If genes could talk

Teaching Video-Mediated Listening in the Multiliteracies Framework

If genes could talk

Simon Zuberek and Dolores BarbazánColumbia University

Follow this presentation at:http://bit.ly/NERALLT2019SlidesHandout 1:http://bit.ly/2019NERALLTHandout1Handout 2:http://bit.ly/2019NERALLTHandout2

Source: Proficiency Attainment of Post-Secondary Students: Implications for Language Programs A talk by F. Rubio on 04/05/2019 at Columbia

Reading

Listening

Speaking

• Many students do reach advanced level (AL) in their FL, but it tends to be in reading.
• While already low from the outset, listening, improves about as well as reading.
• It catches up with speaking, but never with reading.

Means of all skills across the languages surveyed

Source: Proficiency Attainment of Post-Secondary Students: Implications for Language Programs A talk by F. Rubio on 04/05/2019 at Columbia

• Arabic
• Chinese
• French
• German
• Japanese
• Korean
• Portuguese
• Russian
• Spanish

Listening across various languages

Why may this bethe case?

Listening Comprehension

• What were the strengths of this exercise?
• What were its shortcomings?
• How would you improve it?
• Go to menti.com to share your thoughts.
• Code: 95 77 25

FamiliarityStudents are more familiar with videos than they are with audio.

UbiquityVideos are the second most-consumed type of online content

AccessibilityVideos are accessible, readily available, and easily shareable

Available Designspresent in videos but absent from audio

AuthenticityVideos are more authentic in terms of the content, discourse, paralinguistic features, and how they address culture.

Advantages of video-mediated listening tasks over the more traditional audio-only modalities

Audio and Video-Mediated Listening

Source: Rubin, J. (1995, p. 5). An overview to A guide for the teaching of second language listening. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second langague listening (pp. 5-11). San Diego, CA: Dominie Press.

Visual, audio, and linguistic available designs are all simultaneously utilized in the meaning-making process.

Facilitates the development of interpretive communication skills.

Facilitates student engagement in language events through multifocal meaning design.

A socially embedded communicative act involving all dimensions of literacy (including its socio-cultural dimension).

And

The Multiliteracies Approach

A constructive process, where the viewer plays an active role, as it requires a continuous and intensive interaction between his/her own knowledge and the video text.

“An active process in which listeners select and interpret information, which comes from auditory and visual cues in order to define what is going on.” (Rubin, 1995, p. 7)

Video-mediated Listening

The MultiliteraciesFramework

Source: Paesani, K. et al. (2016). A Multiliteracies Framework for Collegiage Foreign Language Teaching.

The Four Pedagogical Acts

• Provide means for instructors to systematically guide learners through the complex and multilateral process of meaning design.
• Facilitate learners’ access to the language, conventions, cultural content, and other resources / available designs comprising the texts.
• Engage the learners in the processes of interpretation, collaboration, problem solving, and reflection.

Situated Practice Learners participate in authentic activities related to texts from the begining of the language instruction. Reflecting on your own experiences, Observing the unfamiliar.

The Four Pedagogical Acts

Overt Instruction Explicit LearningSystematic practice of language forms and conventions.

Situated Practice Learners participate in authentic activities related to texts from the begining of the language instruction. Reflecting on your own experiences, Observing the unfamiliar.

The Four Pedagogical Acts

Critical FramingAnalyzing and questioning the meaning, importance, and consequences of learningCritiquing and evaluating of one's knowledgCross-cultural comparisons

Overt Instruction Explicit LearningSystematic practice of language forms and conventions.

Situated Practice Learners participate in authentic activities related to texts from the begining of the language instruction. Reflecting on your own experiences, Observing the unfamiliar.

The Four Pedagogical Acts

Transformed Practice Learners apply the understanding, knowledge, and skills gained to practice language in new and creative ways.

Critical FramingAnalyzing and questioning the meaning, importance, and consequences of learningCritiquing and evaluating of one's knowledgCross-cultural comparisons

Overt Instruction Explicit LearningSystematic practice of language forms and conventions.

Situated Practice Learners participate in authentic activities related to texts from the begining of the language instruction. Reflecting on your own experiences, Observing the unfamiliar.

The Four Pedagogical Acts

Lesson Design

Source: Paesani, K. et al. (2016). A Multiliteracies Framework for Collegiage Foreign Language Teaching. (pp. 200-230)

• Initial silent viewing: to identify genre structure, access background knowledge on the topic and make predictions about the videotext.
• Second silent viewing: to identify cultural differences in visual elements
• Initial viewing with sound: to develop global comprehenson of essential events and facts by confirming or disconfirming hypothesis elaborated in two previous stages.
• Detailed viewing with sound: to link key lexical, grammatical, or discourse features.
• Critical viewing with sound: sociocultural notions
• Knowledge application: to demonstrate textual interpretation through multimodal transformation activities.

Six stages:

Suggested Learning Activities for Video-Mediated Listening Instruction

The Multiliteracies Framework

• Initial silent viewing: Situated Practice
• Second viewing with sound: Situated Practice and Critical Framing (H5P)
• Third viewing with sound: Overt Instruction (H5P)
• Four Stage: Critical Framing
• Fifth Stage: Transformed Practice

Five stages:

If genes could talk

The Multiliteracies Framework

Hands-onDevelopment with

Activities with H5P

• Different types of activities (46)
• For free
• Easy to share (link) or to embed (Canvas/Moodle, Blogs, etc.)
• Plugin for Canvas
• We can see the progress of the students
• Feedback

How do we create an interactive activity with H5P?

...using this platform.

Work with this clip(http://bit.ly/NERALLT2019Clip)...

Our activities with H5P

Share your activities

In your groups, develop a video-based listening-comprehension activity. Use H5P and share your work in Padlethttp://bit.ly/NERALLT2019Share

Simon: s.zuberek@columbia.eduLoli: db3140@columbia.edu