Tuesday 2 August 2016

2nd Language Learning: Teaching and Learning Research Initiative Project (TLRI)



In the last week of Term two, I went to a Hui at the Auckland University Faculty of Education. After the teacher previously involved left Berkley, I was asked to take up his role in the research project, 'Teaching and Learning Research Initiative Project (TLRI)', the purpose being, 'enhancing the intercultural capability of students of additional languages in NZ's intermediate schools'.

Heading into the Hui, I had no real idea of what the project was, or what my part in it was to be, so I was looking forward to finding out what my role was. 

Firstly we met the researchers:

  • Associate Professor Martin East
  • Dr Constanza Tolosa
  • Dr Adele Scott
  • Dr Christine Biebricher
  • Jocelyn Howard

As well as my fellow teachers:
  • Kelly (Viscount School - Auckland)
  • Lilliane (Takapuna Normal School - Auckland)
  • Tamara and Mike (Kirkwood School - Christchurch)
Over the two days, we discussed the principles behind language teaching as well as hearing from several students completing research projects on second language learning. For me, the most enlightening part was learning about the research done in 2010 on Intercultural communicative language teaching by Newton, Yates, Shearn, & Nowitzki. 

The Six Newton et al. Principles 
Intercultural communicative language teaching: 
  1. Integrates language and culture from the beginning 
  2. Engages learners in genuine social interaction
  3. Encourages and develops an exploratory and reflective approach to culture and culture-in-language 
  4. Fosters explicit comparisons and connections between languages and cultures 
  5. Acknowledges and responds appropriately to diverse learners and learning contexts 
  6. Emphasises communicative competence rather than native-speaker competence 

Prior to the workshop, I have always felt inadequate about my Japanese knowledge, because it is many years since I have had to use any more than very basic Japanese. Therefore, principle 6 was very important to me, as it made me realise that not only don't I have to be perfect in my knowledge and teaching, but I also don't have to pressurise my students for perfection either - communication is the key. Just as I am able to understand people trying to communicate in broken and grammar-wise, incorrect English, so will Japanese people be able to understand our messages. Understanding this lifted a real burden off me - my goal is to understand and be understood, not to sound like a native speaker.

However, as this worry was lifted another one was put in place in the form of number four (Fosters explicit comparisons and connections between languages and cultures). I have come away from the Hui understanding that it is really important for me to include more of the cultural similarities and differences between our lives and those of Japanese people. I can see the importance of this, but I feel really I am lacking in this area because I really feel I don't know much about the Japanese culture. I'm frustrated that I don't foresee the possibility of spending time in Japan anytime soon to increase my knowledge and not knowing where to go to get really neat cultural insights to share with the students. 

Unfortunately, we had to depart the Hui early due to unforeseen circumstances back at school, so I was unable to fully pin down my focus in the research project, so I will be doing this with Constanza (who will be observing me), via Skype later this week.