity exams also presented ideas that are very much line with the ideas above, although in this case related to Academic English. She cited Flowerdew’s recent article “Whose Standards?”  looking at the sort of criteria commonly adopted for the assessment of writing and concluded that we are expecting our university undergraduates (both native speaker and non native speaker) to become academics , writing to a standard that might be required if they were intending to publish, when most of them simply want to “get their degree” and graduate. She also called for new standards and new aims that would take into account factors such as:

  • developing your own voice
  • showing what you have understood from your reading
  • show some progression in your learning
  • show that you can express your ideas coherently
  • show that you can evaluate information objectively

Once again the idea behind this is to put the learners at the centre of the process and look at what their real needs actually are, rather than expecting them to conform to a set of somewhat arbitrarily devised constructs.

EMI (English Medium Instruction)

This was another important theme which is also linked to the idea that learners and teachers move about and need or might need to be able to use English for work or study purposes. EMI is not tin fact CLIL, but refers to university teaching of courses in another language (usually English). As a result of the Italian university reform universities are keen to internationalise themselves, which means that both the ‘local’ university teachers and visiting ‘university teachers’ are using English for some courses. Some universities are actually providing incentives such as allowing more hours for preparation etc. These lecturers often need support both for the language and for teaching methodologies that go hand in hand with working in a new language. Katherine Ackerley and Suzanne Cloke gave a fascinating account of their English for University Lecturers course and their advisory service: two different approaches to provide more choice for these lecturers. What emerged, and this was confirmed by colleagues who had done similar work in Florence and Urbino was that lecturers need to work on their English but also need to work on their methodology and learn a considerable amount from being observed and from the feedback that they receive on these courses.
This talk led to a considerable amount of discussion, and was taken up again in the plenary by Mary Carmel Coonan, this afternoon, who asked what the role of language centres will be in this process of internationalisation.

Burning the candle at both ends

Technology

Technology, of course, was also part of the conference, and there were very interesting presentations by technicians such as Filippo Caburlotto and Federico Simionato from Ca Foscari, who talked about their experience with Moodle, its limitations and how they intend to develop other platforms which can then be integrated into Moodle. Blended learning from this point of view is not blending f2f with online contexts but rather, blending different types of systems such as Voicethread and Open Eya, with Moodle, for lecture capture, and  mixing these with other types of online content management. It was interesting to hear the technician’s point of view and more discussion between technicians and teachers would be a useful development as was clear from some of the questions asked. Technicians maybe need to understand the need for teachers to be trained to work in blended contexts and teachers need to learn more about the technical ins and outs.

Technology, as Filippo pointed out, is not a magic answer to all of our problems, and I would add that the technology, as always, is only as good as the teacher who is using it. This is just as true of that amazing piece of technology, the blackboard, as it is of Moodle.

Lunch in the Language Centre’s shady garden

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As with any conference so much depends on the people who attend and the discussions and networking that goes on at an informal level as well as in the presentations. The Language Centre in Venice is a delightful place, with a shady garden where we had our coffee, aperitifs and lunch today, with “risotto with Prosecco and Parmesan cheese” as well as a series of other lovely foods. Catching up with friends and colleagues is an essential element of it all, and relaxing in a campo over a coffee while mulling over some of the presentations, ideas, or just what is going on in your language centre is as much a part of it all as the presentations themselves.

A discordant note

I couldn’t help noticing, though, and I was not the only one, that there were far fewer participants at this conference than at past National Conferences such as the one held in Parma in 2007. Is this because so many language centres have been closed? Is it because of a lack of funding or is it a reflection of the general feeling of insecurity and disillusionment that many are feeling. In Italian language centres we are not even considered to be teachers but have the ambiguous title of CEL (Expert Language Collaborator) and the line we walk is often a diplomatic tightrope suspended over dizzying drops into surrealism. We teach but are not teachers. Our contracts are anomalous, and our role is often unclear.

I have, as usual, learned a lot from this conference, and as I said above, the general standard of the presentations was excellent. I don’t want to finish on a negative note so let’s come back to the Fondamente Nove as the sun goes down and I sit here sipping my Spritz in the warmth of the evening:

“Salute”.

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