Att överbrygga glappet mellan elevers engelska i och utanför skolan

Att överbrygga glappet mellan elevers engelska i och utanför skolan Mälardalens högskola 18 oktober 2016 Pia Sundqvist Please cite as: Sundqvist, P. (2016). Att överbrygga glappet mellan elevers engelska i och utanför skolan. Föreläsning, Mälardalens högskola, Eskilstuna, 18 oktober, 2016. Copyright Pia Sundqvist, 2016 1

Skicka in en beskrivning! Pia Sundqvists forskning visar hur elever i Sverige lär sig en hel del engelska utanför skolan, bland annat via diverse aktiviteter online. Men vilken betydelse har detta för engelsklärares praktik? Hur kan lärare nyttja elevers lärande från fritidsengelskan så att denna bidrar till en motiverande undervisning? I sin föreläsning kommer Pia att redogöra för nya forskningsresultat och konkreta (lärar)initiativ för att överbrygga glappet mellan engelska i och utanför skolan. Dagens presentation Vad är problemet? Bridging the gap between in- and out-of-school English Teori, projektbeskrivning, forskningsresultat Konkreta exempel på god, motiverande engelskundervisning En blick framåt 2

Var lär man sig engelska? I skolan Formellt Inlärning / Lärande Utanför skolan Informellt Tillägnande Obalans som får konsekvenser 20 2 3

Glappet! Dels kvantitativt Dels kvalitativt Elevers erfarenheter av engelska i klassrummet saknar den autenticitet som engelska utanför klassrummet erbjuder (Henry, 2013) Elever beskriver två kulturer : skolengelska och fritidsengelska (Skolinspektionen, 2011) Att överbrygga För få utmaningar; för mycket svenska; för få inslag Demotiverade dessa två av IKT; för få kulturer och få det engelska inslag av elevers medplanering; stor variation i språket lika naturligt elever i som undervisningskvalitet såväl inom som mellan skolor; one-size- utanför skolan, är ytterst fits-all approaches (Skolinspektionen, 2011) angeläget. (Skolinspektionen, 2011, s. 8) Engelska i Sverige Formellt lärande: Från och med årskurs 1 Informellt lärande: Genom extramural Engelska från och med ålder X Årskurs 9: > 18 tim/vecka (Sundqvist, 2009; Olsson, 2011) Årskurs 5: > 9 tim/vecka (Sylvén & Sundqvist, 2012) Årskurs 4: > 7 tim/vecka (Sundqvist & Sylvén, 2014) Svenska elever i topp i engelska i ett flertal internationella jämförelser (t.ex. SurveyLang, European Commission, 2012) 4

Sverige: ett intressant fall ( case ) med avseende på engelskundervisning English svårt att kategorisera Från inlärarens perspektiv kan engelska vara ett L2, L3, L4 (Lundahl, 2012; Musk & Wedin, 2010; Sundqvist & Sylvén, 2016) Främmande språk? Andraspråk? EFL eller ESL? På senare tid: Sett ur ett europeiskt perspektiv så har Sverige välkomnat ett mycket stort antal flyktingar per capita Klassrummet (1): kan vara extremt stor språklig mångfald i ett och samma klassrum Great diversity in our English Klassrummet (2): kan vara extremt stor skillnad på classrooms språkfärdigheten i engelska i ett och samma klassrum Stor spridning stor utmaning Antal F, åk 9 585 + 709 = 1294 (2015) Engelskklassrummet Språkfärdighet Stora möjligheter Extramural engelska Språklig bakgrund Goda förutsättningar? 5

Bridging the gap between in and out-ofschool English Learning from good practice [Vetenskapsrådet, dnr 2013-785; 4-årigt projekt, 2014 17] Alastair Henry, Helena Korp & Cecilia Thorsen, Högskolan Väst Pia Sundqvist, Karlstads universitet Syfte Att identifiera och teoretiskt analysera goda exempel där grundskolelevers erfarenheter av engelska utanför skolan tas tillvara i klassrumsundervisning Att bidra till att lägga grunden för en pedagogisk praktik där elevers möten med fritidsengelska används som en resurs i ett måluppfyllt lärande Att sprida ny kunskap till lärare och forskare Så vad är det vi forskare letar efter? Exempel på engelskundervisning där lärare använder autentiskt material och autentiska erfarenheter, uppmuntrar innovation, risk-tagande, samarbete, gemensamt skapande av kunskap, gör det möjligt för elever att uttrycka olika typer av identiteter, länkar mellan elevers erfarenheter av extramural engelska och de mål som finns för undervisningen, uppvisar insider knowledge 6

Multi-method approach, sample, time plan Fas 1 Web-baserad enkät identifiera deltagande lärare Engelsklärare i åk 6/7 9, Västra Götaland-Värmland regionen Hösten 2014 Fas 2 Klassrumsobservationer (etnografiska fältanteckningar) 16 skolor: 3 veckor per skola 4 skolor/lärare per forskare 2016 2017 Observationer av samtliga engelsklektioner Analysera, Lärarintervjuer skriva och Fokusgruppsintervjuer med elever sprida resultat Skolåret 2015 16 Insamlade data Motivational Teaching in Swedish Secondary English (MOTISSE) Enkät: slumpmässigt urval 253 lärare > 113 svar (45%) 257 observerade lektioner SPSS NVivo 18 lärarintervjuer 38 fokusgruppsintervjuer med elever 7

Överbrygga glappet begrepp & exempel funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) bondbarn och Def Leppard-lucktext till hela klassen third spaces (Bhabha, 1994; Gutiérrez, 2008) regissörerna gör en film bridging activities (Thorne & Reinhardt, 2008) If I were sorry med Frans i mellon och konjunktiv affinity spaces (Gee, 2005) språkliga strategier/gaming with Russians responsive teaching (Moje & Hinchman, 2004) Especially Chelsea, right? Responsive teaching recognises that students out-of-school experiences are a necessary part of processes of knowledge acquisition in schools, creates a permanent space in the classrooms and schools for knowledges and discourses that have been traditionally marginalized, branches out and attempts to incorporate the different social practices that young people engage in into classroom practices, merges the needs and interests of youth as persons with the needs and interests of youth as learners of new concepts, practices and skills (Moje & Hinchman, 2004) 8

Model of L2 English learning Learner far away from the desk in his/her home country Studying abroad 100% otherinitiated English activity Y-axis = physical location X-axis = driving force 100% learnerinitiated English activity The dynamics of L2 teaching! Learner at a desk in an English classroom in his/her home country (Sundqvist & Sylvén, 2016) Model of L2 English learning Learner far away from the desk in his/her home country Tänk på en uppgift/övning som fungerar bra för dina elever! 100% otherinitiated English activity 100% learnerinitiated English activity Hur kan uppgiften/övningen beskrivas utifrån denna modell? Rör den sig över tid? Sprider den ut sig? Vilka av de fyra kvadranterna nyttjas? Learner at a desk in an English classroom in his/her home country (Sundqvist & Sylvén, 2016) 9

Forskningsresultat Att skapa engagemang: Innehållsanalys av en öppen enkätfråga Beskriv en uppgift eller övning som du har genomfört med dina elever och som du uppfattar motiverade dem. 6 motivational dimensions: Method 1) Content 2) Materials Randomly drawn sample of Eng teachers (N = 253) 3) Products Personal and email; performances a series of reminders 4) Challenges Completedand by competitions 113 individuals (response Sub-dimension: rate: 45 Materials %) 5) Investment Coding scheme inductively generated, 1) Authentic inspired by strategies 6) Working research constellations (e.g., Guilloteaux & Dörnyei, 2) Teacher-created/Teacher-manipulated 2008) Independent coding; 2 pairs of3) coders; No materials NVivo used 10 6 motivational dimensions; coding 4) Other in each commercial/public dimension to a service single sub-dimension 5) Textbook Separate coding if > one activity/task 6) Not codable described 32 responses not coded (blank/general) Inter-rater reliability (motivational dimensions): 86.6 % Mean word length of activity/task descriptions: 48.7 10

Att skapa engagemang: Innehållsanalys av en öppen enkätfråga Beskriv en uppgift eller övning som du har genomfört med dina elever och som du uppfattar motiverade dem. Method Randomly drawn sample of Eng teachers (N = 253) Personal email; a series of reminders Completed by 113 individuals (response rate: 45 %) Coding scheme inductively generated, inspired by strategies research (e.g., Guilloteaux & Dörnyei, 2008) Independent coding; 2 pairs of coders; NVivo 10 6 motivational dimensions; coding in each dimension to a single subdimension Separate coding if > one activity/task described 32 responses not coded (blank/general) Inter-rater reliability (motivational dimensions): 86.6 % Mean word length of activity/task descriptions: 48.7 Att skapa engagemang: några resultat 11

Några slutsatser Det är vanligt att engelsklärare använder läroböcker (Skolverket, 2006), men läroböcker nämndes väldigt sällan i lärarnas beskrivningar av motiverande uppgifter Framträdande inslag i beskrivningar av motiverande uppgifter: Autentiskt material Populärkultur Grupparbete Kreativitet Det ingår en slutprodukt av något slag Utmaningar och/eller tävlingsmoment vanligt förekommande Mindre vanligt/framträdande: förekomst av the promotion of autonomy, interkulturella dimensioner, digitalt nätverkande. Intensiva grupp-projekt (IGP) Hållbar motivation över en längre tid bland elevgrupper uppnås bäst genom intensiva grupp-projekt Ett intensivt grupp-projekt är en längre språkuppgift med följande tre karaktäristika: relevant and authentic goal content, tangible outcomes, and clear success criteria. (Dörnyei, Henry, & Muir, 2016) Med tanke på nuvarande glapp mellan engelska i och utanför skolan skulle IGP kunna vara ett sätt att skapa motivation Men, IGP är än så långe enbart ett intressant teoretiskt koncept Existerar såna projekt i verkligheten? Finns de i nu pågående engelskundervisning i Sverige?!? Do they exist on the ground? What do they look like? 12

Enkätdata Beskriv en uppgift eller övning som du har genomfört med dina elever och som du uppfattar motiverade dem Vad fann vi? Totalt 94 beskrivningar av motiverande uppgifter; av dessa hade 15 IGP karaktäristika Ytterligare beskrivningar och dokumentation inhämtades från dessa lärare och 9 av lärarna djupintervjuades sedan om hur de designat sina IGP och hur de upplevde sina elevers motivation Transkription av intervjudata 13

Project Focus Bringing Hemingway to life! A video guide for new students Weird news! A radio show on Forrest Gump Love online News that interests them Caught up in a hurricane! Life in the USA: a radio documentary The Holiday Program Students chose a scene, put it into a contemporary context, and filmed it. Students made a video about school for new students using phones and digital editing programs. Students made video films of news programs containing real news, as well as strange, made-up news stories. Students chose a theme from Forrest Gump and made a radio program using phones. Students made a website where they wrote poems on the theme of love. Students made a TV news program that included items of interest to them. Students wrote a script for a weather forecast and recorded the forecasts on their phones or computers. Students recorded a radio show using phones for practice and then audio equipment. Students recorded a program where they would be traveling to an English-speaking city of their choice. Gemensamt för de nio projekten En kombination av en kreativ aktivitet (skapa podcast, radioprogram, blog ) och användningen av mobila enheter (laptops, paddor, mobiler ) Kombinationen var högst motiverande eftersom eleverna fick möjlighet att uppleva hur deras erfarenheter i och utanför skolan hängde ihop på ett bra sätt ( a close fit ) (enligt lärarna!) Snart se på Weird news! 14

Weird News! (1) Students made video films of news programs. Their programs could contain real news, as well as strange, made-up news stories. There was an enthusiasm and a joy in their work that was wonderful to see. And they had great fun. And they don t realize that they are working because they have so much fun. There was one student, in the film and you see her free-styling. She puts down the script and just goes off completely on her own. There are a few swear words. But she really, you can see how she is completely exalted and English is just flowing out of her. Weird news! (2) Todays world news: School food Årskurs 8, kommunal skola 1-1 sedan några år tillbaka Erfaren engelsklärare (tillstånd visa; lärare och elever) Wings8 läromedel (nyhetstema) > IGP under fyra lektioner Se på filmen! 15

En lektion, onsdag eftermiddag, januari En klass i årskurs 7 som observerats inom Bridging the Gap IGP: Travel blogs (3 veckor) Eleverna jobbade ofta över på rasterna för de var så engagerade i sina resebloggar Läraren fick upprepade gånger stoppa elevernas engelskarbete för att de skulle hinna iväg till nästa lektion Elephant-riding in India. When I arrive to the space where #3 are working the girls are very involved in writing the blog, talking through want they want to say, playing with different formulations, talking with intensity. Emil has the upper part of his body slouched over the desk, his face partly hidden by the hood of his hoodie. The girls have found out about elephant-riding and, for the day s activity, are planning a trip to a wildlife sanctuary where, amongst other things, there is elephantriding. They talk about how they are going to write a post describing how the four of them go out for the day to the sanctuary and go elephant-riding. 16

But not me says Emil, because I am sick and am staying here in the hotel. No you can t be sick! You can t. Not again, says Nell. Every time we find something fun to do, you have to be sick and stay in the hotel. You can t! Can t you come with us just this time? Nell says with frustration, but also perhaps a sense of pity too. Look says the other girl, seeking a compromise, You can be sick when we get off. You can be with us on the ride. And then you get sick. And you are sick when we got off. That s what I am going to write. That when we got back from the ride and got down from the elephant that you, Emil, began to feel sick. No says Emil. I am sick and I don t want to come. I don t want to ride an elephant. I am going to write that I am staying in the hotel lying on my bed reading and drinking coke. That s what I am going to write (he sits up and has his phone in his hand, which indicates that he can of course post an individual entry). Please, says Nell, imploringly. And she gets up, leaving her seat, and goes over to Emil, who is now slouching over the desk again with his hood up, his face flat against the surface of the desk. She stands over him and rubs his shoulders, massaging them, and, peering down at him says, Please. It is OK. Be with us and then you can go back and be in bed. Come on. It s more fun if you are with us! 17

En första preliminär analys While the pupils are working the trip becomes real In this extract we can see how the worlds of the classroom and the trip merge The real events of the classroom (Emil not feeling well or sociable) are replicated in the world of the blog Pupils are acting authentically, being and speaking as themselves in the blog They are acting with autonomy and self-efficacy, as demonstrated when Emil picks up his phone (and later adds his own parallel version of the day s events ) Bringing Hemingway to Life! Students chose a scene from a Hemingway short story, put it into a contemporary context, wrote the script and filmed it using imovie. There was a positive reaction from nearly all of the students It took a little longer than I thought because they were it was such an engaging task, so much so that they wanted to work with it longer 18

A video guide for new students Students made a video about the school to be shown to new students using phones and digital editing programs. They work because they want to. They don t stop when school is over, when the time is up. But stay and finish what they are doing. And they give up their breaks, and they think that this is completely OK. And they work at home. They think that it is much nicer to sit at home and do recording. And they go to each other s houses, like, like a group of friends. And record together. So they use their free-time for this project too, because they realize that time in lessons is not enough. Some of them wanted to carry on with this project the whole autumn, the only thing they wanted to do. A radio show on Forrest Gump Students chose a theme from Forrest Gump and made a radio program about it, using their phones They started working with enthusiasm and energy and got straight down to finding facts. They came into the lesson, and sat down and started working. It was never the case that I had to and that is a sign that they thought that it was fun. That I didn t need to start them off. And I think they were pretty self-sufficient. I didn t really have to help them that much When they think something is fun then you don t need to push them. You don t need to chivvy them. They do it because they think it is fun. And now we are going to continue with our show. 19

Love online Students made a website where they wrote poems on the theme of love. [talking about the start of the project] We used rhymezone and they asked a lot about words that would be appropriate, and then they got down to writing and for some of them well, it went woosh and they had a poem at the end of the lesson! There was very great engagement. Nearly everyone. And they were very engaged throughout the time. News that interests them Students made a TV news program that included items about things of interest to them. And when they go home they work there too. There is always someone who asks if they can t continue working with it at home. Some really get triggered by this. Like there was one [news item] about One Direction [the pop group]. And they did the most amazing story about them. What they had done and so forth. And it is also how they like, that they really want to add in sound. And as they say, they put quite a lot into the actual recordings. So, and of course there are those who think it s fun to make the film. Using the computer. Often with Moviemaker. 20

Caught up in a Hurricane! Weather forecasting in English Students wrote a script for a weather forecast and recorded the forecasts on their phones or computers. Lots of pupils thought that it was exciting but also scary to record themselves and listen to the playback. But it created a lot of fun during the project! Life in the USA: A radio documentary Students recorded a radio show using phones for practice and then audio equipment. The focus was on the United States. They chose topics they are interested in to work with. They were away. It was like But we want to continue! Can we take these things we re doing and work on them during the break? They were so completely beyond themselves with excitement about this. 21

The Holiday Program Making a travel program. Students recorded a program in English where they would be traveling to an Englishspeaking city of their choice. They say now that this has really been fun, and that it has been the most exciting thing we have done. And you realize that that they think it s so fun when they get to do something they themselves have come up with. They get to do research and they really enjoy that. They got extremely involved. They were filming at home. And it wasn t homework, but off they went and filmed at home. Sat at home making their films. And they were really engaged in finding out about and writing facts [about the destinations], and finding pictures so that everything would look good. Vad betyder detta för lärare, klassrummet och lärarutbildningen? 22

Relevans? Fritidsengelska SKOLA Till exempel Kompetensutvecklingsdagar för verksamma lärare Resultat från forskningsprojekt som Bridging the gap between in- and out-of-school English behöver inkorporeras i ämnesdidaktiska kurser inom ramen för lärarutbildningen Vid behov, en förändrad undervisningspraktik Aktionsforskning? 23

Vad göra? Framåtblick! Kartlägga sina elevers extramurala engelska Enkät Språkdagbok Uppföljningsaktiviteter (Sundqvist & Sylvén, 2012; 2016) Känna till sina elevers språkliga bakgrund Basera del av engelskundervisningen på elevens egenvalda text/ljud/bild-material Bridging activities (Thorne & Reinhardt, 2008) them-relevant texts > höjd språklig medvetenhet Referenser Bhabha, H. K. (1994). The location of culture. London: Routledge. Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York, NY: Routledge. European Commission. (2012). First European survey of language competences. Brussels: European Commission. Retrieved from http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf. Gee, J. P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today's schools. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 214 232). Cambridge: Cambridge University Press. Guilloteaux, M.-J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55 77. doi:10.1002/j.1545-7249.2008.tb00207.x Gutiérrez, K. (2008). Developing a sociocultural literacy in the third space. Reading Research Quarterly, 43(2), 148-164. Henry, A. (2013). Digital games and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 133-155). Basingstoke: Palgrave Macmillan. Lundahl, B. (2012). Engelsk språkdidaktik: Texter, kommunikation, språkutveckling. Lund: Studentlitteratur. Moje, E., & Hinchman, K. (2004). Culturally responsive practices for youth literacy learning. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 321-350). New York, NY: Guilford. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132 141. Musk, N., & Wedin, Å. (2010). Inledning. In N. Musk & Å. Wedin (Eds.), Flerspråkighet, identitet och lärande: skola i ett föränderligt samhälle (pp. 9-20). Lund: Studentlitteratur. Olsson, E. (2011). Everything I read on the Internet is in English On the impact of extramural English on Swedish 16-year-old pupils writing proficiency. (Lic.), University of Gothenburg, Gothenburg. Skolverket. (2006). I enlighet med skolans värdegrund? Stockholm: Skolverket. Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders oral proficiency and vocabulary. (Diss.), Karlstad University, Karlstad. Sundqvist, P., & Sylvén, L. K. (2012). Ämnesdidaktiska utmaningar i det heterogena engelskklassrummet: En jämförelse mellan elever med stor respektive liten mängd extramural engelska. In N. Gericke & B. Schüllerqvist (Eds.), Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat (pp. 121-135). Karlstad: Karlstad University Press. Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3 20. doi:10.1017/s0958344013000232 Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning: From theory and research to practice. Basingstoke: Palgrave Macmillan. Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302 321. doi:10.1017/s095834401200016x Thorne, S. L., & Reinhardt, J. (2008). "Bridging activities," new media literacies, and advanced foreign language proficiency. CALICO Journal, KARLSTADS 25(3), 558-572. UNIVERSITET 24

Frågor? Tack för uppmärksamheten! Pia Sundqvist, docent i engelska Karlstads universitet Här finns länkar till projekt och artiklar etc. pia.sundqvist@kau.se http://www.kau.se/forskare/pia-sundqvist @PiaSundqvist 054-7001508 25

Och ett annat bra projekt Testing Talk: Interactional organization and assessment practice in paired L2 oral proficiency tests (2013 2016) [Vetenskapsrådet, dnr 2012-4129] Erica Sandlund & Pia Sundqvist, KAU, plus Lina Nyroos, Uppsala U Syfte Att generera en övergripande beskrivning och analys av hur muntliga tester introduceras, genomförs och bedöms (fokus NP Speaking, åk 9) Att bidra till att höja språklärares medvetenhet om testdeltagande, genomförande, administration och bedömning av muntliga prov bl.a. genom att arrangera workshoppar med språklärare där vi arbetar med autentiska data 26