VALUE-ADDED FL TEACHING
AND THE ESSENTIAL ROLE OF FTs
Ben Tweedie, Filipe de Almeida, Amresh Torul
Added value
Authenticity
Transferability
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Willingness to utilize innovative approaches
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CLIL
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Intercultural dimension
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Team Teaching
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Argumentation
Making learning more relevant to real life
Promote lifelong learning
Can be used at different schools (material,
work processes, templates etc.)
More flexible on what approaches to
implement (not bound by traditional
methods)
Content specialist
Better qualified to design and implement
lessons based on prof. literacy
development
Best person for the task
Background of teachers (multicultural)
Students/School exposed to multiple
perspectives
Positive experience from previous phases
of project (different schools, teachesr,
context)
Interdisciplinary approach to learning
(cross-curricular)
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Evidences/Evaluation
Adapted resources (up to date)
Less use of textbook (reliance)
Tested materials at different levels
(schools, classes, age groups)
Modelling
Peer reviews (observation)
Material itself
Student Questionnaire
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Material (content based)
Feedback from co-teacher
Critical observation (Peer)
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Quiz
Students adaptability when on school
trips abroad (cultural awareness)
Peer observation
Use questionnaire to evaluate TT
Modelling (Observation)
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Laura Jensen, C. Johnston, A. Jadrzyk, D. Ivanič
Added value
Cultural perspective, cultural knowledge
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Authentic situations and appropriate responses
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Bringing broadened perspectives to teaching and
to the prof. disc. of teaching
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Attract new students in future years / Increase
best practices at the school
Best practices if FT workos with a limited
number of teachers – increased successful
lessons, student productivity, variety and
progress
 Teachers from different backgrounds,
different educational systems
present/bring with them their own educ.
Best practices and experiences
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Multidimensional (team) teaching leads to
better/improved teaching
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Multidimensional (team) teaching leads to
broadened students and teachers perspectives
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FT brings new ideas to the school/to the teaching
practices and curriculum
Argumentation
SLO teachers have limited opportunities
to experience the TL + culture, so the FL
teachers bring the opportunity to interact
with native teacher of the TL
Textbook materials and online materials
are without context, so the native
teachers help to place this into context
Cultures, pedagogical practices differ from
one country to anmother
Interaction between the two teachers, of
two (or more) targeted languages leads to
personalized instruction, addressing
various student needs and offers
(additional support to the SLO teachers)
Adds greater understanding of both
language and culture over time (for both
teachers and studenst) – improving best
practices, students productivity
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Evidences/Evaluation
E.g. portfolio e.g. on stereotypes
tolerance e.g. in the form of journal
writting (reflect on the target language
e.g. idioms)
E.g. list of words, phrases to enhance
among Students in the TL
E.g. Teaching styles – fluency, reflective
teaching – how they complement each
other, where they clash
E.g. Portfolio of best practices – new ideas
brought to school and implemented (e.g.
display of aboriginal art)
Real tourists and immediate feedback
helped raise students awareness of
weakness in communication in the target
language and served to motivate them to
become better communicators
Tatjana Shrestha, Will Tomford, Gilly Roebuck
Added value
Having acces to implementing authentic materials
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New/Different perspective on an issue/topic
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Different educational experience
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Authentic platform for English speaking
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Personal experience reflecting cultural, linguistic
ideas
Supporting Slovene teachers with further
development and challenges
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Argumentation
The FT is experienced with authentic, upto-date materials
Through foreign experience, FTs add
cultural perspective
FTs have different educational
backgrounds
FTs provide authentic environments for
students to speak the target language
FTs motivate students, create interest for
the language/culture
FTS actively provide opportunities for ST
to expand their curriculum
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Evidences/Evaluation
How texts, films etc. have beeb used in
the classroom
Especially in developed projects, these
counter-perspectives enhance lessons
These backgrounds stress different ways
to learn/pedagogy techniques
In small gropus, students can discuss
topics and practice grammar
Sharing experience, knowledge, motivates
students
This is slightly less tangible to measure,
but is possible
Soizic Dupuy-Roudel, Samuel Farsure, Andrea Valenti, Elza Louis
Added value
Intercultural experts: vpogled v lastno kulturo kot
»tujec« (eksterni opazovalec) – »medkulturna
kompetenca«
Jezikovni strokovnjaki (bogastvo besedišča,
intuitive knowledge)
Metalinguistic reflection
Cultural experts (life experience – intuitive and
reflective aspects)
Authenticity (verbalna komunikacija, gradivo,
relevantna vsebina)
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Argumentation
Šele tisti, ki živi izven svoje kulture dobi
priložnost za objektivnejši vpogled v svojo
kulturo. Pogoj je, da se TU odpira
slovenski kulturi
Evidences/Evaluation