Вебинар по английскому языку: "Инновационные методы обучения иностранных языков. Инновации и вызовы в образовании сегодня" ETW МГУ им.М.Ломоносова (г.Москва)

Вебинар English Teach Web «Инновационные методы обучения иностранных языков»

“Teach to inspire”

«Обучая, вдохновляй!»

«Инновации и вызовы в образовании сегодня»

“We help to integrate technologies in your classroom and motivate your students”

C 24 по 25 октября 2020 г. я приняла участие в вебинаре на тему: «Инновационные методы обучения иностранных языков». В этом мероприятии приняли участие более 700 педагогов. Открыла вебинар зам.декана по дополнительному образованию факультета иностранных языков профессор МГУ им.Ломоносова С.В.Титова. Спикерами были назначены Виктория Веретенникова, Екатерина Гердзюшева, Юлия Мукосеева.

Основные цели форума

1. Познакомить с последними цифровыми и методическими решениями в области обучения иностранных языков в ВУЗе, школах;

2. Создать онлайн пространство для обмена опытом и конструирования решений;

3. Дать возможность обсуждать заявленной теме в онлайн сообществе в Facebook, Instagram, ВКонтакте.

Далее выступила Katerina Zourou, Weblearn, Greece на тему: «Digital activism and language education”. She asked some questions:

1. How the coronavirus pandemimic changed your teaching or learning practice?

2. Talk online:

1. Few theoretical elements in language education: agency, citizenship, autonomy;

2. 4 main types of digital activism in the fight against covid-19;

3. Examples of digital activism with a potential for L2 use.

4. Perceived advantages and disadvantages of digital activism for call.

Framing digital activism – technology – medical social participation as a framework of analysis for community.

Theoretical background

Agency and social action in L2

-socialcultural and understandings of learning emphasis on learners as social actors shaping their discourse and identity

- Agertive action (through participation ) trandforms and re-creates a new word.

- L2 Learners increasingly craft learning trajectories through multiple digital platforms and sites, including social networking once

-Technological developments (mobile devices that afford connection and social interaction anytime and anywhere , social networking tools ) offer possibilities or user - driver, self- and group.

Learning languages “in the digital wilds

• A pedagogy that leverages social media practices for developing L2 Learner autonomy;

• The digital wilds, taking place in informal, non-institutional setting, present interesting and compelling , opportunities for interactural excharge , agentive action, and meaning making.

Active citizenship ( and critical awareness)

• Agency as active citizenship (Dewey)

• The learner as a global citizen and as an actor has a say on the sociopolitical context surrounding him/her

• Critical awareness as a leaving objective has roots in Paolo Freire (1973).

Questions that this presentation addresses

1. What possibilities for digital activism exist in the fight against Covid-19?

2. What are the perceived advantages and disadvantages for language learninig?

Delimitation of the field analysis

Will be considered: possibilities for L2 use and learning , form of social participation in the fight against Covid-19?

Will be excluded:

• practices affording little or no interacting such as Covid applicating?

• forms of online participation

4 main types of digital activism in the fight against Covid:

1.massively multiplayer online games

2.digital activism, oper data and open sentence

3.bottom-up digital hacktivism

4.citizen science

Perceived advantages and disadvantages for L2

use and learning

• the social dimension of game play (ranked in all digital gaming studies in CALL , Fischer,

• both chats (general and help) were conducted in 1 language only (English)

• Languages other than English? Multiple

#2: digital activism

Example: hackathons during Covid-19

The EUVsVirus hackathon in April 2020

“Remote working and Education” among the 6 categories of Challenges to be addressed

The online working environment: Slack +2 exercises : Open Data Days and EU Datathon ; Open Data Days: Groups from around the world create local events on the days

EU Datathon: competitions for best teams developing

+ and advancement in L2 learning

• predominant of the English language

#3:Bottom-up digital activism

Maker movement

Emphasis on the value of an individuals ability to be a creator of things for Covid: Open Source Medical Supplies.

L2users encounter more opportunity for extended interaction compared for example with shorter interaction cues for problem solving MMOGs.

Also due to the numerous maker communities wordwide in languages other than English.

#4: Citizen Science projects ( work in progress)

D-Mask: Desinfactor

Opportinities for the language classroom

Lecture 2 Doctor Sandra Morales

“Innovations and challenges in education”

Online instruction

She talked about :

• Instruction (challenges, of using technology in the language classroom)

• Language teachers’ skill for online teaching

• Online teaching Model

• Usng digital Video

• Own style

• Creativity and Choice

Online teaching: Community of Inquiry frame

Social presence cognitive presence

Affective expression exploration

Open communication integration

Group cohesion resolution

triggering

event

Learning experience

Teaching presence

Design and organization

Faciliting discourse

Direct instruction

Online teaching

Skills/task social presence

-reading online interaction

-comprehension - pre-reading activity

-online forum in the discussion forum

• What’s your favourite book? Why?

• Discuss with your classmates.

Cognitive presence

(reflection, critical thinking, ideas)

• Reflective task

• The role of women is very important in Stephen King’s books

Teaching presence (materials, teacher’s role)

• Book excerpt (online text); literary work, summary (video)

• Moderator

Import to consider when teaching online

• Accessibility / learner preparation

• The digital divide refers to inquality in access to or use of computers, the Internet, the other information and communicative technologies.

• Teachers should provide students with knowledge or how to use digital tools effectively for pedagogical purposes (Hubbard, 2004).

Materials: Video technology for language teaching

• resources for young/adult learners

• use of video technologiesin social media

• easy access – collaborative/lifelong skills

• control; - multimodal/ interactive

• use of digital video to evaluate communication, language skills, reflection and culture

• provide feedback

• self-evaluation

• collaborative projects

• storiestelling

• reports

• presentations

• role plays

• short play (drama)

• music/movie clips

• events (English day)

• language focus

• vocabulary focus

- Teaching speaking: opportunities to

develop accuracy and fluency

-Teaching speaking: Joseph’svideo

Task: Biography (music) students talk about their favourite artist /band format: 5 min

Video technologies for English teachers

• vocabulary

• grammar

• pronunciation

• delivery etc

Teaching pronunciation (Charles’ Video)

-innovative pattern (conversation features)

Task: Netflix Challenge’ / students chouse a scene

• evaluation

• vowels etc.

Reflection

• opportunities for self evaluation

task: reflective journal

- Vika’s video

Challenges

• technological: editing, sharing

• pedagogical: reading from notes, time, rubrics

• research

• video Enhanced Observatin

Morales S, Flores “Promoting pre-service teachers’ inquiry skills in a blended model” (2019)

Morales S and Silva (2020)”Evaluating reflection and language proficiency through video, journals

“Digital innovations in language leaning IATEEL”

Concluding thoughts

• Effective online teaching: accessible resource and materials, teacher’s interaction; meaningful talks

• Teacher development: ability to integrate resourced according to student’s needs

• Video technology: user-friendly, promotes authentic tasks, multiple pedagogical purposes, data collection tools.

Елена Маркова, МГУ им.М. Ломоносова (г.Москва)

«Аудиовизуальные игры и сценарии для развития коммуникативных умений студентов»

Виды аудирования

- монологической речи

- диалогической речи

- с целью понимания

- с целью восприятия

- ознакомительное (Listening for Gist)

- изучающее(Listening for Specific information)

- деятельностное (Listening for details)

- учебное ( listening),интенсивное, экстенсивное

- коммуникативное ( communicative listening)

- контактное

- дистантное

- интерактивное

- критическое

Механизмы аудирования

1. Речевой слух (интонационно-фонематический

2. Внутренний проговор (внутренняя речь, артикуляция)

3. Память (кратковременная, оперативная, долговременная)

4. Вероятностное прогнозирование (антиципация)

5. Учить игнорировать незнакомые слова.

Стратегии обучения аудированию

Когнитивные стратегии Метакогнитивные стратегии

( используют для запоминания (для организации , проследить

информации; развивают уровень языка оценить, насколько хорошо они

и облегчают понимание) понимают материал)

Социо-аффективные стратегии

Обучающиеся взаимодействуют с другими людьми, чтобы улучшить своё понимание и поощрить себя к дальнейшему прослушиванию.

Sites:

1. https://learnteachweb.com/access

2. https://padlet.com/stitova3/

3. ЕГЕnglish.ru

4. [email protected]

5. https://www.nationformes

6. https://opendataday.org/

7. https://www.youtube.com/watch

8. https://op.europe.eu/en/web

9. https://eternagame.org

10. https://www.eatthobservations.org/geoblog

11. https://jogl.io

12. http://opensourcemedicalsupplies.org

13. https://coronaverustechandbook.com/

14. https://thglobalhack.com/

15. https://web2learn.eu

16. @web2learn_eu

17. [email protected]

18. https://veo.co.uk/

19. https://doi.org/10.14705/rpnet.2019.286

20. https://fold.it

21. [email protected]

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