Year 7-10 E-Learning in Languages (ELL) Teacher Reports Does the use of video as a reflective tool for teachers and students impact on students’ learning of an international language with a focus on speaking ( Ellis Principles 1,6,7,8 2005) and interculturality Principles 4 and 5? (Newton and Yates 2009)

Eleanor Fraser St Andrews Middle School Postal Address or Address: GST number

What is the context for your research? St Andrews Middle School, Hamilton Decile:4 Total no of students 156 Class: Year 7+ 8 Gate Students Introduction of Japanese Language Terms 3+4

Ethnicities at SAMS

Ethnicities of Room 7 students

Survey results for ICT in Room 7 17/22 have internet access in home ICT computer programmes Word & Excel 15 Games 14 Typing 9 Like to improve: Research skills 5 Excel 3 3 Videos & cameras 5 Fluency in communicating 19 Knowledge 5 Skills 5 Speak fluently 15 Cook Japanese food 1 Speak lots of languages 5 Why learn Asian Languages 3

Inquiry topic What kind of e-learning or use of ICT did you pursue and why did you choose it? Flip Videos used to record students’ speaking Saved on individual student blogs for easy access and so peers and parents can view their work. Laptop + data projector to allow the students to view and listen to videos and sound. CDs – lessons for listening and speaking.

How did you use student voice to inform your decision-making? Terms 1 & 2 teacher ran and analysed a survey and discussed ideas with the students and decided to utilise the flip videos. Term 3 & 4 teacher also conducted a survey with the students and identified prior learning procedures around 2 nd language learning and self and peer assessment and the use of flip video as the e-learning tool.

Inquiry Topic b) What was the improvement in student learning in languages that you wanted to achieve? Communication- to show flow, pronunciation and confidence in speaking in Japanese (principle7)ie That students are successful at level 1 Speaking see p 42Te Aho Arataki Marau 2009 MOE NZ Communication moved to phrases/questions & answers (principle 8 interaction) which relates specifically to Interculturality principle 5 – Engages learners in genuine social interaction Cultural appreciation and aspects of both here in NZ and Japan. Principle 4Newton & Yates 2009 MOE NZ “Fosters explicit comparisons and connections between languages & cultures.” b) What was the improvement in student learning in languages that you wanted to achieve? Communication- to show flow, pronunciation and confidence in speaking in Japanese (principle7)ie That students are successful at level 1 Speaking see p 42Te Aho Arataki Marau 2009 MOE NZ Communication moved to phrases/questions & answers (principle 8 interaction) which relates specifically to Interculturality principle 5 – Engages learners in genuine social interaction Cultural appreciation and aspects of both here in NZ and Japan. Principle 4Newton & Yates 2009 MOE NZ “Fosters explicit comparisons and connections between languages & cultures.”

Inquiry Topic What evidence did you have to decide that this was important for the students in your class? As this is the Gate Class, this programme would extend the students and further develop their language skills in another 2 nd language. Evidence of substantial learning in Chinese Terms As I had prior teaching of Japanese I was keen to introduce Japanese as a 2 nd (3 rd ) Language (as required in the NZ Curriculum.)

What research or theoretical base did you use to underpin your decision? For Learning Languages pedagogy: Ellis 2005 For Intercultural Communicative Language Teaching and learning Newton and Yates 2009 MOE and Byram For e-learning the following : Ten Top Tips for Teaching with new Media Edutopio Prensky Also: Make it Visual –tools for sharing –photos and Video clips, Use the buddy system Classroom gateway – by using online resources

“What Language Teachers need for intercultural dimension is not more knowledge of other countries and culture but skills in promoting an atmosphere which allow learners to take risks in their thinking and feeling.” p 28 in “Developing the intercultural Dimension in Language Teaching” by M Bryam B Gribkova & H Starkby

How did you go about answering the focus question? -introduced flip videos of students’ communication in pairs/groups -stored videos in Student Resources folder on computer -students were able to put them into their own blogs -students were able to analyse their oral presentations -view them regularly and determine improvements as they progressed through each unit -parents are able to view their own child’s oral presentations

Student Achievement Data - Initial video observation -Subsequent video observation -Observation tools which allow teacher to assess for and of learning and which allows students to self and peer assess against benchmarks eg rubrics co-constructed with students and progressions adapted from TAAM (Te Aho Arataki Marau) -Student videos on blogs and their own assessments e.g. What did you do well? What do you need to work on?

Step 2 tape example

Step 3 tape sample

Analysis + strategies used to address needs of Māori & Pasifika students according to Ka Hikitia or the Pasifika Education Plan Analysed Level 1 Te Aho Arataki Marau, M ā ori in English Medium Schools: Listening, Speaking, Reading, Writing, Viewing, Presenting format to determine the levels for Japanese Language. Integrating:- Caring for M ā ori Students (+ students of other nationalities) Well Managed Learning environment High Learning expectations of M ā ori students ( + students of other nationalities) High behaviour expectations of M ā ori students ( + students of other nationalities) Culturally appropriate context – using links eg pronunciation Culturally responsive context- identifying links to other languages and cultures. Taken from Ka Hikitia - Māori enjoying education success as Māori ( MEESAM)

Strategies A direct example of being culturally responsive is in making the following connection with prior learning from Te Reo Māori: We established that vowel sounds are identical between Japanese/ Māori (see MEESAM handout)

What did you find? What have you observed in your students’ learning? Positively awesome attitudes Data that shows a specific impact on the achievement of students: – on blogs-visual presentations – Quantitative: words learnt – Qualitative: student voice

What is the significance of what you found? This inquiry will influence my future teaching: By utilising flip videos in other subjects. By utilising blogs to a greater extent. It reinforces my belief that students will learn through doing, participating and reflecting.

What shifts have you observed in your own learning? Thinking back to the beginning of this project, how has your own learning shifted / improved in the following areas: Use of e-learning in the context of learning languages The importance/increased use of technology Encourages greater engagement of the students- allows them to view their oral and visual learning at school and home Using a teaching as inquiry cyclical style of professional learning Revisiting procedures and topics develops further understanding 2 nd language acquisition research Acknowledge a shift in 2 nd language teaching pedagogies Intercultural language learning and teaching Provides opportunities for students to increase their awareness and understanding of other cultures in relationship to themselves Engagement with the New Zealand Curriculum The ELL teaching as inquiry process is based on the NZC Investigation of M ā ori Language Curriculum (TAAM)

From Te Aho Arataki Marau mo te Ako I Te Reo M ā ori (TAAM)

Reporting How might you share your findings with a larger audience? Individual blogs –students can share with parents and peers Check the number of outside hits from all over the world on the blogs School Assembly presentation Staff Meeting presentation- 22 nd November

References Prensky, M (2001) Digital Natives, Digital Immigrants From on the Horizon NCB Uni Press Vol 9 ( 5) “Ten Top Tips For Teaching with Media” to be found at Edutopia Ellis, R.(2005) Instructed Second Language Acquisition: Case Studies. Language Skills as a Progression-adapted from Te Aho Arataki Marau mo te Ako I Te Reo Māori

Use of this report Would you be willing for this report to be published on TKI? (The report would be edited to ensure teachers, students and the school were not identified if necessary) Yes Signature