Tammy+Van+Rossum


 * \LOTEHAT Workshop Reflections **
 * **Module**
 * & Date** || **Reflections** ||
 * 1- 22.3.2012 || **//Using the Standards in professional learning//**

This module introduced the Standards as a way of helping to capture teachers’ work, which can be useful in many dimensions such as the performance review or PDP. They reflect the practice of accomplished teacher, which is the highest end of the profession.

Teacher standards of accomplished teachers of language and culture includes educational theory and practice, language and culture, language pedagogy, ethics and responsibility, professional relationships, ethics and responsibility, awareness of wider context, advocacy, personal characteristics. These standards can be used to reflect on professional practice and encourage development of new practices. This resource can be found at http://pspl.afmlta.asn.au/doclib/afmlta ||
 * 2 - 22.3.2012 || **//Getting to know the Standards//**

The tables were each asked to read a different strand of the standards. Our table was asked to read the section on Active engagement with wider contexts, and we identified the following as important: - that language education connects the local with global contexts - language and culture impacts local and global contexts - how we understand our place in the world - develop as knowledgeable participants in the global community ||
 * 3- 22.3.2012 || **//Learning, learners and their life worlds//**

In module 3 we connected educational theory with practice by revising known behavioural, constructivist and cognitive learning theories, with contemporary theories to tasks. I identified Bruger, Eisner, Dewey, Howard Gardner’s Multiple intelligences, as well as Vygotsky’s zone of proximal development (ZPD) as learning theories which influence my teaching. ||
 * 4- 23.3.2012 || **//Language Specific needs//**

In module 4 we looked at ourselves as language educators and users. We reflect on our own practice in and out of the classroom setting, and identify our needs and wants in these contexts.

During this module we looked at the Professional standards for accomplished teaching of languages and culture document: Language specific annotations for Indonesian. My reflections to the prompts is detailed in the table below titled 'Reflections on language specific annotations'. ||
 * 5- 22.3.2012 || //**Resources for Language Learning**//

Resources **connect to the standards** in many different ways: through language and culture, language and pedagogy, ethics and responsibility, personal characteristics and program standards. Resources such as textbooks, materials, authentic texts and ICT **should be** engaging, informative, relevant, culturally appropriate, fun, easy to use, purposeful, varied, appropriate, scaffolded, logical, sequenced and pedagogically sound. We can evaluate resources such as textbooks through communication, macro skills, culture, and learning how to learn. Resources need to be used creatively to engage students productively. These can be used to scaffold learners in particular learning connects.

We should be teaching through the use of realia in the classroom. Realia are authentic cultural objects from the target country that can be u\\\\\\\\\\\\\\\\\\\\\\\\sed in the teaching and learning of language and culture. Realia gives the object meaningful purpose within the classroom context. It connects the local context with the wider, global context. The realia can be as great as how the learner uses this object in their learning. With this realia students have active construction (interaction) of learning and ideas, they make connections with prior learning and knowledge across language and cultures, reflect on language learning and use, and they promote responsibility for learning and appropriate communication across cultures.
 * //Realia//**

//Some examples of realia include:// Photographs, music, food packaging, brochures, videos, dvds, clothing, musical instruments.
||
 * 6- 23.3.2012 || **//Language Learning and Language Awareness//**

In module 6 we looked at definitions of language, and used this as a platform for how we view and teach languages at school. This module was quite interactive and involved the use of handout tasks. In reflection, my understandings of language that shapes my practice is quite broad based. I discovered that my values and beliefs about language coincide with most of these definitions; however I have discovered some new definitions which are interesting to think about. I identify the beliefs about language which include those of knowledge/thought, power, social, communication/expression, symbols/meanings, and our sense of reality/the world/self. The new definitions which I had not previously considered is the way language can be isolating.


 * Handout 1** – //My view of language.// In this handout I identified three words which sum up my personal view of language: communication, expression and life. Some examples of things I do in class that reflect this view are making posters/visuals, wearing realia and using the target language as much as possible – this includes giving instructions and feedback. I recognised that this is something I do as much as possible, if not all the time.


 * Handout 2** – //Statements about language.// This handout had a list of 12 statements about language in which we were to categorise in groups. This was a particularly difficult activity as many of the statements could fit into multiple categories.


 * Handout 3** – //Language Awareness.// In this task we used the Zulu language which none of us knew to investigate language form using a language which is foreign to us. This problem solving task was quite difficult and at times it felt quite isolating – however by working together through a carefully designed task, we felt a sense of achievement as we developed a system of successes. This is a great task for developing language awareness, and language profiles can be found at the UCLA language materials project []. The solution to this task was revealed on **Handout 5.**


 * Handout 4** – //Language Awarness.// In this task the use of the word ‘papers’ is demonstrated visually in four different forms. We used discussion and previous knowledge to investigate how context can change the meaning of the word. We analysed the context via the image and the intent in which the word was used. We needed to understand the symbolism of the images in order to understand this context. Professor James Curran is currently conducting research in Sydney on this. []

Some good ideas presented in this module include getting students to engage with personal questions about language and writing an ongoing language learning journal, where students can comment on their experience of learning a language. This reflection journal is a new concept for language learning, and I will now introduce this activity into the classroom.
 * Considerations**

Reading back over the notes some interesting ideas about language awareness that stand out to me include: - language awareness is a key goal of language education and can be defined as a person’s sensitivity to and conscious awareness of the nature of language and its roll in human life (Donmall 1985) - language awareness grows out of experiences with language which focuses the attention on forms, uses and complexities of languages - that teaching and learning for language awareness involves learners to discover and explore language, analytical discussion about language. ||
 * 7 - 23.3.2012 || **//Teacher talk and Classroom Interaction//**

In module 7, the focus on language pedagogy addresses aspects of language teaching and learning which involve the way teacher talk and classroom interaction are the spine of the environment in which creation of a culture of learning is rooted; which engages students interest in languages and cultures, and encourages learners to take responsibility for their own learning. It also demonstrates the range of methodologies which language and culture can be taught – and this practice depends on the cohort of learners, the learning context and environment, the curriculum goals and the specific aspect of the language being taught.

Task 1 asks us to reflect on our own practice with a focus on classroom interaction in mind. The kinds of interactions found in my classroom are often teacher led, but not teacher fronted. In my classroom we are a learning community were we learn together in discussions and where students are free to ask questions and make comments. The purpose of the different interactions depends on the task at hand. Often interactions take place as we discuss the meaning of the identified texts, through practice of the language, identifying the similarities and differences between languages and culture and sharing knowledge with each other. Ideally it should be made possible for all students to participate, however the way in which students participate will vary. Participation can be identified in many different ways.
 * Task 1** – //The importance of classroom talk and interaction.//

Brainstorming the goals if classroom interaction, I believe it is important for the interaction to be democratic, where students and teacher feel confident, comfortable and able to interact without fears of judgement in being wrong or asking a silly question. Students should be involved with the language learning process, and active in the delivery and response to new knowledge. Classroom interaction is fundamental to practicing skills in language and culture, and to demonstrate the skills and knowledge students now possess. Classroom interaction engages the students attention with the teachers intention to provide meaningful communication in the target language and exemplify the language use through culturally appropriate practices. Language use in classroom interaction uses both the first and additional language depending on the context, the activity, and delving deeper into the cognitive engagement. The teacher’s role in the interaction creates a learning culture, builds on learners’ prior knowledge and contributions, negotiates meaning and promotes reflection and provides feedback.
 * //Goals of classroom interaction//.**

In this task we used a transcript of a Year 8 Indonesian postcard writing activity. We then used the ‘Features of Interaction’ as a tool to analyse the interactive components of a task. This task was excellent in its eye-opening impressions it has made on me through the dynamic prompts it provided me to direct my observation and question the outcomes interaction may bring.
 * Task 2** – //Exploring classroom talk//

Some interesting concepts which stood out is how when ‘**Building on learner contributions’**, interactions //frame learning through metalanguage.// This is recognised in my classroom as connecting the learning with prior knowledge and experience. I also liked the description which ‘encourages construction of more complex and detailed thinking’ as it promotes the practice and use of language in consolidating and thought provoking manners. ||
 * 8- ||  ||
 * 9- 21.8.2012 || //** Reflection on Project Sharing **//

In this session we split into A's and B's and moved about the room sharing our projects with a few different colleagues. In this activity we had the chance to showcase our projects in action and listen to others share their research and experiences in the process of learning and changing our pedagogy as language teachers. In these 'speed date' discussions, I learnt that like me, many other teachers also fell into the same problems I had encountered - big aspirations and complicated projects which developed 'scope creep' and took over our teaching lives. I also found out that like myself, many other teachers chose to simplify their projects and narrow down the scope in order to focus on particular elements of importance and interest. I really enjoyed seeing Salvatore's Italian project about effective listening and notetaking, and his method of data collection for his final report. I have been inspired by his use of graphs which were effective, and his use of graphs as a prompt to analyse the data. ||
 * 10- 22.3.2012 || **//Our intracultural selves//**

This is where we look at ourselves and what we bring to the teaching environment. The module uses metaphors – e.g stars to represent the different influences, different shades, and different colours that make up identity.

**Enculturation** – all the things we bring about ourselves.

This module delivers a variety of tools and ideas for getting to know our students. A major example of this was ‘My cultural and linguistic world’ – a tool for reflecting on who we are. I particularly liked the following questions from this task: - Where were you born? (how is this significant) - Where were your parents born? - Which languages do you use for daily communication? - How would you describe your nationality? Why? - Which parts of Australian culture influence or play a role in your life? - How do you feel about learning and or using languages other than English? What do you think has influenced your opinions? - What parts of the culture of other languages you use regularly influence or play a role in your life?

//**Teachers of Indonesian**// As a teacher of Indonesian, I do not become an Indonesian person, but a kind of third person that moves between the language and culture being taught and learnt. As a teacher of Indonesian in the third person, I am a role model of how learning Indonesian develops personal skills in understanding other people of similar and differing nationalities. We can encourage learners to see the world from other cultural perspectives, and this uses both language and culture which/as they are connected.

As soon as you write or speak in another language in the classroom you developing their cultural perspectives, because this can be used as a basis for identifiying similiarties and differences between our own culture and those of others. This is where the use of the target language as much as possible is crucial in developing intercultural and intracultural skills and knowledge.
 * //Using target language in the classroom//**

How do students notice the world? How do they identify the similarities and differences? ||
 * //Questioning intercultural knowledge//**
 * 11 - ||  ||
 * 12 - ||  ||
 * 13 - ||  ||

**Classroom Based Investigation Planner**
 * Focus of Inquiry || Evaluating tools in the Indonesian LOTE classroom: illuminating pedagogy through the use of iPad apps in the learning and teaching of modern foreign languages ||
 * Student Learning Question || * How can iPads and apps support foreign language learning (and teaching)?
 * What sort of tool are ipads and apps, and how do they change the way teaching and learning lote is experienced?
 * How can students participate in the development of research projects about pedagogy? ||
 * Teacher Learning Question || * How can tools such as iPads and apps connect and enhance the curriculum, the educational experience, teachers pedagogy and professional practice?
 * What does a collaborative evaluation between stakeholders in a learning community look like?
 * How can teachers use The Standards to drive classroom based investigations, informing and documenting changes and achievements in their professional practice? ||
 * Rationale || **TOOLS OF THE TRADE**

The tools used in learning and teaching a foreign language are often taken for granted. Teachers use textbooks, websites, realia, newspapers, photographs, maps, cultural objects, the internet, music, films, clothing, food, souvenirs, and printed materials such as posters, letters, stories and signs. The selection resources, their use, appropriation and implementation into the curriculum impacts the outcomes of the educational experience through the pedagogy and delivery of learning and teaching activities. Too often these resources are purchased as a sustainable reference material by the school according to their budget, but become outdated and irrelevant rather quickly. It is thus important for teachers to regularly reevaluate their tools on-hand - their usefulness, and their appropriateness for engaging students in foreign language learning.


 * PROVIDING A REALISTIC VIEW AND INTERACTION WITH INDONESIAN LANGUAGE AND CULTURE**

In studying the language and culture of Indonesia in particular, one must remember that it is a rapidly developing country whose political, economic, technological, language, cultural and geographic landscape has changed dramatically since its Independence.in 1945. The generic images, information and language use found in Australian textbooks have radically changed since their print, requiring to be updated every couple of years - and this is a critical aspect of how students view, perceive, connect and interact with the Indonesian language, culture and people. In keeping up with the modern trends experienced in the daily lives of contemporary Indonesians, it is important for teachers and learners of Indonesian to engage with the commonly used communicative tools found across cultures in the 21st century. These tools such as language, culture, fashion, cuisine, internet websites and programs, photography, films, dance, music, packaging, printed material, radio, etc are easily accessible and provide authentic avenues of language communication using the four main macro skills - reading, writing, speaking and listening.


 * USING THE MODULES TO DRIVE THE FOCUS OF THE INVESTIGATION**

Module 5 'Resources for Language Learning' provided an insightful and theoretical proposition as to why '//resources require ongoing appraisal...'//. Here I was prompted to think about the way we use and select resources is a consideration beyond our own criteria and values, and I learned that '//they provide [as] appropriate learning opportunities based on principles of intercultural learning'.// It is highlights that '//the program maintains its contemporary relevance, to engage with the target language and culture as it is lived and used today'//. || The 8 students in my year 10 Indonesian elective serve as a ample sample size of participants in conducting these experimental workshops. Restricted by a budget of $1,5000, the selection of and purchase of equipment was determined according to the tasks aimed to be examined in the project, the interests of the students, and the flexibility to purchase enough ipads for each student to have comfortable access to during the experiments. In addition, it was these students whom I noticed as digital natives disinterested in the facility of their netbooks. By employing these students as key participants in the research, I willl be able to determine whether this label is correctly bestowed upon them, and if not, question the use of this generalisation in academia and researchpublications.
 * Design || **THE PROCESS**

**//THE APPS//** In the process of evaluating apps as effective tools in which knowledge of Indonesian is experienced and manipulated, the apps we examine in this research will be carefully selected and falls into one of these categories: 1) relative to the learning and teaching of Indonesian 2.) stands out as a particularly good or intereting production 3) has a single commodity that exhibits elements which theoretically have potential to practice an element of the language

**LEARNING ACTIVITIES** Simple learning activities will be given as the educational goal of using the app. Identifying the success in achieving that goal could a significant consideration when determining the overall value of the app, and should be noted by the participant on the evaluation sheet. It is here the student also has the opportunity to identify more appropriate uses of the app - which contributes the students voice a deeply critical consideration of the task and which offer.

Structured as a method to reflect on my practice to find a solution to a phenomena that I've identified as an aspect of teaching worth exploring, the research employs action research methodologies to conduct meaningful ways of knowing relative to the and understanding ones own practice. Action research empowers the researcher to move through the spirals of reflection and making. Here the research can be monitored and altered as need be and recognizes the revolutionary state of becoming - one that is always changing. Action Research also enables me to concentrate on and develop pedagogy as a result of noticing, and creating change. By implementing innovative practices that examines the process of learning and teaching language, I always had my heart set on developing new understandings of pedagogy. Within the definition I identified with the way assessment is used to foster learning, I also thicnk that it is true of me that I promote a culture that is interested in learning languages in ways which are authentic and diverse in nature, In addition, I think I advocate the use computers to communicate with technology and I inherently that with the ideas of language and culture is the the sum of assessment, curriculum, learning and teaching. However, what I have come to realize as I look over the notes, is that am very good at reading and writing theory, but when it comes down to discuss academia, I specifically abandon all hope at trying to remember any. have trouble reading out loud - in fear I'll draw some conclusions mid sentence and I look like an ass.
 * RESRARCH DESIGN **

What I need to is before I look at the state of the project and make some alteations, I need to use my reflection of language pedagogy and find a way to appropriate these developments in scence into the knowledge as a eclectic brivp;shr of intellectual understanding and harmony.

**DATA** For the process of implementing apps in the engagement and process of learning Indonesian, gather the following data:
 * Initial Survy that captures student engagement with ipad & apps
 * Evaluation sheets from each of the participants at the end of an experiement
 * Observations as written down in field notes
 * Transrcibed recordings of class discussion/instructions ||
 * **Implementation** ||
 * **Step 1**

Identify a concept or issue derived from the context of my own practice, and use my studies of The Standards to guide my approach to that will strengthen my identity and practice as a language teacher.

**Step 2**

Develop a a reliable research methodology that enables the action to be framed clearly, whlst capturing the data as truth. Set up the context in which the research is conducted in a series of controlled environments. It is important to create a space that is free from interruption and allows the participants to immerse themselves in learning, creating, making and evaluating an informed response. Prepare all documents documents etc required to capture responses to the that will inform the data.

**Step 3**

Start Action Research and document contributing factors along the way. Participate in ipad experiements, but make observationalal field notes to triangulate Make sure there is regular periods of reflection with which the project may need to be adjusted according.

**Step 4**

Collate the data and draw conclustions informed by the evidence and reflexive of the research process. ||
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * 1 || ipad 2 || 3 || $390 || $1170 ||
 * 2 || ipad VGA cable to connect to projectors || 3 || $35 || $105 ||
 * 3 || ipad camera connection kit to attach camera and usb || 1 || $35 || $35 ||
 * 4 || iTunes(vouchers) to purchase apps || 1 || $195 || $195 ||

Eg. confident, unsure, mixed || Possible ways to address gap || - instructions - asking questions - responses/feedback |||| confident || consistently use as much of the target language in all aspects of classroom interactions || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities
 * Using Indonesian in a principled way for regular classroom management/organisation and instruction and discussing and creating a classroom environment |||| always |||| - the roll
 * ** Language Use Outside the Classroom ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities || Possible ways to address gap ||
 * Managing the transactional needs of basic living and travelling in Indonesia |||| always |||| Using evidence of my experience such as photographs,videos, realia and anecdotes to exemplify aspects of Indonesian language, life and culture |||| confident || Bring my students into the context by make it more interactive, posing questions, discussions about their knowledge and what they notice about this information, and bring our students abroad. ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * Features of the verb and noun system |||| How to identify and make verbs and nouns |||| How to transfer this knowledge into new and more complex situations. |||| To become more confident by spending more time practising and studying the different grammatical forms of Indonesian and how they change according to the context in which they are presented. ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * Recognising students' need to be able to use formal Indonesian actively, and at least recognise informal Indonesian in authentic language use |||| That in the context of spoken and written Indonesian the formal, informal and colloquial use of Indonesian varies |||| How to deliver language scenarios which both recognise and practice the use of formal, informal and colloquial Indonesian. |||| Find examples, do formal professional development and read up on the ways in which Indonesian is complex, diverse and ever changing. ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * awareness of the relationship between Indonesian and Malay, and the regions where these languages are used |||| Malay is the mother tongue of Indonesian and that 'bahasa' is a umbrella term for the similar language which is used in this region. |||| The commonalities and differences between the languages and the regions in which they are used |||| Research into the similarities and differences between Malay and Indonesian ||
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * Ongoing research, practice and study more comprehensive Indonesian language. ||

SECTION A: Discuss these questions with your table group SECTION B: MY GOALS Set yourself some goals for your use of ICT in your classrooms. Start small and build up, but do challenge yourself. J McCulloch 2008
 * ICT PLAN **
 * What ICT resources have you used in your classroom? ||
 * // From an intercultural perspective //, how did it promote:
 * active construction ** of learning/ideas
 * making connections ** with prior learning, new knowledge, across languages and cultures
 * interaction ** between learners/users of the language
 * reflection ** on language learning and use
 * responsibility ** for learning and for appropriate communication across cultures ? ||
 * Making connections: E.g. interaction between Learners. ||
 * What ICT resources (equipment and programs) do you have access to: Personally? At school? What do your students have access to? ||
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT? ||
 * How would this enhance your teaching of your language? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What ideas for ICT projects do you currently have? ||
 * By the end of next week: ||
 * Resources (including how you will get help if needed): ||
 * By the start of Term 3: ||
 * Resources (including how you will get help if needed): ||
 * By the end of Term 3: ||
 * Resources (including how you will get help if needed): ||