“Internationalising Language Teaching and
Learning with the help of the Erasmus Community
to Increase Employability - Results of a Pilot Study.”
Newcastle University,
School of Modern Languages
Dr JC Penet
Dr S Salin – sandra.salin@ncl.ac.uk
Rationale
Context:
- NU students demands;
- Erasmus students
feedback;
- 2012 horizon
-
-
Key concepts in pilot
project:
- Peer learning;
- Reflective learning.
Aims and objectives:
Solution to increase
contact hours;
Better integrate
Erasmus students;
Boost Erasmus
students
employability;
Develop language
students’ awareness
Methodology - Semester 1 : Training
Week Content
3
Introductory meeting – allocation of mentors / mentees
4
Introduction to the British Higher Education System
5
Introduction to the SML + First and second year language modules
6
Introduction to classroom resources / Black Board / Language Labs
7
Class observation + Feedback
8
Class observation + Feedback
9
Micro teaching experience on first and second year modules +
Feedback from tutor
10
Micro teaching experience on first and second year modules +
Feedback from tutor
Semester 2
Teaching Practice and evaluation
Lesson
Plan
Feedback
Feedback
Lesson
Questionnaires
Certificate
‘Erasmus Teachers’ (ET) - Involvement
Number of
participants
Percentage
Beginning of
Project
16
100%
Class
Observation –
Week 7 S.1
8
50%
Class
Observation –
Week 7 S.1
8
100% [50%]
Semester 2
Teaching
7
87% [44% ]
Feedback 1
4
57% [25%]
Critical
Phase
ET– Motivations*
*Quotes from Question 1 of ‘Erasmus Teachers Feedback Questionnaire 1’
“It was
interesting to
do something
different, to
learn new
things, to meet
different
people.”
Try
New
“I wanted to
know if [my own
experience] can
be profitable to
someone.”
Why
take
part?
Share
“… so I could know if
[becoming a teacher]
was really something I
wanted to do.”
CV
“It was also an
experience
that I could put
down on a CV.”
ET – Expectations*
*Results from Question2of ‘Erasmus Teachers Feedback Questionnaire 1’
Being able to
organise class
activities
Being able to
help students
Learn new
skills
Being more
comfortable
with an
audience
Develop my
ability to
communicate
ET- Feedback on S.1 sessions*
*Results from Question 4 of ‘Erasmus Teachers Feedback Questionnaire 1’
Was it useful?
Most particularly…
Introduction to the English
HE system
Yes
Fee system explained
Introduction to the School
and its language modules
Yes
To position yourself within
project
Introduction to classroom
resources
Not really
Too quick and not “handson” enough…
Class observation and
feedback
Yes
To have a better idea of
kind of teaching expected
of you…
BUT – “observation form
confusing”
Micro-teaching experience
Very useful
- “supportive teacher”;
- “… helped me feel more
comfortable with 2nd
semester teaching”
ET - Feedback on Observation Sessions
• Observation sessions – at the heart of this pilot
project!
• Seen as the starting point of reflective learning (RL):
- RL ‘for action’: S.1 obs. sessions;
- RL ‘in action’: S.2 teaching;
- RL ‘on action’: job interview.
RL ‘on
action’
RL ‘for
action’
RL ‘in
action’
From: P. Kahn and L. Walsh (eds.) Developing your Teaching (London: Routledge, 2006), p.48
– Based on Schön, Educating the Reflective Practitioner, 1983.
ET- Feedback on Observation Sessions*
*Quotes from Question 5 of ‘Erasmus Teachers Feedback Questionnaire 1’
What did they learn from those sessions?
- To observe differences…
> “I learned that the BrItIsh system Is very dIfferent”
> “A
different approach to language teaching…”
- … And how to act upon what they observed:
> “…
I tried to apply it in the second semester.”
> “I
learned how to act in class by observing and I then took into account
what the teacher told me to have a good start when teaching on my own.”
= RL FOR and IN action
ET: ‘on action’ Reflective Learning*
*Results from Questions 6, 7 and 8 of ‘Erasmus Teachers Feedback Questionnaire 1’
Self-evaluation of teaching experience:
- Positive elements:
“Fun, challenging, positive, managing, communicating, connecting, investing
ourselves, sharing and helping”…
- What they thought could be improved?
1) Teaching-wise: Class preparation (preparing class plans), managing time,
self-confidence, create more interesting activities, body language
2) Project-wise: Too big a gap between micro-teaching and S.2 teaching,
give more guidelines as to the kind of activities that make students
participate, give us photocopy credits…
- ET’s overall mark given to project:
7.75/10
ET – Benefits of project*
*Results from Question 9 of ‘Erasmus Teachers Feedback Questionnaire 1’
75% do
“Yes because it’s more real and I see that there
are multiple factors to take into account.”
“Do you think your perception of what
makes a good teacher has changed…?”
“I have, however, realised that teaching
requires much more preparation and that it
is much more difficult than I had
anticipated.”
25% don’t
but…
NU Students’ questionnaire analysis*
*Results from ‘First-Year and second year Students Feedback Questionnaires 1’
Level B
Level C
78 questionnaires
received
62% did not
attend
ET-led sessions
38% did
attend ETled sessions
84 questionnaires
received
67.8% did not
attend
32.1% did
attend
Reasons for not attending*
*Results to question 2 from ‘First-Year and second year Students Feedback Questionnaire’
Time
Clashes
Clashes
Time
Organisation
Priority
Info
Priority
Room change
Commitment
Organisation
25
20
19
15
10
7
5
1
0
Overall satisfaction*
*Results to question 10 from First-Year and second year Students Feedback Questionnaire
• Level B
• Level C
Satisfactory
Satisfactory
Good
Good
Very good
Very good
Excellent
Excellent
What was liked the most*
*Results to question 4 of ‘First-Year and second year Students Feedback Questionnaire’
Level B
20
18
16
14
12
10
8
6
4
2
0
Level C
Extra
practice
Small
groups
Friendly
Casual
16
14
12
10
8
6
Native
speaker
More
variety
Friendly/re
laxed
Extra
speaking
Same age
4
Youth
culture
2
Youth
vocab
0
The students’ learning experience
*From First-Year and Second Year Students Feedback Questionnaire 1’
Helped improve speaking.
Helped consolidate vocab.
Helped improve confidence.
Made the learning experience more enjoyable
More information relevant to my age
Better cultural understanding
Benefits of the Erasmus teacher*
*Quotes from question 6 of ‘First and second year Students Feedback Questionnaire 1’
‘Great practice as
they are young native
speakers.’
‘It’s good because they
have been in your
position too.’
Preparation for the year abroad …*
* From question 7 of ‘First-Year and Second year Students Feedback Questionnaires’
‘It definitely
helped my
confidence for
the year
abroad!’
Great
opportunity to
learn from
somebody who
has overcome the
same problems
What could be improved*
*Results from question 5 from ‘First-Year ans second year Students Feedback Questionnaires’
18
16
14
12
10
8
6
4
2
0
More speaking
Organisation
More sessions
1
To consider
• 2012-13 - a credit bearing Erasmus module
• University induction session
• Assessment - Reflective learning (Essay + portfolio) /
Employability (job interview)
• Compulsory to NU students?
• How to make students attend ?
• Better integration of the Erasmus community
• Promotion of languages in schools
• Promotion of the year Abroad experience and the
Erasmus programme.