Multilingualism Regional Minority Languages Paradigms for Languages of

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Multilingualism, Regional & Minority Languages: Paradigms for ‘Languages of the Wider World’ SOAS, University

Multilingualism, Regional & Minority Languages: Paradigms for ‘Languages of the Wider World’ SOAS, University of London 16 -17 April 2009 A Performance Approach to Second/Third Language Teaching and Learning Meili Fang Ochanomizu University fangmeili@gmail. com

This talk § introduction – types of language teaching and learning § comparing teaching

This talk § introduction – types of language teaching and learning § comparing teaching of second/third foreign/heritage languages § key points of Performance Approach (PA): a methodology adapted from foreign language teaching for second/third foreign and heritage/minority language teaching § PA and performance § video examples and discussion 2

Introduction § conventional teaching and learning contrasts: • national/mother language • foreign languages §

Introduction § conventional teaching and learning contrasts: • national/mother language • foreign languages § actually • • first language (often but not always national language) first foreign language second or third foreign language heritage/minority/immigrant language • the community is voluntarily or forcefully dominated or out of their country 3

Large and small languages § I taught or was part of teaching team for:

Large and small languages § I taught or was part of teaching team for: • • Japanese (in Taiwan) Mandarin (Japan, UK) Hokkien (Japan, UK) Karaim (Lithuania) less commonly taught 4

Courses are very diverse § Japanese FL taught as a major (12 hrs) §

Courses are very diverse § Japanese FL taught as a major (12 hrs) § Mandarin 2 nd FL (after English) (3 hrs). . . as curiosity to high school students (1 hr) § Hokkien as 3 rd FL (after E, M), students with personal motives (3 hrs) § Karaim Heritage language as 3 rd or 4 th language in intensive summer school 5

. . . but methodologies aren’t § more useful to identify similarities and differences

. . . but methodologies aren’t § more useful to identify similarities and differences between • learners in classes in institutional and community settings – the trends are opposite • teaching settings – structure and resources § PA methods were effective for smaller languages. . . even more effective! 6

Learners in language settings endangered languages community settings institutional settings § § § similarity

Learners in language settings endangered languages community settings institutional settings § § § similarity age ability learning goals motivation mother/heritage language background similarity 7

Teaching settings § less institutional commitment § options rather than compulsory § learner motivations

Teaching settings § less institutional commitment § options rather than compulsory § learner motivations tend to be personal and less instrumental § learner backgrounds may be very different § less design and input to teaching resources § less teaching hours § very easy for big mismatch between goals, materials and learners § could mainstream FL methodologies be appropriate? § yes, but only if effective 8

Performance approach (PA) § main issues are course design and classroom dynamics §. .

Performance approach (PA) § main issues are course design and classroom dynamics §. . . and how these serve the learning goals (and wider goals) 9

PA key points § clear teaching goal and process § rapid, measurable learning §

PA key points § clear teaching goal and process § rapid, measurable learning § students continually perform what they learned (‘spiral of learning’) § effective materials, activities, assessment § include language functions e. g. emotion, culture § drama creation and performance § involve language speakers § generate further language learning resources 10

Spiral of learning Typical teaching -‘bank savings’ Performance Approach -‘spiral’ 11

Spiral of learning Typical teaching -‘bank savings’ Performance Approach -‘spiral’ 11

Planning: constraints and goals § constraints • time available – calendar, hours • materials

Planning: constraints and goals § constraints • time available – calendar, hours • materials • teachers • infrastructure § goals • researched, realistic and concrete • e. g. to master 450 vocabulary items; reach pre-intermediate level; speech functions; cultural (e. g. songs) 12

PA design § course design • hours, classes, teachers • driven by learners’ motivations,

PA design § course design • hours, classes, teachers • driven by learners’ motivations, learning styles, learning goals § teaching materials design • textbook • other materials (worksheets, songs, games etc) 13

PA design § activity design • listening, Q & A, conversation, find out. .

PA design § activity design • listening, Q & A, conversation, find out. . . • drama (see later) § feedback and evaluation design • evaluation / assessment - continuous and varied • drama (self/group/teacher feedback) • create concrete resources that “feed back” to future learners 14

Textbook § § § § learnable sequence each lesson builds on next controlled vocabulary

Textbook § § § § learnable sequence each lesson builds on next controlled vocabulary and structures topics and dialogues relevant and useful predictable learning give mileposts and confidence to learners 15

Elementary Spoken Hokkien Chapter topics § § § § Introduction 1 Vowels 2 Consonants

Elementary Spoken Hokkien Chapter topics § § § § Introduction 1 Vowels 2 Consonants 3 Tones 4 Tone change 5 What’s your name? Lí kúi sèⁿ? 6 Greetings: Chiãh-pá böe 7 What is it? Che s„ sím-m…h? 16

Elementary Spoken Hokkien Chapter topics § § § 8 What would you like to

Elementary Spoken Hokkien Chapter topics § § § 8 What would you like to drink? Lí ài lim sím-m…h? 9 What day is today? Kin-á-jit chhe-kúi ? 10 When is your birthday? Lí ê siⁿ-j…t tang-sî ? 11 What number are you calling? Lí phah kúi hö ? 12 How much is this? Che ài göa-che chîⁿ ? 13 Do you know where the toilet is? Lí kám chaiiáⁿ tó-üi ü piän-só ? 17

Elementary Spoken Hokkien Chapter topics § 14 What are you doing? Lí teh chhóng-siàⁿ

Elementary Spoken Hokkien Chapter topics § 14 What are you doing? Lí teh chhóng-siàⁿ ? § 15 Inviting a friend: Iok-pêng-iú § 16 How long have you been learning Taiwanese? Lí Tâi-gí õh göa kú a ? § 17 Can I try it on? Che ë-sái chhì-chheng bë ? § 18 Making a booking: Tëng pâng-keng § 19 What’s wrong with you? Lí s„ án-chóaⁿ § 20 Introducing friends: Kài-siäu pêng-iú 18

Lesson 10: Lí ê siⁿ-j…t tang-sî? Example chapter dialogue § 1. Tùi-ōe / Dialogue

Lesson 10: Lí ê siⁿ-j…t tang-sî? Example chapter dialogue § 1. Tùi-ōe / Dialogue A: Lí ê siⁿ-j…t tang-sî? B: Góa ê siⁿ-j…t sì ji-gõeh chhe-peh. Lí ê leh? A: Góa ê siⁿ-j…t si chiaⁿ-gõeh chãp-it. B: S„ téng-kó-gõeh ¬h. A: Hèⁿ. B: Lí kám chai-iáⁿ lín läu-su „n cha-b¯-kiáⁿ ê seⁿ-j…t sì tang-sî? A: Góan läu-su „n cha-b¯ -kiáⁿ? ! Lí m¤g che beh chhóng-siàⁿ? 19

PA and theatricality § classroom is a ‘theatre’ setting that makes interactions more authentic

PA and theatricality § classroom is a ‘theatre’ setting that makes interactions more authentic § performances are respected as language events, and as records of the language development or revitalization process 20

Drama § § group based groups create own characters and story connects with culture

Drama § § group based groups create own characters and story connects with culture or daily life, emotions performances matter: what learners do is valued § performances are new resources 21

Drama steps § § § § establish parameters set up story topics formulate and

Drama steps § § § § establish parameters set up story topics formulate and present story script writing, presentation, correction record voices prepare for performance; video distribute useful resource 22

2006 Hokkien : 香蕉明的白日夢. . Students’ drama script 劇本編者: Jonny Moses & Rui Niu

2006 Hokkien : 香蕉明的白日夢. . Students’ drama script 劇本編者: Jonny Moses & Rui Niu 日期: 2006年 05月03日 阿明: Ming 楊修女: Sister Yang 阿李: Lee 老王: Old Wong 唱片老闆: Record Producer § A: Be king-chio, be king-chio! Tai-oan e king-chio siok koh ho chiah! Kin lai be a! 買香蕉, 買香焦! 台灣的香焦好吃而不貴! 快來買呀! Get your bananas, get your bananas! Taiwan bananas are cheap and delicious! Come and get them before they’re gone! § B: Thau-ke gau-cha, king-chio chit-kin goa-che chin? 老闆早安, 香蕉多少錢一斤? Good morning, how much for half a kilo? § A: Iun Siun-lu gau-cha! Sa-chap kho • , ho chiah koh siok o! 楊修女, 早! 三十塊, 好吃而不貴! Good morning Sister Yang! 30 NT, they’re cheap and delicious! 23

2006 Hokkien cont’d Students’ drama script § B: Chit-kin sa-chap kho • oh 4?

2006 Hokkien cont’d Students’ drama script § B: Chit-kin sa-chap kho • oh 4? ! chiah 1 -ni kui a! Na goa be khah-che e 3, li e-sai sng khah-siok e be? 一斤三十塊? ! 好貴喔! 我買多點的話, 你可以給我便宜些嗎 ? 30 NT for half a kilo? ! So expensive! Can you do them any cheaper if I buy a bit more? § A: E-sai, e-sai. 可以啊. Ok, sure. § B: M-ko, goa ai seng chhi chiah khoan li e king-chio u-ian u ho-chiah bo • …. 不過, 我要先試一試你的香蕉是否真的好吃… But first I’ve got to see whether your bananas are sweet or not… § A: Bo bun-teh, ia bo, li chiah khoan mai. . 沒問題, 要不然, 你吃看看. . No problem. Here, have a little taste. 24

An endangered language situation § Karaim - Turkic language spoken in Trakai, Lithuania §

An endangered language situation § Karaim - Turkic language spoken in Trakai, Lithuania § summer courses 2005 - 2007 § goals: to support learners to effectively take part in basic everyday conversation. Designed for a class of different ages incl children, teenagers, and young and old adults. Focus “how to teach a language in a short time”. § course: 2 -week intensive, 2 classes/day, each class 70 min, total of 20 hours; also informal afternoon activities 25

Conclusions § PA is effective for rapid, predictable, measurable, accountable, usable language learning §

Conclusions § PA is effective for rapid, predictable, measurable, accountable, usable language learning § clear, integrated course design and materials § continuous language production, feedback § group-based drama § resource creation § we have to bring the best methodology to teaching and learning LCTL, minority, and endangered languages! 26

End Thank you References To appear. Meili Fang & David Nathan. Language Documentation and

End Thank you References To appear. Meili Fang & David Nathan. Language Documentation and Pedagogy for Endangered Languages: a Mutual Revitalisation. . In P. Austin (ed) Language Documentation and Description. London: SOAS 2006. “Taiwanese language teaching and development in the United Kingdom”. Invited paper at conference Taiwan Studies: British Perspectives, Academia Sinica, Taipei, December 2006. [http: //www. dnathan. com/mnd/docs/Taiwanese_UK_Meili. Fang. pdf] 27