1 / 28

Student perceptions of TL use in the secondary classroom

Student perceptions of TL use in the secondary classroom. Bernadette Brouwers and Luc Le. The Assessment of Language Competence. Annual international certificate program Listening and reading comprehension tests Multiple choice format Six languages – CH, FR, GE, IN, IT, JA

yael-perry
Download Presentation

Student perceptions of TL use in the secondary classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Student perceptions of TL use in the secondary classroom Bernadette Brouwers and Luc Le

  2. The Assessment of Language Competence • Annual international certificate program • Listening and reading comprehension tests • Multiple choice format • Six languages – CH, FR, GE, IN, IT, JA • Three levels – Certificates 1-3 • Some questions in TL at level 2 and 3

  3. Research Methodology Data • 2010 ALC student results • Certificates 2 & 3 listening & reading tests in Chinese, French, German, Indonesian, Italian and Japanese • Approx 20, 000 students • Student survey data

  4. Research Methodology • Research question • How does students’ perceived use of the target language in the classroom and school/community environment affect their results on the ALC?

  5. Why is this interesting or useful? • Queries about nature of language programs • Expectations about use of TL • Developments in the national curriculum • Development of professional standards • Focus on intercultural language learning

  6. Assumptions • The purpose of language learning is to be able to communicate proficiently in the target language • learners learn a language best when they are provided opportunities to use the target language to communicate in a wide range of activities … in meaningful situations … . P 41, ACTFL Standards for Foreign Language Learning in the 21st Century • teacher use of the target language is crucial as it provides the learners’ principal, even only, source of live, scaffolded input … p 7, Crawford in RELC Journal 35:1

  7. Research Methodology Analysis • Item calibration using Rasch modelling • Item discrimination and test reliability index • Relationship between perceived TL use and purpose and student performance in ALC tests

  8. ALC student survey

  9. Survey frequency

  10. Language use local community • 1 never • 2 sometimes • 3 usually • 4 always

  11. Language use teacher in classroom • 1 never • 2 sometimes • 3 usually • 4 always

  12. Language use most students in classroom • 1 never • 2 sometimes • 3 usually • 4 always

  13. Language purpose give information • 1 never • 2 sometimes • 3 usually • 4 always

  14. Language purpose instructions • 1 never • 2 sometimes • 3 usually • 4 always

  15. Language purpose discuss • 1 never • 2 sometimes • 3 usually • 4 always

  16. Language purpose explain • 1 never • 2 sometimes • 3 usually • 4 always

  17. Language purpose social purposes • 1 never • 2 sometimes • 3 usually • 4 always

  18. Correlations

  19. Discussion - listening • Small but significant correlations • Strongest languages for community use: • Chinese • French 3 • German 3 • Italian 2 and 3 • Japanese 2 and 3

  20. Correlations

  21. Discussion - listening • Small but significant correlations • Strongest languages for instructional use: • Chinese 2 • French 2 and 3 • German 2 • Indonesian 2 • Italian 2 and 3

  22. Correlations

  23. Discussion - reading • Small but significant correlations • Strongest languages for community: • Chinese 2, German 3, Italian 3, Japanese 2, Japanese 3 • Strongest languages for teachers: • Italian 2 • Strongest language for students • French 2 • German 2 • Indonesian 2 Indonesian French 3 Italian 2 Italian 3

  24. Correlations

  25. Discussion • Small but significant correlations • Strongest languages for instructions: French 2, German 2, Indonesian 2, Italian 2, Italian 3, Japanese 2, Japanese 3 • Strongest languages for discussion: Chinese 2, French 3 • Strongest language for social purposes: German 3 NB No languages showed their strongest correlation for information or explanation purposes French 2 Chinese 2 German 2 French 3 Indonesian 2 Social Italian 2 German 3 Italian 3 Explain Japanese 3 Japanese 2

  26. Limitations • Data not triangulated • Teacher background not taken into account

  27. Summary • Some variance according to language • Positive correlation with performance on ALC tests • Effect greater at Certificate 2 than at Certificate 3 level • Effect slightly greater for listening than for reading

  28. How can I use this information in my school? • to stimulate discussion with colleagues • What are my school’s views/practices on the use of the TL? • How does the practice in my school reflect the ALC data? • Do we expose students to authentic interactions optimising the use of the TL? • How does the use of the TL relate to our understandings of our own professional knowledge and practice? • to review the languages program and look at any underlying assumptions about the use of the TL

More Related