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Simon Zuberek and Dolores BarbazánColumbia University

If genes could talk

Teaching Video-Mediated Listening in the Multiliteracies Framework

Follow this presentation at:http://bit.ly/NERALLT2019SlidesHandout 1:http://bit.ly/2019NERALLTHandout1Handout 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 ProgramsA talk by F. Rubio on 04/05/2019 at Columbia

Listening across various languages

ArabicChineseFrenchGermanJapaneseKoreanPortugueseRussianSpanish

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

Why may this bethe 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 andVideo-Mediated Listening

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

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

Available Designspresent in videos but absent from audio

AccessibilityVideos are accessible, readily available, and easily shareable

UbiquityVideos are the second most-consumed type of online content

FamiliarityStudents 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 MultiliteraciesFramework

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 InstructionExplicit LearningSystematic 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 InstructionExplicit LearningSystematic practice of language forms and conventions.

Critical FramingAnalyzing and questioning the meaning, importance, and consequences of learningCritiquing 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 InstructionExplicit LearningSystematic practice of language forms and conventions.

Critical FramingAnalyzing and questioning the meaning, importance, and consequences of learningCritiquing 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 Activitiesfor 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 elementsInitial 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 notionsKnowledge 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 FramingFifth Stage: Transformed Practice

Hands-onDevelopment with

Different types of activities (46)For freeEasy to share (link) or to embed (Canvas/Moodle, Blogs, etc.)Plugin for CanvasWe can see the progress of the studentsFeedback

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 Padlethttp://bit.ly/NERALLT2019Share

Share your activities

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