Learn Together with the Teachers: Teacher Professional Development for Task-based Language Teaching (TBLT) in Rural China - presented by Jing Yixuan

Learn Together with the Teachers: Teacher Professional Development for Task-based Language Teaching (TBLT) in Rural China

Jing Yixuan

JY
Candidate: Jing Yixuan Supervisors: Jonathan Newton & Corinne Seals Collaborative teaching: an approach to teacher development for TBLT in rural China LALS Seminar September 2022 TO MAUI Capital thinking. Globally minded. VICTORIA UNIVERSITY OF WELLINGTON
00:00
What is task-based language teaching? _ (TBLT)
01:06
ta performing (Ellis, 2018)
02:00
Whatisatask? _
02:21
The hundred and one things people do in everyday life, at work, at play and in between. Long, 1985, p.89
02:24
Task criteria 1. The students' primary focus must be on meaning. 2. A task must have a gap. 3. A task requires the learners to use their own resources. 4. A task must have a communicative outcome. Ellis, 2009
03:06
In my understandin TBLT is a frame of mind of language teaching, not a formula of proven rules to be followed.
03:42
Teachers must creatively use the textbook!
05:27
05:51
07:06
Immersive 1. worked at the school every day 2. observed lessons and interviewed teachers 3. socialized with the teachers 4. participated in students' activities 5. kept close contact with the school administrators taught several 10-15-minute lessons
09:33
10:45
ps
11:15
Mike Unit 2 What time do you go to school? ---- 1. what time no 2. go to school 417 3. get up EIK 4. take a shower 5. brush teeth BIT 6. get to His 7. do homework 8. go to work 2E 9. go home 0% 10. eat breakfast 244 11. get dressed FIRK 12. get home NK 13. either or. 14. go to bed HAME 15. take a walk MID 16. lots of-a lot of 17. radio station rate eat quickly 19. at night ant 20. be late for=arrive late for 22. at the weekend/at weekends taste good live a healthy life I. What time do you usually get up? I usually get up at six thirty. 2. That's a funny time for breakfast. 3. When do students usually eat dinner? They usually eat dinner at a quarter to seven in the evening. 4. In the evening. I either watch TV or play computer games. 5. At twelve, she eats lots of fruit and vegetables for lunch. 6. She knows it's not good for her, but it tastes good.
12:09
Students' learning potential and intelligence are suppressed
13:12
Teachers are under pressure
14:33
4 Wy gin CN x
14:54
Teacher desired way of learning & developm Learn together and teach together in their own classroom with their own students.
15:48
A sample of textbook adaptation
17:03
Textbook reading passages June 15th Today I went on June 15th a school trip. We 1 think today's school trip was visited the science terrible. We took the train to the museum and it was museum. It was so hot on the really interesting. slow train. The museum was big We got there so fast by train. We and boring. Everything was about saw some farms and villages along robots and I'm not interested the way. At the museum, I learned in that. The rooms were really a lot about robots. I didn't know dark and it was difficult to take they could play chess with us. It photos, so 1 didn't take any. There was so cool! Then the guide taught were also too many people and us how to make a model robot. I I couldn't really see or hear the took a lot of great photos, too. guide. The things in the gift shop After that, I went to the gift shop were so expensive. 1 didn't and bought some lovely gifts for my like the trip at all. parents. They weren't expensive. All in all, it was an exciting day.
17:09
Read Helen's and Jim's diary entries and answer the questions. 1. Did Helen and Jim go on the same trip? 2. How do they feel about the trip? Complete the chart. How do Helen and Jim describe these things? Helen the trip the train the museum the gift shop and gifts
18:21
How the reading is normally taught: 1 highlight language points 2 explain/practice grammar 3 translate text 4 do textbook activities
19:27
Incorporating task in the lesson A collaboratively designed task: Instructions: Work in groups. Read Helen and Jim's diaries, and prepare to ask Yan lao shi questions. Yan lao shi may also ask you to help her answer the questions. The group that asks the most questions will be the STAR GROUP of the day.
20:51
Analysis of the task 1. Meaning focused: students ask genuine questions. 2. There is a gap: students do not know the answers. 3. The students use their own resources: whatever language they can use. 4. Outcome: the students' questions are answered.
21:42
Rationale for the task design 1. Detected students' difficulty formulating questions 2. Motivate students to read 3. Teacher reported difficulty in teaching reading
22:54
What if the students do not ask questions?
23:57
Task performance 1. We had to stop students from asking more questions. 2. The students did not overuse their L1. Yan lao shi, though stumbled with her English, kept a live communication with the students. 4. The students asked questions that would never be asked if taught by traditional approaches. 5. Yan lao shi would have never known that her students had those questions that she had to answer.
25:24
What did Helen see/say? What kind of robot did Helen like? Can robot fight?
29:42
Yan lao shi's contribution 1. Her knowledge about her students 2. Her experience of teaching 3. Her familiarity with the textbooks
31:00
TBLT The trajectory of rural Chinese English teacher's development for Rural Independent ability to use tasks Zone of proximal development
33:21
35:06
Rural Chinese teachers willing to learn to teach with tasks with proper guidance and assistance capable of teaching with tasks capable of playing the role of communicative partner to their students English likely to improve while teaching with tasks
35:12
Rural capable of learning with tasks Chinese motivated to learn by tasks students enjoyed learning with tasks ruralness did not prevent imagination & creativity
35:48
students only issues listen to English in class no English books for students and teachers to read in most teachers do the library not know how to use internet resources
36:54
37:15
( el
37:21
Show me how to fish This is the question.
38:06
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LALS Seminar Series
Linguistics and Applied Language Studies (Victoria University of Wellington)
Cite as
J. Yixuan (2022, September 30), Learn Together with the Teachers: Teacher Professional Development for Task-based Language Teaching (TBLT) in Rural China
DOI
doi.org/10.52843/cassyni.mblk8h
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Listed seminar This seminar is open to all
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Video length 49:06
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