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Project: COMMUNICATION IN FOREIGN LANGUAGES

Project: COMMUNICATION IN FOREIGN LANGUAGES. Implementing innovative approaches to foreign language teaching through foreign teachers inclusion into the school curriculum. FOREIGN TEACHERS’ MEETING Katja Pavlič Škerjanc, 9/12- 2008.

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Project: COMMUNICATION IN FOREIGN LANGUAGES

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  1. Project: COMMUNICATION IN FOREIGN LANGUAGES Implementing innovative approaches to foreign language teaching through foreign teachers inclusion into the school curriculum FOREIGN TEACHERS’ MEETING Katja Pavlič Škerjanc, 9/12- 2008 Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.

  2. FOREIGN TEACHERS (offoreignlanguages) IN SLOVENE SCHOOLS Seeking employment: Whom to turn to? Teaching jobs? Comeniuslanguageassistants(Europeanfunding) DSD teachers(nationalfunding) Austrian FL teachers(nationalfunding) Foreign FL teachers in Europeanclasses(nationalfunding) Foreign FL teachers(Europeanfunding - ESF) • CMEPIUS(= Centre oftheRepublicofSloveniaforMobilityandEuropeanEducationalandTrainingprogrammes) • MinistryofEducationandSport, International Cooperation and European Affairs Service (bilateral in multilateralco-operation: BronkaStraus) • TheNationalEducation Institute, Centre forDevelopmentandResearch, Katja Pavlič Škerjanc

  3. ACCESS TO ELECTRONIC INFORMATION ZAVOD REPUBLIKE SLOVENIJE ZA ŠOLSTVO (TheNationalEducation Institute) http://www.zrss.si/ Pogosto obiskane straniTuji učitelji pri pouku tujega jezika http://www.zrss.si/Default.asp?a=1&id=908

  4. FOREIGN TEACHERS OF FOREIGN LANGUAGES • from a national programme run by the Ministry of Education and Sport (“Foreign language teachers in Slovenia”)… • … to a curriculum development project run by the National Education Institute and funded mostly from the European Structural Funds (Euopean Social Fund, ESF) (“Communication in Foreign Languages - Implementing innovative approaches to foreign language teaching through foreign teachers inclusion into the school curriculum”) ► KEY DIFFERENCES

  5. KEY CONCEPTS School development –Pilot projects – Dissemination of results • Intercultural (communicative) competence • Authenticity (oflearninggoalsandobjectives, learningsituations, assessment) • Languageacrossthecurriculum(content-basedlanguagelearning, discipline literacydevelopment) • Schoolcurriculum(planning – implementation – monitoring – evaluation- dissemination) • Integrativecurriculum(cross-curricularconnections – intra- andinterdisciplinarycooperation) • Cooperativeteaching • Team teaching • Project approach(to teachingandlearning)

  6. DEVELOPMENT - INNOVATION SCHOOL PROJECTS

  7. KEY DIFFERENCES • Not a programme, but a development project. • A systemic national development project, pursuing its goals through school development projects. • A European Social Fund project– strict observance of regulations, particularly reporting on activities – “acceptable evidence” (prerequisite for funding). • Schools follow the same employment procedures as for Slovene citizens – no mediation by the ministry or the NEI (mutual recognition of qualifications!)! • The foreign teacher is a co-teacher, a teaching partner, not an assistant, expected to become a vital member of the school project team; former mentors become FL coordinators. • Co-teaching follows the collaborative teaching philosophy and principles, non necessarily type A team teaching.

  8. Idea sharing (structured & guided) Discussion groups (guided) Peer observation Joint teaching activities(student projects, homework etc.) between classes at school level between schools on national and international level Teacher exchanges between classes at school level between schools on national and international level Team teaching (type A and type B) COLLABORATIVE TEACHING

  9. AimsandgoalsoftheprojectFOREIGN TEACHERS • upgrading the quality of foreign language teaching in Slovenia by innovative approaches, based on • an enhanced authenticity of learning situations (communication with a native speaker of the target language or a non-native speaker with other FL1 than Slovene and using the target language as a lingua franca) and • cooperative teaching in multicultural teams (Slovene & foreign teachers of foreign languages, Slovene teachers of non-language subjects & foreign teachers of foreign languages); • developinga systemic approach to foreign teachers inclusion into the Slovene educational system - piloting alternative organizational options

  10. SPT managers/leaders NATIONAL PROJECT TEAM (NPT) Project manager core NPT, extended NPT, enlarged NPT PROJECT STRUCTURE • External ◄collaborators • Slovene and foreign teachers • academic experts Working Groups (WG)  School Project Teams (SPT)

  11. PROJECT STRUCTURE • National Project Team (NPT) • core NPT(Katja Pavlič Škerjanc, project manager – NEI, Maja Celestina, NEI; Barbara Gregorič – financial matters, NEI; Domen Petelin – legal matters, NEI; Bronka Straus, MES) • extended NPT(core NPT + NEI foreign language advisers) • enlarged NPT(extended NPT + school project team leaders + school FL coordinators + selected foreign teachers/one per language) • School Project Teams (SPT) (3 – 5 members) • Project team leader • Foreign language coordinator • Foreign teacher • Other teachers according to the school project goals

  12. FOREIGN TEACHER: ROLE AND TASKS • The foreign teacher is an autonomous, independent expert, expected to contribute creatively and innovatively to the quality of foreign language teaching and the school development project. • He/She is non only an ambassador of the culture he/she comes from but also an active promoter of multiculturality and interculturality. • He/She (co)-teaches in all parts of the curriculum: • core and elective (80% of the direct instruction/teaching workload), • optional (up to 10 % of the teaching workload) and • extra-curricular activities (up to 10 % of the teaching workload). Like Slovene teachers, foreign teachers will be required to be available for work at all times when the school is open and at other such times as the principal/headteacher or governing body may reasonably direct.

  13. WORK OBLIGATIONS and HOURS OF WORK • full working hours (40 hours per week) • which equals 20 teaching hours per week at a secondary school and 22 teaching hours per week at a primary school plus other obligatory working activities (see next slide) • on the basis of collaborative teaching with Slovene teachers of foreign languages and non-language subjects (favoured approaches: LAC language across the curriculum: CBLL content-based language learning, interdisciplinary teaching/learning, discipline literacy development, project-based teaching/learning etc.)

  14. WORK OBLIGATIONS and HOURS OF WORK • preparation and lesson planning in accordance with the principles of collaborative teaching • other activities in accordance with the aims and goals of the national development project • professional development activities: participation in seminars, workshops etc. organized by NEI • development project activities: materials writing, curriculum design etc. • other obligations in accordance with the relevant legislation • possible co-operation with the National Education Institute in accordance with an agreement between the school and the NEI

  15. A sampleaverageweeklyforeignteacher’s teachingworkload • 14 teaching hours in (foreign) language teams (collaborative teaching, preferably type A team teaching) • 1 teaching hour in multidisciplinary teams (interdisciplinary teaching, foreign teacher as a language expert, collaborative teaching – team teaching) • 2 teaching hours of individulised/personalised instruction (working with students showing learning difficulties or/and gifted students) • 1 teaching hour of optional curricular activities • 2 teaching hours of extra-curricular activities A record of hours worked (preparation and other activities included!) will have to be maintained via timesheets on a daily basis!

  16. “FOREIGN” TEACHING? • Native speaker vs.TEACHER ? • foreign language teacher OR • subject teacher with a FL teaching certificate? • Monocultural vs.intercultural teacher? • Target language = • first (mother) tongue? • second language (bilingual – bicultural speakers)? • foreign language (but with a first/second language and culture other than Slovene)?

  17. QUALIFICATION REQUIREMENTS – PROFESSIONAL COMPETECES?

  18. knowledge of content knowledge of learners & learning knowledge of general pedagogy knowledge of curriculum knowledge of context knowledge of self (1995) Teachers should be able to: work with information, technology and knowledge; work with their fellow human beings – learners, colleagues and other partners in education; work with and in society - at local, regional, national, European and broader global levels. ◄ TEACHER’S KNOWLEDGE TEACHER COMPETENCES ► Common European Principles for Teacher Competences and Qualifications (2005) http://www.see-educoop.net/education_in/pdf/01-en_principles_en.pdf

  19. Teacher’s knowledgeGrossman, P. L. (1995). Teachers' knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24).

  20. Continuum of learningFeiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.

  21. TEACHER COMPETENCES ►Common European Principles for Teacher Competences and Qualifications (2005)

  22. TEACHER COMPETENCES ►Common European Principles for Teacher Competences and Qualifications (2005)

  23. TEACHER COMPETENCES ►Common European Principles for Teacher Competences and Qualifications (2005)

  24. NOVE VLOGE UČITELJA in učiteljev profesionalni razvoj New rolesandprofessionaldevelopment • posredovalec znanja  svetovalec za učenje knowledgeprovider  learningcounselor • uvajalec sprememb – change agent • raziskovalec - researcher • sooblikovalec kurikula – curriculumdesigner • ustvarjalec učnih gradiv – materialswriter • ocenjevalec/evalvator kakovosti… - evaluator • itd. – etc.

  25. SCHOOL DEVELOPMENT PROJECTS With a developmentproject, a school • introduceschange(s) • intotheusual (everyday, established) teachingandlearningprocess(es) • in a plannedandsystematicway • to raise – directly or indirectly - thequalityofstudentlearningandoutcomes

  26. PROJECT PHASES AND ACTIVITIES • Planning • Implementation • Monitoring • Evaluation • Dissemination • Monitoring • Which data to collect? When? How? Who? • Evaluation • Quality indicators, criteria, benchmaks?

  27. PLANNING: Levelsanddirections Ifyoufail to plan, you plan to fail…

  28. SCHOOL CURRICULUM ENVIRONMENT PRESCRIPTIVE legislation, ministry decrees… EXPECTED students, parents, localandwidercommunity DESIRED teachers, headteachers etc. POSSIBLE human resources, financial and other constraints and limitations SCHOOL

  29. Whatmustwe do? → PRESCRIPTIVE (mandatory/compulsorycurriculum) • Whatshouldwe do? → EXPECTED (elective/optionalcurriculum) • Whatdo/wouldwe like to do? → DESIRED SCHOOL CURRICULUM (compulsory + elective + optional) vs. • Whatcanwe do? → POSSIBLE (SWAT analysis – constraintsandlimitationsetc.) • 

  30. NAČRT - PLANizvajanja (implementation), spremljanja (monitoring) in evalviranja (evaluation) • Cilji - goals • Pričakovani dosežki – expected outcomes • Kazalniki kakovosti dosežkov (kvantitativni in kvalitativni) – product quality indicators • Kriteriji in merili ocenjevanja kakovosti • Dejavnosti za doseganje ciljev - activities • Kazalniki kakovosti procesov (kvantitativni in kvalitativni) – process quality indicators • Kriteriji in merili ocenjevanja kakovosti • Omejitve in tveganja – limitations and constraints • Načini odpravljanja omejitev in zmanjševanja tveganj • Nujni pogoji – necessary conditions

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