Dear all,
The second study group meeting yesterday was from 12-2pm. We had eight participants, including one new member. The article was more practical and not as difficult as the first one, so everybody seemed to have a lot to say. Two hours just flew by. It was really fun.
For your information, our discussion focused on the following issues:
1. project-based learning as a way to address Thorne and Black's idea of "strong social responsibility" in langauge learning activity design (We say it is a way to "make the world a better place," borrowing Ruth's term.)
2. from learner's taking on new identity and positioning in activities to the issue of engagement
3. "learning" vs. "language learning" embedded in computer games
4. "the culture of use" and examples
BTW, the lunch box was yummy, thanks to our two wonderful assistants, May and Susan!
Hope you will join us next time.
Saturday, November 3, 2007
Wednesday, October 31, 2007
96年11月1日外語教學科技研究演講系列
Join us for a talk on e-learning given by a professor from the Defense Institue of Foreign Language, Monterey, CA, U.S. (The introduction was issued by the dean's office below.)
Time: 12:10-14:00 Thursday November 1 (TOMORROW!!)
Venue: Room 309 of the English department
If you sign up with Susan (through ccstudy@nccu.edu.tw), lunch will be prepared for you. :-)
美國國防語言學院謝貴蘭教授
談E-learning & Pedagogical Consideration （數位網路學習與教學法考量) (院辦)
時間：民國96年11月1日（星期四） 12：10~14：00
場所：季陶樓340309（外語學院口譯教室）
主辦單位：外語學院
演講者簡歷： 謝貴蘭，日本國立東京外國語大學日本語學和外語習得碩士，美國伊利諾大學香檳校區語言學碩、博士。美國國防語言學院副教授，目前擔任該學院教務諮詢委員，該課程研發中心教材研發部“環球語言網路支援系統”計畫主要研發員，該學院教務諮詢員和口語能力測試考官。曾擔任加利福尼亞州教師檢定認證華語組顧問委員和評分委員。
專長：語言學、外語習得、網路課程研發、外語教學法和口語能力測試。
研究方向：網路課程設計和教材研發、中英日對照比較、教學法和遠距離教學等。
Kuei-Lan Chen, Defense Language Institute. Kuei-Lan Chen has a Ph.D. and an M.A. in linguistics from University of Illinois at Champaign-Urbana and an M.A. in teaching foreign languages from Tokyo University of Foreign Studies, Japan. She is an Associate Professor and serves as an SME (Subject Matter Expert) of GLOSS (Global Online Language Support System) at Curriculum Development Department at the Defense Language Institute, Monterey, CA. Currently she is designing the Internet Interactive Chinese Lessons. Prior to that, she was a team leader in the Chinese Department at the same institute. Kuei-Lan has held teaching positions at Soochow University in Taiwan, and also taught Mandarin and Japanese in UC Santa Cruz for several years.
Time: 12:10-14:00 Thursday November 1 (TOMORROW!!)
Venue: Room 309 of the English department
If you sign up with Susan (through ccstudy@nccu.edu.tw), lunch will be prepared for you. :-)
美國國防語言學院謝貴蘭教授
談E-learning & Pedagogical Consideration （數位網路學習與教學法考量) (院辦)
時間：民國96年11月1日（星期四） 12：10~14：00
場所：季陶樓340309（外語學院口譯教室）
主辦單位：外語學院
演講者簡歷： 謝貴蘭，日本國立東京外國語大學日本語學和外語習得碩士，美國伊利諾大學香檳校區語言學碩、博士。美國國防語言學院副教授，目前擔任該學院教務諮詢委員，該課程研發中心教材研發部“環球語言網路支援系統”計畫主要研發員，該學院教務諮詢員和口語能力測試考官。曾擔任加利福尼亞州教師檢定認證華語組顧問委員和評分委員。
專長：語言學、外語習得、網路課程研發、外語教學法和口語能力測試。
研究方向：網路課程設計和教材研發、中英日對照比較、教學法和遠距離教學等。
Kuei-Lan Chen, Defense Language Institute. Kuei-Lan Chen has a Ph.D. and an M.A. in linguistics from University of Illinois at Champaign-Urbana and an M.A. in teaching foreign languages from Tokyo University of Foreign Studies, Japan. She is an Associate Professor and serves as an SME (Subject Matter Expert) of GLOSS (Global Online Language Support System) at Curriculum Development Department at the Defense Language Institute, Monterey, CA. Currently she is designing the Internet Interactive Chinese Lessons. Prior to that, she was a team leader in the Chinese Department at the same institute. Kuei-Lan has held teaching positions at Soochow University in Taiwan, and also taught Mandarin and Japanese in UC Santa Cruz for several years.
Sunday, October 28, 2007
suggested discussion questions for Friday study group (November 2)
Dear all,
Questions below are for the study group meeting on November 2 and are based on
Thorne, S. L., & Black, R. (2008). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 28.
1. After discussing Warschauer (1998), the authors say “socially and/or professionally relevant “strong purpose activities” tend to be more productive and engaging for participants.” Can you explain why? What would these activities look like in concrete terms?
2. What kind of positioning and new identity do you see different groups of students assume in the studies reported at INTER-CLASS AND INTER-COMMUNITY PARTNERSHIPS? Why did the students decide to take different positions and identities? Why is assuming new identities important here?
3. When it comes to ICL2E, what are the potential gains? What are some key areas of conflicts and tensions? What suggestions do the authors provide as to how to deal with the conflicts in terms of (1) the teacher’s role and (2) keeping the “right” perspective? As a classroom teacher, do you agree?
4. In the emerging technology section, the authors discuss how online communities provide ELL youth with new forums for taking on powerful authorial and social roles and aspirations for learning languages, through online games, “fan fictions” “school-sanctioned literacy and language learning practices” (Black, 2007, here on p. 26). The concept of agency (as in activity theory) seems to be a key issue here. I suggest that we focus our discussion on agency. For example, do you think our classroom teaching supports the learner’s agency differently from these emerging technologies? How?
Have a wonder-full week!
- Chin-chi
Questions below are for the study group meeting on November 2 and are based on
Thorne, S. L., & Black, R. (2008). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 28.
1. After discussing Warschauer (1998), the authors say “socially and/or professionally relevant “strong purpose activities” tend to be more productive and engaging for participants.” Can you explain why? What would these activities look like in concrete terms?
2. What kind of positioning and new identity do you see different groups of students assume in the studies reported at INTER-CLASS AND INTER-COMMUNITY PARTNERSHIPS? Why did the students decide to take different positions and identities? Why is assuming new identities important here?
3. When it comes to ICL2E, what are the potential gains? What are some key areas of conflicts and tensions? What suggestions do the authors provide as to how to deal with the conflicts in terms of (1) the teacher’s role and (2) keeping the “right” perspective? As a classroom teacher, do you agree?
4. In the emerging technology section, the authors discuss how online communities provide ELL youth with new forums for taking on powerful authorial and social roles and aspirations for learning languages, through online games, “fan fictions” “school-sanctioned literacy and language learning practices” (Black, 2007, here on p. 26). The concept of agency (as in activity theory) seems to be a key issue here. I suggest that we focus our discussion on agency. For example, do you think our classroom teaching supports the learner’s agency differently from these emerging technologies? How?
Have a wonder-full week!
- Chin-chi
Saturday, October 27, 2007
update, Oct 27, 2007
Dear all,
We now have three wonderful assistants: (1) May has always been a great help. She is particularly good at paper works and accounting. (2) Susan, a first year PhD student. She is now taking care of the SCT seminar and study group. (3) We also have an undergraduate assistant, Vivi. All of them are really wonderful assistants. I think we are very fortunate to have their help.
2. I have just set up a web album for us at http://picasaweb.google.com/illt.nccu There are not many photos but there will be soon as we continue to develop. The album is also linked to our blog. If you go from the blog at http://illtnccu.blogspot.com/, you will have access to everything that the center has. Be sure to check out the blog and the book marks often. I put new information there whenever I see something interesting (such as conference calls for papers).
3. The photos you see in the album were taken at the study group on Friday. We had 9 attendees in this first meeting, including two people traveling all the way from Kaohsiung to join us. We had good discussions. One suggestion is for me to provide study questions to help people focus on important points. I promise to try my best. I thank all who attended the first meeting and wish that all of you will join us soon too.
More soon.
- Chin-chi
We now have three wonderful assistants: (1) May has always been a great help. She is particularly good at paper works and accounting. (2) Susan, a first year PhD student. She is now taking care of the SCT seminar and study group. (3) We also have an undergraduate assistant, Vivi. All of them are really wonderful assistants. I think we are very fortunate to have their help.
2. I have just set up a web album for us at http://picasaweb.google.com/illt.nccu There are not many photos but there will be soon as we continue to develop. The album is also linked to our blog. If you go from the blog at http://illtnccu.blogspot.com/, you will have access to everything that the center has. Be sure to check out the blog and the book marks often. I put new information there whenever I see something interesting (such as conference calls for papers).
3. The photos you see in the album were taken at the study group on Friday. We had 9 attendees in this first meeting, including two people traveling all the way from Kaohsiung to join us. We had good discussions. One suggestion is for me to provide study questions to help people focus on important points. I promise to try my best. I thank all who attended the first meeting and wish that all of you will join us soon too.
More soon.
- Chin-chi
Alternative research in foreign language education
外語教學另類研究演講系列：
東海大學曾瑾玲教授談語言教學之歷史性研究
Time: 96年12月6日 (Thursday)
Venue: Room 205 (with the PhD SLA class)
Theme: Hisotrical research in SLA
Professor Theresa Jiinling Tseng, Ph.D. in English (specialized in Composition and TESOL), Indiana University of Pennsylvania (U.S.) M.A. in Linguistics and M.A. in Speech Communication, California State University, Long Beach (U.S.)
(Abstract will be posted when available.)
東海大學曾瑾玲教授談語言教學之歷史性研究
Time: 96年12月6日 (Thursday)
Venue: Room 205 (with the PhD SLA class)
Theme: Hisotrical research in SLA
Professor Theresa Jiinling Tseng, Ph.D. in English (specialized in Composition and TESOL), Indiana University of Pennsylvania (U.S.) M.A. in Linguistics and M.A. in Speech Communication, California State University, Long Beach (U.S.)
(Abstract will be posted when available.)
E-learning speech
96年11月1日外語教學科技研究演講系列
美國國防語言學院謝貴蘭教授談
E-learning & Pedagogical Consideration （數位網路學習與教學法考量) (院辦)
時間：民國96年11月1日（星期四） 12：10~14：00
場所：季陶樓340309（外語學院口譯教室）
主辦單位：外語學院
演講者簡歷： 謝貴蘭，日本國立東京外國語大學日本語學和外語習得碩士，美國伊利諾大學香檳校區語言學碩、博士。美國國防語言學院副教授，目前擔任該學院教務諮詢委員，該課程研發中心教材研發部“環球語言網路支援系統”計畫主要研發員，該學院教務諮詢員和口語能力測試考官。曾擔任加利福尼亞州教師檢定認證華語組顧問委員和評分委員。
專長：語言學、外語習得、網路課程研發、外語教學法和口語能力測試。
研究方向：網路課程設計和教材研發、中英日對照比較、教學法和遠距離教學等。
美國國防語言學院謝貴蘭教授談
E-learning & Pedagogical Consideration （數位網路學習與教學法考量) (院辦)
時間：民國96年11月1日（星期四） 12：10~14：00
場所：季陶樓340309（外語學院口譯教室）
主辦單位：外語學院
演講者簡歷： 謝貴蘭，日本國立東京外國語大學日本語學和外語習得碩士，美國伊利諾大學香檳校區語言學碩、博士。美國國防語言學院副教授，目前擔任該學院教務諮詢委員，該課程研發中心教材研發部“環球語言網路支援系統”計畫主要研發員，該學院教務諮詢員和口語能力測試考官。曾擔任加利福尼亞州教師檢定認證華語組顧問委員和評分委員。
專長：語言學、外語習得、網路課程研發、外語教學法和口語能力測試。
研究方向：網路課程設計和教材研發、中英日對照比較、教學法和遠距離教學等。
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