1、1,A Performance Approach to Second/Third Language Teaching and Learning,Ochanomizu University ,Multilingualism, Regional & Minority Languages: Paradigms for Languages of the Wider World SOAS, University of London 16-17 April 2009,Meili Fang,2,This talk,introduction types of language teaching and lea
2、rning comparing teaching of second/third foreign/heritage languages key points of Performance Approach (PA): a methodology adapted from foreign language teaching for second/third foreign and heritage/minority language teaching PA and performance video examples and discussion,3,Introduction,conventio
3、nal teaching and learning contrasts: national/mother language foreign languages actually first language (often but not always national language) first foreign language second or third foreign language heritage/minority/immigrant language the community is voluntarily or forcefully dominated or out of
4、 their country,4,Large and small languages,I taught or was part of teaching team for:Japanese (in Taiwan) Mandarin (Japan, UK) Hokkien (Japan, UK) Karaim (Lithuania),less commonly taught,5,Courses are very diverse,Japanese FL taught as a major (12 hrs) Mandarin 2nd FL (after English) (3 hrs). as cur
5、iosity to high school students (1 hr) Hokkien as 3rd FL (after E, M), students with personal motives (3 hrs) Karaim Heritage language as 3rd or 4th language in intensive summer school,6,. but methodologies arent,more useful to identify similarities and differences between learners in classes in inst
6、itutional and community settings the trends are opposite teaching settings structure and resources PA methods were effective for smaller languages . even more effective!,7,age ability learning goals motivation mother/heritage language background,Learners in language settings,8,Teaching settings,less
7、 institutional commitment options rather than compulsory learner motivations tend to be personal and less instrumental learner backgrounds may be very different less design and input to teaching resources less teaching hours very easy for big mismatch between goals, materials and learnerscould mains
8、tream FL methodologies be appropriate? yes, but only if effective,9,Performance approach (PA),main issues are course design and classroom dynamics . and how these serve the learning goals (and wider goals),10,PA key points,clear teaching goal and process rapid, measurable learning students continual
9、ly perform what they learned (spiral of learning) effective materials, activities, assessment include language functions e.g. emotion, culture drama creation and performance involve language speakers generate further language learning resources,11,Spiral of learning,Typical teaching -bank savings,Pe
10、rformance Approach -spiral,12,Planning: constraints and goals,constraints time available calendar, hours materials teachers infrastructure goals researched, realistic and concrete e.g. to master 450 vocabulary items; reach pre-intermediate level; speech functions; cultural (e.g. songs),13,PA design,
11、course design hours, classes, teachers driven by learners motivations, learning styles, learning goals teaching materials design textbook other materials (worksheets, songs, games etc),14,PA design,activity design listening, Q & A, conversation, find out . drama (see later) feedback and evaluation d
12、esign evaluation / assessment - continuous and varied drama (self/group/teacher feedback) create concrete resources that “feed back” to future learners,15,Textbook,learnable sequence each lesson builds on next controlled vocabulary and structures topics and dialogues relevant and useful predictable
13、learning give mileposts and confidence to learners,16,Elementary Spoken Hokkien,Introduction 1 Vowels 2 Consonants 3 Tones 4 Tone change 5 Whats your name? L ki s? 6 Greetings: Chih-p be 7 What is it? Che s sm-mh?,Chapter topics,17,Elementary Spoken Hokkien,8 What would you like to drink? L i lim sm
14、-mh? 9 What day is today? Kin-jit chhe-ki ? 10 When is your birthday? L si-jt tang-s ? 11 What number are you calling? L phah ki h ? 12 How much is this? Che i ga-che ch ? 13 Do you know where the toilet is? L km chai-i t-i pin-s ?,Chapter topics,18,Elementary Spoken Hokkien,14 What are you doing? L
15、 teh chhng-si ? 15 Inviting a friend: Iok-png-i 16 How long have you been learning Taiwanese? L Ti-g h ga k a ? 17 Can I try it on? Che -si chh-chheng b ? 18 Making a booking: Tng png-keng 19 Whats wrong with you? L s n-cha 20 Introducing friends: Ki-siu png-i,Chapter topics,19,Lesson 10: L si-jt ta
16、ng-s?,1. Ti-e / Dialogue A: L si-jt tang-s? B: Ga si-jt s ji-geh chhe-peh. L leh? A: Ga si-jt si chia-geh chp-it. B: S tng-k-geh h. A: H. B: L km chai-i ln lu-su n cha-b-ki se-jt s tang-s? A: Gan lu-su n cha-b -ki?! L mg che beh chhng-si?,Example chapter dialogue,20,PA and theatricality,classroom is
17、 a theatre setting that makes interactions more authentic performances are respected as language events, and as records of the language development or revitalization process,21,Drama,group based groups create own characters and story connects with culture or daily life, emotions performances matter:
18、 what learners do is valued performances are new resources,22,Drama steps,establish parameters set up story topics formulate and present story script writing, presentation, correction record voices prepare for performance performance; video distribute useful resource,23,2006 Hokkien :香蕉明的白日夢,劇本編者: J
19、onny Moses & Rui Niu 日期: 2006年05月03日 阿明: Ming 楊修女: Sister Yang 阿李: Lee 老王: Old Wong 唱片老闆: Record ProducerA: Be king-chio, be king-chio! Tai-oan e king-chio siok koh ho chiah! Kin lai be a! 買香蕉, 買香焦! 台灣的香焦好吃而不貴! 快來買呀! Get your bananas, get your bananas! Taiwan bananas are cheap and delicious! Come an
20、d get them before theyre gone! B: Thau-ke gau-cha, king-chio chit-kin goa-che chin? 老闆早安, 香蕉多少錢一斤? Good morning, how much for half a kilo? A: Iun Siun-lu gau-cha! Sa-chap kho, ho chiah koh siok o! 楊修女, 早! 三十塊,好吃而不貴! Good morning Sister Yang! 30NT, theyre cheap and delicious!,Students drama script,24
21、,2006 Hokkien contd,B: Chit-kin sa-chap kho oh4?! chiah1-ni kui a! Na goa be khah-che e3, li e-sai sng khah-siok e be? 一斤三十塊?! 好貴喔! 我買多點的話, 你可以給我便宜些嗎? 30NT for half a kilo?! So expensive! Can you do them any cheaper if I buy a bit more? A: E-sai, e-sai. 可以啊. Ok, sure. B: M-ko, goa ai seng chhi chiah
22、 khoan li e king-chio u-ian u ho-chiah bo. 不過, 我要先試一試你的香蕉是否真的好吃 But first Ive got to see whether your bananas are sweet or not A: Bo bun-teh, ia bo, li chiah khoan mai 沒問題, 要不然, 你吃看看 No problem. Here, have a little taste.,Students drama script,25,An endangered language situation,Karaim - Turkic lang
23、uage spoken in Trakai, Lithuania summer courses 2005 - 2007 goals: to support learners to effectively take part in basic everyday conversation. Designed for a class of different ages incl children, teenagers, and young and old adults. Focus “how to teach a language in a short time”. course: 2-week i
24、ntensive, 2 classes/day, each class 70 min, total of 20 hours; also informal afternoon activities,26,Conclusions,PA is effective for rapid, predictable, measurable, accountable, usable language learning clear, integrated course design and materials continuous language production, feedback group-base
25、d drama resource creation we have to bring the best methodology to teaching and learning LCTL, minority, and endangered languages!,27,End,Thank youReferences To appear. Meili Fang & David Nathan. Language Documentation and Pedagogy for Endangered Languages: a Mutual Revitalisation In P. Austin (ed) Language Documentation and Description. London: SOAS 2006. “Taiwanese language teaching and development in the United Kingdom”. Invited paper at conference Taiwan Studies: British Perspectives, Academia Sinica, Taipei, December 2006. http:/
