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Transcript

Simon Zuberek and Dolores Barbazán
Columbia University


If genes could talk

Teaching Video-Mediated Listening
in the Multiliteracies Framework


Follow this presentation at:
http://bit.ly/NERALLT2019Slides

Handout 1:
http://bit.ly/2019NERALLTHandout1

Handout 2:
http://bit.ly/2019NERALLTHandout2




Means of all skills across the languages surveyed


  • 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.

Speaking

Listening

Reading

Source: Proficiency Attainment of Post-Secondary Students: Implications for Language Programs

A talk by F. Rubio on 04/05/2019 at Columbia

Listening across various languages

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

Source: Proficiency Attainment of Post-Secondary Students: Implications for Language Programs

A talk by F. Rubio on 04/05/2019 at Columbia

Why may this be

the case?

  • 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

Listening Comprehension


Audio and

Video-Mediated Listening

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


Authenticity

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


Available Designs

present in videos but absent from audio

Accessibility

Videos are accessible, readily available, and easily shareable

Ubiquity

Videos are the second most-consumed type of online content

Familiarity

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

Video-mediated Listening


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)



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.



The Multiliteracies Approach


And

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



Facilitates student engagement in language events through multifocal meaning design.

Facilitates the development of interpretive communication skills.


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

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.



The Multiliteracies

Framework

  • 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.

The Four Pedagogical Acts


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

The Four Pedagogical Acts

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

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.

Overt Instruction


Explicit Learning

Systematic practice of language forms and conventions.

The Four Pedagogical Acts

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.

Overt Instruction


Explicit Learning

Systematic practice of language forms and conventions.

Critical Framing


Analyzing and questioning the meaning, importance, and consequences of learning

Critiquing and evaluating of one's knowledgCross-cultural comparisons

The Four Pedagogical Acts

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.

Overt Instruction


Explicit Learning

Systematic practice of language forms and conventions.

Critical Framing


Analyzing and questioning the meaning, importance, and consequences of learning

Critiquing and evaluating of one's knowledgCross-cultural comparisons

Transformed Practice


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

Lesson Design

The Multiliteracies Framework

Suggested Learning Activities

for Video-Mediated Listening Instruction

Six stages:

  • 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.

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


The Multiliteracies Framework



If genes could talk


Five stages:

    • 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

    Hands-on

    Development with

    • 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

    Activities with H5P


    How do we create an interactive activity with H5P?


    Our activities with H5P



    Work with this clip

    (http://bit.ly/NERALLT2019Clip)...

    ...using this platform.

    In your groups, develop a video-based listening-comprehension activity. Use H5P and share your work in Padlet


    http://bit.ly/NERALLT2019Share


    Share your activities


    Simon: s.zuberek@columbia.edu

    Loli: db3140@columbia.edu