Đang tải... (xem toàn văn)
These elements are key to active participation, capacity building and accountability within learning communities. This article provides the storyline of an experience in the creation of online resources within a Deep Approach to Turkish language and culture; it illustrates processes that could be used to create similar resources for Vietnamese.
Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c ÁP DỤNG HƯỚNG TIẾP CẬN CHUYÊN SÂU VỀ NGOẠI NGỮ VÀ VĂN HÓA TRONG GIẢNG DẠY TIẾNG VIT Franỗois Victor TOCHON, Isabelle C Druc-Tochon Trng i hc Wisconsin - Madison, Hoa Kỳ Tóm t t: Học tập chuyên sâu phương pháp Abstract: Deep learning is sustainable and requires bền vững địi hỏi phong cách giảng dạy khác a different style of teaching Some researchers have biệt Một số nhà nghiên cứu ñã tiến hành khảo sát việc started working on the transfer from a deep conception chuyển ñổi từ khái niệm chuyên sâu học tập theo of learning towards a Deep Approach to language hướng tiếp cận chuyên sâu sang việc giảng dạy học teaching and learning (Tochon & Hanson, 2003; tập ngơn ngữ (Tochon & Hanson, 2003; Tochon, Ưkten, Karaman & Druc, 2008; Tochon, 2014) Đào tạo chun sâu địi hỏi phải trì việc tự học Học tập có tính chất quan trọng việc hiểu biết sâu sắc; hệ thống học tập chuyên sâu cần trải rộng xuyên suốt lĩnh vực chuyên ngành; học tập chuyên sâu cung cấp lượng không vắt kiệt sức lực giáo viên, Tochon, Ưkten, Karaman & Druc, 2008; Tochon, 2014) Deep education requires self-sustainable learning Learning has to matter for deep understanding to happen; the deep learning system must spread across disciplinary domains; deep learning is energizing and doesn’t burn out teachers, it doesn’t harm the không gây hại cho môi trường; chất lượng phương environment; quality is linked to variety rather than pháp liên quan ñến ña dạng nhiều standardized forms of expression; deep teaching hình thức biểu đạt chuẩn; giảng dạy chuyên sâu tôn honors the past and develops wisdom for the future vinh khứ phát triển trí tuệ cho tương lai Những These elements are key to active participation, capacity yếu tố đóng vai trị quan trọng việc ñạt ñược building and accountability within learning communities tham gia chủ ñộng, nâng cao lực trách This article provides the storyline of an experience in nhiệm giải trình cộng đồng học tập Báo cáo the creation of online resources within a Deep cung cấp kinh nghiệm việc xây dựng Approach to Turkish language and culture; it illustrates nguồn lực trực tuyến theo hướng tiếp cận chuyên sâu processes that could be used to create similar ngơn ngữ văn hóa Thổ Nhĩ Kỳ; q trình resources for Vietnamese sử dụng việc tạo nguồn lực tương tự cho Việt Nam ñược minh họa HOW TO APPLY THE DEEP APPROACH OF FOREIGN LANGUAGES AND CULTURES TO TEACHING VIETNAMESE The challenge of creating a curriculum for a Deep Approach to the language What can depth in language teaching mean? Within the current academic structures, when asked what could be deeper in their teaching, language instructors express various clues such as extensive readings of short novels, work on video tele-novellas, field trips and video correspondence, but they not have a solid framework that would 398 legitimate new forms of deep practices When we ask teachers what could be deeper, they recognize that slicing contents through grammar topics and exercises does not lead to a sense of deep learning and situated proficiency, and the communicative approach as well seems insufficient to stimulate deep learning Teaching methods have been compelling in making teachers believe that they could apply certain methods to reach certain goals, and the Chi n l c ngo i ng xu th h i nh p framework was supposed to be neutral Specifying goals for schools and for classroom learning implies value choices Evaluating results is all about valuing certain tasks and devaluing others Many teachers have become ‘instrumentalists’ in the sense that they never question the underlying framework for the methods they enact They just have to apply the ‘right’ methods to reach the ‘right’ results, they are told Nobody questions the philosophy behind assessments However, restricting the motives of action to technical rationality is unrooted thinking, which may have problematic side-effects Instruments, methods, strategies not suffice to reach higher humane goals Philosophy and theoretical wisdom must guide reflective practice, and only then should we start thinking about what instruments might be appropriate Depth is not an absolute, it describes an orientation that contrasts with existing practices in the world language area Often while visiting language classes one can witness a series of short slices of activities, for example sequenced on the principle of Overview-Prime-Drill-Check (Knopp, 1980), which keeps students alert on the principle that, if they are not constantly stimulated by frequent and careful feedback loops, they will lose the necessary focus The whole system is based on extrinsic motivation The motivation, needs, and learning reflections of students must be part of the learning process This is a challenge for instructional designers because most designer models try to predict every learning step Advanced learning—whether individualized or group project–based—cannot be really predicted by instructional materials; an open pedagogy model must be proposed This is the key challenge that most instructional materials must face: the best structured materials may imprison learners’ autonomy and motivation The instructional materials must be planned so that many pathways are open to diverging ways of using the materials in real classroom situations We need to go from a performance orientation to Tháng 11/2014 one emphasizing situated competencies The linguafolio logic is consistent with an open learning approach, as is the use of film Film can be watched, reviewed, and reflected upon individually or in a group, at a distance or on-site It can be accompanied by questions, or it can support project-based learning This approach offers a valuable alternative to currently available language materials, which often seem deprived of creativity and not make use of the potential for individualized learning In the project described in this article, we worked on a framework that facilitates the former kind of deep learning and orientation; and tried our best to materialize it into instructional materials that would permit a totally new approach to language teaching and learning Right from the start, it is important to distinguish the approach from the instructional materials A teacher who cannot conceptualize a more meaningful “deep” approach to language learning, and who has not been trained in the Deep Approach may not use the instructional materials we propose in a way conducive to deep learning A teacher who can conceptualize such a more meaningful “deep” approach to language learning, approaches teaching from a deep philosophical perspective focusing on the process rather than the outcome, and who has been trained in the Deep Approach may/will use the instructional materials we propose in a way conducive to deep learning This article follows the four-year IRIS Title VI research and development of new ways of stimulating deep learning in a less-commonlytaught language and culture (Tochon, Ökten, Karaman, & Druc, 2012) It describes the creation, study, implementation and impacts, within the project, of instructional materials that take a “Deep Approach” to language acquisition Ours is an immersive, learner-centered, technology-rich, and project-based approach designed for institutions of higher education in the U.S and elsewhere that offer programs in language and culture, cultural studies, and international studies 399 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c Overview of the Theory Behind The Deep Approach Deep understanding characterizes deep learning (Akbar Hessami & Sillitoe, 1990) The concept of a deep approach emerged from phenomenographic studies in higher education, to define a deeper way of reading texts for learning (Ramsden, 1992) Atherton (2005) contrasted deep and surface approaches in terms of meaningfulness The deep approach is significantly related to an intention to understand deeply The focus is on what is signified and the arguments proposed, with a linking process to prior information and to everyday experience (Morgan, 1993) Deep processing involves a reconceptualization of reality through a linking process with prior experience and a form of identity-building discussion with the self that is increased in a team (Bradford, 2001) In contrast, surface learning is task-oriented and based on extrinsic motivation Deep learning defines a situation in which the teacher is not the only source of inspiration and knowledge (Rhem, 1995) Researchers have started working on the transfer from a deep conception of learning to a deep approach to teaching One such transfer has been made under the label of sustainable education (Warburton, 2003) Sustainable development is transdisciplinary and requires a reflective approach that characterizes transformative education in contrast to transmissive education Traditional transmissive education is instrumental; its linear, informationfocused training is oriented to products and based on facts and skills In contrast, transformative education is about concepts and capacity building; it is intrinsically motivated and constructive, and grounded in relevant knowledge for local ownership Being process-oriented, it involves iterative and responsive world-view reframing (Sterling, 2001) It promotes group work on reallife situations and real-world problems Existing online instructional resources for most less-commonly taught languages, while providing 400 some interactive exercises and limited authentic linguistic contexts, often lack coherence and the kind of fully interactive approach that facilitates mediation of learners’ language construction This was the attempt here Among the technologies used are streaming videos and multimedia, PowerPoints, and the integration of current technologies into instructional modules, such as glogs, blogs, chats, forum, etc The article is the story of the integration of authentic Internet-based materials into less-commonly taught language courses, on the basis of experimentations associated with a forum among instructors, Skype conversations and interviews, and classroom experiences The online resources proposed to the students were scaffolds to help them create their own projects Heilman and Stout (2005) indicate possible stages that can help language instructors get a sense of structure and stimulate the creation of educative projects among their students: (a) Generate ideas together and outline a project – what groups will be formed, what will be the role of each one? Teachers should not accept projects’ duplication (b) Groups need to visualize their anticipated projects and prepare possible scenarios (c) Internet search, multimedia exploration and strategic skimming of data; inquiry and summary writing For interviews: practice among peers contact, warming up, interviewing and closing, before the actual experience (c) Refining projects for the report phase; preparing and rehearsing presentations (e) Presenting the individual, peer or group projects, which can be done using various media; self- and peer-assessment as preps for instructional assessment (f) Post-active reflection on the work done; students should reflect on what they learned, the amount of use of the target language, and the strategies that could have improved their action In-depth projects should have a focus, a pivot or a major inquiry question The end concept should be clarified through negotiation, with a critical discussion on the possibilities and the best Chi n l c ngo i ng xu th h i nh p Tháng 11/2014 strategies for the optimal result It requires listening skills and clear communication of the perceptions related to the project, its contents, and the way it will be publicized The rationale for action should be clear to everyone before starting Quality is the goal Students are curriculumbuilders: they have choice, decision-making, and voice Projects lead to creation, action, and experience: there is thus a transdisciplinary principle Project-based apprenticeship enhances the quality of student learning compared to other approaches; it affects positively problem solving and decision-making capacities (Thomas, 2000) Projects tend to reduce learners’ anxiety and emulate positive attitudes toward the discipline Principles Adopted Instructional Material to Create "Deep" Trying to create instructional materials based on the principle that the student is the curriculum builder and determines his or her own progression (or Zone of Proximal Development) may sound like a catch-22 situation How can we anticipate what cannot be anticipated? Then came the idea of templates: providing templates to students, and list of themes, with possible tasks that they could gather into projects like a Lego game Obviously the analogy was much too structuralist, yet there was an innovative concept here: that we could inspire students through some organizational patterns that they could quickly assimilate, which would allow them to be relatively free in the assembly mode, if the resources were multimodal, authentic and varied enough, allowing a maximum of flexibility It took quite a while for this concept to be understood by teachers who were not accustomed to such curricular freedom: the Deep Approach was not a matter of applying the material provided on PDF, multimedia, video films, internet links etc from A to Z We were providing food for thought, such that students could quickly transcend the material and create their own stuff There could be banks of modules to which students and teachers would contribute The idea was not to use them all The idea was to go very deeply into a few modules that were chosen because of the right fit with the student’s interest and intrinsic motivation Thus the apparent paradox is that we created materials that serve as thresholds, examples or models for students to go beyond and to be inspired to more or something different, as soon as they understood the principle The superstructural principle framing the curriculum and the series of templates is that projects connect disciplinary knowledge to interdisciplinary themes through transdisciplinary action (Tochon, 2013) This interconnectedness explains that what was proposed was not a “textbook,” but a whole hyper-textbook with a high level of connectivity through links that are conceptual, strategic, and interpersonal as well as transpersonal to reach depth in action To sum up, the instructional material we created for one specific less-commonly-taught language, which was Turkish was based on principles of relativity, connectivity, agency and complex systems dynamics, such that it was not a goal in itself but material to be transcended to become effective in its ability to stimulate deep learning Getting rid of the model even, at some point, was among the demands of its successful accomplishment Therefore guidance is paradoxically needed for instructors who might think that we created this material for it to be applied, as is Any material has its limitations Instructors need guidance on how not to guide When the wise man designates the moon, only the naïve contemplate the finger The instructional material in this analogy is the finger, it is pointed toward something else: deep learning, which requires autonomy for the learner We are just at the beginning of this adventure for language learning It is a revolution in the fields of Second Language Acquisition and World Language Education What seems ‘natural’ now will easily be seen - with a little open-minded reflection - to be the contrary; whereas the Deep Approach emerges easily from what students already know and respond to 401 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c Deep Pedagogy: Teachers as Coaches and Resource Persons One of the major problems that language instructors face who have been used to controlled approaches is that they need to develop some receptivity to bottom-up impulses coming from their students There should be time and space for discussion, and a real curriculum negotiation Often language instructors are afraid of not succeeding with such an open approach They fear that they might not be able to “do” their semester curriculum The problem emerges from the perception that only controlled environments could succeed This wrong perception has created a tradition of surface learning in K-12 and collegiate teaching In contrast, deep teachers favor depth over coverage (Paul & Elder, 2009) Course Procedures Description And Classroom This section clarifies what the language instructor and the deep learner using the instructional material we have created RATIONALE The Deep Approach is based on self-directed projects, which link together various disciplinary contents within a self-actualizing, empowering perspective and small group achievement that target global issues and social action (Tochon, 2009) Thus the disciplinary Communication contents and Comparison tasks are integrated into interdisciplinary Connections within a broader transdisciplinary, Cultural and Community framework At the same time, the Deep Approach supports the 5Cs standards of the American Council for Teaching Foreign Languages TOPICAL MODULES Instructional modules are proposed for various possible projects Students pick those of interest They are not meant to be ALL realized in the course of a semester Students must see how projects are created with a balanced number of tasks in each task domains LIFE GOALS Students are invited to discuss their interests in life, and verify which topics 402 would best match their life goals This is the condition for intrinsic motivation to energize selfdirected learning If none of the project topics are a nice fit, students can adapt the structures of existing projects or create their own; then they articulate and list the tasks for each task domain themselves SCHEDULE The instructor may decide to devote a number of in-class hours per week to projects Projects should be the main meal piece, NOT the side dish (Markham, Larmer & Ravitz, 2003) In addition, part of the work can be done as outside-of-class group tasks or individual homework Students choose a topic and map their project ASSESSMENT The online instructional modules propose evaluation formats The project map can help create a rubric of student’s anticipated achievement in all task domains In the rubric, the tasks can be associated with deadlines and it then constitutes their instructional agreement or contract Students can collaborate in creating project-related tasks for their tests and examinations, which should focus on proficiency FLEXIBILITY Since the Deep Approach emphasizes the learning process over specific outcomes, rubrics and instructional agreement can be re-negotiated as the project evolves This means that the instruction needs to be flexible in terms of deadlines and outcomes, as long as a clear intrinsically motivated energy moves the project ahead With practice, the instructor will learn how to conjugate various individual, peer and group projects having different deadlines within the institutionally required frame EXAMPLE Groups may be organized cooperatively Imagine the ‘Me Project’ topic in one intermediate class Students have viewed an example, and acquired basic vocabulary through some readings related to the various tasks as prewriting organizers Then students build a portfolio on PowerPoint slides explaining who they are, what were the important events in their life, what they like, how they envision their future in Chi n l c ngo i ng xu th h i nh p relation to the target country, culture and language They write it in the target language The whole group has been divided into smaller groups The teacher may devote the first 30 minutes to feedback on writing, while students compare their portfolios and explain each slide to each other (for 15 minutes in their group and for another 15 minutes in jigsaw, recomposed groups) Thus the teacher provides writing help and support, possibly with an advanced student volunteering for credit to assist in the projects of intermediate learners She may notice some needs in terms of language techniques, which can be reviewed on streaming grammar videos in small groups Students can decide to review these points at home on multimedia afterwards Language focus is project-related During the next 20 minutes, half of the class can focus on a film on the topic of their project and discuss it, while the teacher meets the other half of the class for a conversation on the film they viewed during the previous lesson For that purpose, the students had to scaffold the film conversation with their notes, using the film vocabulary list and its summary in L2 For optimal benefit, conversations with the teacher are always scaffolded and optimally don’t happen unprepared Thus a lot of emphasis is on pre-oral activities, and the multimedias’ pedagogical materials (vocabulary, transcriptions, culture tips, questions-answers, summaries) are prepared with this rationale in mind Culture is present in both input and output as students must connect their interests in their ‘Me Project’ with the target culture The other ‘Cs’ are equally present: students communicate, compare their works and writings, connect disciplines, and relate to biographies from the L2 community Advanced students are proposed to be tutors in the intermediate class They will help with projects, stimulate oral exchange, give some feedback on writing, and help analyze grammar issues In the aforementioned example, what is different from earlier conceptions of world language education? What serves to define depth? First, the approach makes it mandatory for the Tháng 11/2014 teacher to change her role The teacher does not “teach”; rather, she is the world language expert whom students can consult for all kinds of concerns that can be formal, but also cultural, historical, geographical, as well as grammatical The teacher must have thorough, experiential knowledge of the culture (both c2 and C2: popular culture and traditional ‘Culture’ including the arts, architecture, geography, history, and other social sciences, literature, music, religion, etc.) This allows the teacher to suggest complements to educative projects, guide the students in their explorations and realizations, and provide feedback on what they wrote, or reported The students are in charge of their own learning They are not spoon-fed by the teacher However, the teacher has a tremendous new job, which is to provide feedback on the details of the projects as they are realized Through projects, learning develops into a broad apprenticeship, as the students connect the dots across disciplines, skills, and resources The curriculum is built by the students from a huge pool of resources that are visual, cultural, textual, and discursive, as well as humane Thus, it fills the need for interdisciplinary connections (Capraro, Capraro & Morgan, 2010) Moreover, the humane dimension is always foregrounded The project must have a transdisciplinary scope: it targets shared collaboration and experience for self-actualization and social action Then, the teacher helps the students refine their work until it is excellent, no matter which topic they have chosen By the time any evaluation of projects is done, they are as good as can be The Deep Approach thus assimilates some principles of inquiry-based teaching Through their inquiries, students meet a number of task requirements to develop their projects The projects involve a balance of tasks specific to the various language domains Thus, deep pedagogy uses the best aspects of previous trends, and it adds one key dimension, which is the transdisciplinary, overarching philosophy, and it places the students as curriculum builders They 403 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c are in charge of their own distinct curriculum In this respect, the Deep Approach is ahead of its time and can be considered the next mainstream in terms of teaching methodologies Deep philosophy must NOT be reduced to any particular, exclusive way of thinking Additionally, different definitions of depth can be valid as long as the humane dimension is present, and they involve respect for other ways of knowing The transdisciplinary aim is the icing on the cake of methods; it changes their appearances and meanings and gives a sense of completeness that goes far beyond utilitarianism and social reconstructionism Shallow teaching places the learner in front of pre-formatted curricula with extrinsic demands for a specific series of minimal achievements Fear of failing stimulates extrinsic motivation to get good marks In contrast, deep learning requires contextualized, holistic experiences in which the identity narrative can expand with new life meanings The Deep Approach has, for its purpose, to stimulate deep learning Among the many conceptions of learning, deep learning emphasizes quality, relevance, and purposefulness rather than rote learning Learning a new language is understood as a process of cultural accommodation and abstraction, which is tied to a variety of subtle meanings and situational elements that need to be related to perceive the whole Such meaningful, intrinsically motivated and active learning supports deep reinterpretations of reality as being partly shaped by cultural complexities Research Methods Research Questions in this Study How was the creation of instructional material organized and managed process-wise? The next section responds to this design research question on the basis of the log that we kept of our activities Francois V Tochon was Principal Investigator for the project, as applied linguisti and pedagogist, along with Celile Ökten 404 and Cendel Karaman, Turkish language specialists, with Isabelle Druc as Project Director who gathered the logs from which excerpts are storylined below Although the language developed in this project was Turkish, it is exemplary of processes that could be used to create similar online resources for Vietnamese An Analytic Storyline of the Application of Deep Approach Principles in Instructional Resources of a Less-Commonly-Taught Language Excerpts from Team Diaries In 2009, PI Tochon created the templates for the modules from a model he had used for French previously The other members of the research team agreed to use the templates, which were improved throughout the project It was decided that all contributors to module contents would be co-authors under Tochon's supervision, whose name would appear last for his conceptual and formal contribution and feedback Thus all the modules that were created as resources are signed by specific authors The first semester of the project (Spring 2009) PI Tochon focused on organizing the project conceptually and in terms of module creation guidelines, template, format, logo, checklists, list of possible themes for which we would need films, video footage and interviews, and scheduling Beside conceptualizing the Deep Approach and setting a first draft of guidelines for the project, PI Tochon was also responsible for logistics and relationships with the different universities participating in the project as pilot sites; as well as the very important task of obtaining the necessary Institutional Review Board (IRB) approvals from every institution for the project He also was in charge of informing the faculty and members of the advisory board about the project and the videos Throughout the development of the project, PI Tochon kept a close watch on how things were evolving, managed the budget and demands from the various Institutional Review Boards (IRB) in the sites of experimentation, met regularly with Chi n l c ngo i ng xu th h i nh p the Project Assistants (PAs), gave advice and directions on how to improve the modules and website, and provided conceptual support, training videos, podcasts and texts The PIs were assisted by a few gifted UW graduate students as PAs who helped create modules, develop the website, prepare the multimedia annotator files, and create story grammar videos (see below) In addition to module creation or revision, each assistant took on a specific task, adding their creativity, motivation and energy to the project Two faculty members (Tochon and Druc) were involved at 40% and two Project Assistants were involved at 50% of their time for three years for the creation, implementation and revision of the materials, plus one year with PI Tochon and Director Druc with only one PA at 40% Karaman and Ökten, the language specialists, were involved full time for two months each year and one month the last year Crafting the Instructional Modules PI Tochon had proposed a module structure, which incorporated the Standards for Foreign Language Learning in the 21st Century, known as the five Cs (communication, culture, connections, comparisons, communities) He also integrated into the rubrics some elements compatible with the Common European Framework of Reference for Languages Tochon used an earlier structural concept he had developed for French Tasks maps translated initially as ORWriT (Oral Exchange, Reading, Writing, Language Techniques) were adapted to fit U.S current practices, yielding the IAPI task domains (Interpret, Analyze, Present, Interact), which integrate writing, reading, and oral skills into project activities using authentic audio-video materials For each module, or educative projects were proposed around a center theme- for example, Food and Cuisine- depending upon the module level and complexity of the texts and video excerpts available For each project a series of tasks was chosen that would help link the different language modalities and culture aspects of the approach to reach a deeper understanding and proficiency of Turkish language and culture Tháng 11/2014 The original media material was collected during three different trips to Turkey (see below: Videos and interviews) The Intermediate and Advanced curricula created were designed for two 3-credit, 15-week college courses but are flexible in their utilization Thus the educative projects were proposed tentatively, approximating possible choices for the potential students willing to become proficient in the target language Compared to current language pedagogy, this seemed like a paradox, but since the Deep Approach is student-based, and the students are curriculum builders, the modules should then be considered food for thought, as inspiration for the students to create their own projects They are to be understood as a threshold to self-directed learning, rather than ordered practices that should be followed like a textbook (here, a hypertextbook) In a similar way, it would seem somewhat paradoxical to propose a grammar curriculum when the DA treats grammar such that it should be integrated and developed as the needs arise from actions within projects But we knew academic institutions would appreciate having a panorama of grammar points along all intermediate and advanced modules, which were developed in the form of grammar storytelling videos The idea was to suggest one possible curriculum that students and instructors could reshape, reorganize and augment at will Thus, co-PI Ökten proposed a set of grammar points that would be distributed and reviewed in the modules, 12 for the intermediate and 12 for the advanced levels While creating the modules, each module developer would choose to grammar points that would be highlighted, in accordance with the texts and video transcriptions chosen for the different projects in the module Tochon and Karaman had previously met with representatives of the Ministry of Tourism and Culture, and they had received digital copies of some 250 films that the program could use without royalties for educative purposes They also were reviewed during Summer 2009, to select 405 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c themes that could lead to possible educative projects, at the intermediate and advanced levels Film excerpts were chosen for that purpose The team also worked on the first modules and PowerPoints (PPT) The crafting of the first modules using PI Tochon’s original framework was not an easy task It took Tochon, Ökten and Karaman much energy and required multiple team consultations, trials and errors One principle that was applied in creating the modules was that code-switching could help the learner develop their self-directed or team-directed projects with the resources we provided, that had to be userfriendly We were proposing a post-communicative approach Communication was integrated as one of the standards, yet the connection between the first and second language would support self-sufficient learning Therefore we could propose English abstracts, and transcriptions or translations No two modules would be similar, based on the principle that the similarity of structure present in most textbook chapters has a boring effect on learners Variety and creativity had to be encouraged Each module would suggest slightly different learning strategies The project lasted years: two years to create the instructional materials and two years to evaluate its implementation, train teachers and improve the materials During the four years of the project, work and tasks evolved in response to internal and external feedback, and technical or work constraints and needs During Fall 2009 and Spring 2010 semesters, many adjustments to the modules’ organization and look were made Due to the amount of activities and educative projects proposed in each module, the initial modules were much too large, with too many pages It was decided to create two separate PDFs, one focusing on the cultural component and development of the different skills (Oral Exchange, Reading, Writing, Focus on Language); the other, smaller one, with linguistic component developed in the Focus on Language These PDFs are accompanied by videos and PowerPoints The focus on language PDF is the text version of the multimedia annotator, a 406 computer program created for another language project years before The multimedia annotator is a tool that allows the study of a video clip in more depth, with annotations about culture, vocabulary, grammar, and a transcription of the audio It was initially developed by the Language Institute of the University of Wisconsin-Madison The multimedia annotator (MMLA) allowed us to annotate small video excerpts, giving information on context, vocabulary, grammar, etc The first version used had many bugs and provided the feeling of an ‘old’ application -internet wise The new annotator, now called DIMA (Digital Interface and Multimedia Annotator), revamped the look of the program, brought new functions to it In particular there is a slow-down button and the possibility to see the transcription of the video excerpt subtitled underneath the clip window; and a full screen function compatible with the features of current computers PA Alagöz entered content, checking workability, and in constant contact with Demirbilek, the computer programmer in this debugging and upgrading phase of the new software By January 2010, 10 modules had been created Although these modules would be later revised, this initial work allowed further module creation to go faster The groundbreaking work had been done, which involved not only creating the templates for the modules, but learning to work with the MMLA program, creating the website, and organizing the work to allow smooth progress We had deadlines to meet, one of which was September 2010, to have all the material ready for Turkish instructors to start testing the approach: a total of 24 modules Decisions were made regarding the nature of the contents The goal was to offer a broad and balanced view of local society The choices were non-partisan, in the sense that different trends and positions were present in the interviews, films and texts selected; and we wanted to make sure that this complexity would be represented, rather than Chi n l c ngo i ng xu th h i nh p providing a simplified view of the multiplicity of cultures and language varieties within the country The principle was that our students need to deal with this variety and complexity when they study abroad or visit the country; and for this reason we video-interviewed people of all ages, professions and provenances in the different geographical regions, and made these videos available to students using the Deep Approach During 2010, PI Tochon re-visited the Deep Approach theory and presented new formats He directed the efforts of the team with presentations on the theory, guiding, advising, and reviewing the final project output Tochon reviewed and supervised the modules at different stages of their creation and Druc kept editing the modules to homogenize the finished products and prepare them for the website Finally, where necessary, copyright permissions to use some written material were asked for and obtained The permissions were posted on the Deep Approach website Another addition to each module proposed by Tochon is a video clip presenting in a lively narrative, the grammar points developed in each “Focus on Language” section of the modules Grammar story-telling, as Tochon named it (see below) provides an opportunity for learners to hear what native speakers think about certain ways of using the language and its cultural pragmatics The recording and editing of the story-telling grammar videos were a fun but timeconsuming task that lasted two years This aspect of the project suggests a need for more research It was difficult to explain to native instructors accustomed to teaching grammar that the proposed practice was very different and how these situated meanings would affect the form or vice-versa: for this reason, we wanted stories with language meanings in context As we kept in close contact with the instructors, and thanks to the implementation of the forum on the website where feedback can be posted, we saw the need to add four transitional modules as an Tháng 11/2014 initial threshold to the Deep Approach for Intermediate learners In September 2010, as part of our material evaluation phase, language instructors started to use the material and this prompted us to create a few modules to introduce the students to the Deep Approach and the material offered, especially at the start of the third semester of one study In addition, the differences between learners was realized to be important after a summer during which some students had forgotten everything they had learned during the first year, others had spent the summer in Turkey and arrived with a higher proficiency level, and heritage learners had joined the group as newcomers with their unique needs Thus we realized we needed a few appealing, simplified and short modules to help students grasp the potential of the Deep Approach as well as provide a smooth transition at the start of the semester These modules are pre-intermediate ones, allowing for an easier transition between conventional teaching and the online material The vocabulary is simpler and there are fewer activities and projects offered, allowing the students to get accustomed to the flexibility of the deep, non-conventional program The correction process of the modules lasted until May 2012, with continued revision and reuploads onto the website Our Princeton University collaborator Erika Gilson had been hired 20% for Spring 2011 at UW to help with the project, reviewing the consistency of the modules and PowerPoints By May 2012, preintermediate, 12 intermediate, 12 advanced and one Azeri modules had been created In addition, 57 grammar videos were edited; and PowerPoints, movies and interviews accompany each module A new multimedia annotator, the DIMA, is now in place and fully operational Brochures, Prezi presentations, communications, and workshops help disseminate the approach Implementation into classes is evaluated and interest in the Deep Approach keeps rising 407 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c With the help of a programmer, PI Tochon created an online forum on the website to allow greater participation of the instructors and students and feedback on the instructional material, sharing suggestions related to use There have been 56 users in the forum in 2012, although participation was slow at the beginning Grammar story-telling The production of grammar story-telling videos is an original idea of Tochon to present grammar in a new and engaging way, focusing on crosscultural pragmatics It would allow students to study and review, at any time, the grammar points presented in each module In addition, this review would be from a fresh perspective, the perspective of native speakers reflecting on their language in context At first it seemed a challenge to propose a list of grammar topics, since according to the Deep Approach, grammar points were to be chosen by students’ self-determination as the need was perceived However, we knew that language coordinators and language departments might not feel comfortable if a list of grammar topics matching the recommendations of the American Association of Turkish Teacher (AATT) was not proposed Thus we took a pragmatic decision We wanted to make sure all needed topics could be represented within the choices of educative projects suggested In addition, we wanted to provide flexibility and freedom to the instructor to be able to advise students who needed grammar help for their projects by being able to consult specific videos with the targeted information Another challenge was to reframe grammar explanations- that shape syntactic meaningsthrough storytelling and lived anecdotes from Turkish life and culture We must admit that the products in this area are still tentative They will certainly be helpful to both learners and instructor, yet suggests a direction of work rather than being exemplary of what grammar storytelling should or could be To be exemplary, conceptualising one video would have required so many hours with a 408 backing team of applied linguists and researchers that we would not have been able simply to propose the whole series of videos Researchers who have worked on concept-based grammars have met similar difficulty Due to the multiple references often needed to highlight a grammar point, and to limit the clip to to minutes, several small videos were produced, each aiming at a particular grammatical aspect, with examples and cultural uses In all, 28 grammar story-telling videos for the intermediate level and 29 for the advance level modules were created To improve the writing skills of Intermediate and Advanced level learners, they explored functional grammar approaches, and made comparisons between Turkish and English, consulting more than 15 Turkish grammar reference books Let us reiterate that the Deep Approach is student-based and self-directed, and therefore the grammar points were suggestions and supports for personal use and teamwork The idea was to create complementary material that would accompany students' work on projects Videos and Interviews: From Collecting to Editing PI Tochon had conceptualized the Deep Approach for teacher training The goal was to gather a significant number of resources to create and design-research Personal Learning Environments, versatile enough to allow students or teams of students to create their own projects The emphasis on authentic video and audio materials as learning instruments upon which the educational projects were to be built motivated a series of trips to Turkey to collect data The first two months of the Deep Approach project (January-February 2009) were dedicated to obtaining a preliminary round of media materials and preparing them for selection for instructional purposes by the different team members In Turkey, co-PI Ökten initiated contact with TV stations to obtain media material Co-PI Druc went to Istanbul in January to select and bring Chi n l c ngo i ng xu th h i nh p back programs of educational value for the project It was thus possible to obtain as a start TV programs ranging from news and ads, to health, cuisine and cultural programs Druc also conducted interviews and filmed raw footage of street scenes, people, and daily activities (23 video interviews and clips) Being in Istanbul also permitted Druc to contact directly other stations and present the project there, notably Aỗk Radyo and Flash TV, obtaining programs from these stations as well We also used Mehtap TV programs, especially on traditional Turkish arts Back in Madison, Druc proceeded to convert the TV media material given to her as mpeg files into editable format for Final Cut Pro editing David Marcou, from the WCER technical department helped in this tedious machine intensive process Once editable, the movies could be trimmed, selecting excerpts illustrating particular themes as developed in the modules Due to the constraints of the educational modules, only 10 to 12 minute clips were taken Excerpts from the movies chosen needed to be properly acknowledged, with permission to use duly credited Druc also prepared a preview DVD folder to show the other team members, the review board and interested scholars what kind of material was available so far The DVDs were distributed to all project members for material selection to be incorporated into the educational thematic units This initial data collection trip allowed us to refine our approach, focusing on obtaining complementary raw educational material, and traveling to other parts of Turkey to achieve a diversified and balanced view of the language, culture and traditions of the country Tochon and Druc contacted universities and professionals in Turkey, promoting the DATTL project and arranging meetings and contacts for obtaining media material We scheduled the trip to cover the center, south, eastern and northern regions of Turkey to gather as wide and diverse language and video materials as possible Tháng 11/2014 Conceptually, the choice was thus not to give a monolithic view of the target language that would only present the Istanbul society We asked people of various ages, professions, social classes, regions, and interests about their lives The video interviews were the basis of life-oriented projects Back in Madison, Druc actively edited the interviews made in Turkey and the movies given by the Ministry of Tourism and Culture, to have them ready for screening by the team working on module creation in July and August In addition to the interviews, Tochon recorded streaming videos on the theory of the Deep Approach presenting (1) the conceptual framework that gives it sense; (2) the principles underlying deep teacher planning; (3) how to organize deep projects; and (4) the role of grammar These videos were then edited and later posted on the DATTL website as an introduction to the approach and to help instructors Tochon and Druc went again to Turkey to gather complementary video and audio materials, as well as to collect material representing situations and professions not yet in the media corpus Twentyfive additional interviews and raw footages was thus acquired during this trip, this time targeting the western part of Turkey and Aegean coast Political choices had to be made over the topics developed in the modules and the videos We used the transdisciplinary principle that they should be useful for change and social justice but we did not want to represent one aspect or vision of Turkey only: while there were voices to increase the Kemalist (secular) or the religious perspective in our modules, our perspective was to provide –if this is at all possible– a balanced view of the diversity of perceptions, views, and rationales expressed by a variety of different people in Turkey After each trip, and upon finishing the editing of the interviews, co-PI Druc would also send emails of thanks to all contributors and participants in the project in Turkey, including the respective mp4-formated interviews on DVD We felt that this was an important part of the work, building 409 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c trust, out of respect and in the spirit of the Deep Approach The collection of media material during the three trips to Turkey allowed us to obtain a diversified vision of Turkish language and culture, including street interviews, raw footage of traditional crafts and daily activities, still images, TV programs, documentaries and films of great cultural and educational value These constitute the core of the media material used to produce the DATTL modules, and a large data bank that each module developer could exploit to suit his or her needs Throughout the module creation and review processes, co-PI Druc would trim and edit movies and interviews, upon request, to fit a particular educational project Movies or interviews not directly used in a module could also be presented as additional material for further viewing The video recording and editing of the interviews done by PI Tochon and co-PI Druc all around Turkey with people from all regions, milieus, ages, professions and social classes provide unique opportunities for Turkish instructors to present the variety of Turkishes, showing that the language is not an abstraction and there are many models, not only the language of Istanbul The videos were captured in high definition, format 16 by 9, that can be used with the huge screens of smart boards, which will again revolutionize Turkish language teaching in U.S colleges and abroad On the technical side, the videos (films and interviews) were edited with Final Cut Pro, saved as mov and mp4 files The first round of videos was produced in small format, useful for laptops, ipods and individual use Instructors, however, wanted to be able to enlarge the window and get a full screen version Thus, we asked Marcou, a video specialist, to convert the files again, this time to a larger format; enabling us to now offer both versions (small and large) on the website It was also decided to have a time track under the videos, while the length of the videos (in minutes) is given on the website At some point, some users reported problems viewing the videos After checking the WCER 410 server and the website, we could not find any bug However, the size of the videos may cause a slow streaming if the server used is not powerful enough We recommend that viewers have patience and use a powerful streaming server We plan to open mirror sites in the future Diffusion of the Deep Approach The team, always open to suggestions, was seeking ways to improve the modules, the website, and public outreach It was thus proposed to start a newsletter and improve online visibility PI Tochon recorded video presentations about the Deep Approach and its use to help teachers with the method, and we created PowerPoints, Prezi presentations and brochures to give a tour of all the possibilities of the Deep Approach in general and for Turkish Teaching and Learning as developed on the website Diffusion of the Deep Approach to Turkish project included external review by an advisory board, testing the approach in pilot classes at different study sites, assessing its impact, and presenting the DA idea at teacher trainings, meetings and conventions, both on the national and international scenes Early on, the DATTL project was presented to various scholars, teachers, and media stations to initiate awareness, contact and collaboration in Turkey and in United States; and to further interest and evaluation of the educational needs the project proposed to address A corollary to testing the new material was Institutional Review Board (IRB) approval, a long and time-consuming task The participating sites were UW-Madison, the University of Chicago, Pennsylvania State University, and Indiana University-Bloomington Other sites used the approach and its materials but were not part of the assessment and design research To ensure that quality standards are associated with the Deep Approach, PI Tochon created a specific teacher training program, which he offered on different campuses at no cost to participant colleges (except for his lodging) Teacher training sessions were planned at UW- Chi n l c ngo i ng xu th h i nh p Madison, Boston, Chicago and Columbia, at Penn with the participation of PI Tochon and collaborator Gilson and at Indiana-Bloomington to which Turkish instructors from other campuses were invited On the international scene, the contacts we had with the Ministry of Tourism and Culture of Turkey are exemplary of a profound and significant collaboration between Turkey and the U.S It is often difficult to obtain original footage and films from other countries due to many restrictions such as copyright Here we had been authorized to use a most abundant material (around TB of digitalized films, 200+ films) and re-edit the films for educational purpose Also, we had contacted Turkish writers and composers directly, presenting the project to them and asking permission to use some of their writings or music in our modules Their reply has been very positive In 2012 the Turkish Flagship Program was started at Indiana-Bloomington, which will be a major seat for the Deep Approach to Turkish, as the Flagship PI, Professor Kemal Silay, collaborates with IRIS Tochon to ensure deep learning experiences in future generations of highly proficient Turkish students Flagship PI Silay joined our team in June of 2012 at the Colloquium on the Deep Approach we organized at Suleyman Demirel University in Isparta In 2013, two colloquia have been organized, one at Wisconsin and one at the new office of Wisconsin in Shanghai, with the partnership of SHISU and Jiao Tong University, as the momentum of the Deep Approach is spreading to other languages Another Conference on Deep Language Learning is organized on October 11-12 of 2014 in Brisbane, Australia Evaluation of the Deep Approach consisted in students passing two different evaluations with more than 70 multiple choice questions These evaluations assess deep learning (ASSIST test) and intercultural learning skills and strategies (Culture test) In addition, we collected oral proficiency scores and course evaluations At UW-Madison, PI Tochon has given a one- Tháng 11/2014 semester TA training course on the principles of the Deep Approach, which counted 17 instructors and two auditors in 12 different languages including Turkish Note: The presentations on how to use the instructional modules are different from the teaching of the Deep Approach theory Indeed, the modules can be used in a traditional way, while the Deep Approach is the philosophy behind the appropriate use of the modules Discussion Several points should be stressed regarding the use of the online modules at the different institutions where the method has been tested These points help understand some of the tests' results The information summarized below under points to was collected directly or indirectly by co-PI Druc, who gave many of the evaluation tests to the students and discussed the use of the Deep Approach with several language instructors Point Hybrid Use of the Approach The instructors often reported not using the Deep Approach to its full extent, picking some projects here and there, as fitting their already planned classes This pick-and-choose way of using the modules did not allow a full immersion into the Deep Approach methodology It must be stated that, when approaching the teachers to evaluate the impacts of the methodology, and in accordance with the Deep Approach idea, we highlighted the free-will and liberty options to choose which modules and projects to work with, without constraint of modules' order but based on the interest of the students However, curriculum, institutional requirements for assessment and time constraints often did not allow using the method consistently and all of the teachers adapted to the situation by mixing the different methods that were available While the statistical results of the experimental design indicated significant differences between the Deep Approach group and the control group, the Deep Approach methodology needs to be better understood and used for the evaluation results to appropriately show significance in the learning process 411 Ti u ban 3: Đào t o ti ng Vi t nh m t ngo i ng cho ng i n c Point A Transition Time: Continuity and Change The modules started to be available in October 2010 with regular additions, improvements, corrections and frequent up-dates of the whole website in general and its different webpages Over a 4-semester period, between Fall 2010 and Spring 2012, we received feedback from instructors and students, which we addressed to better suit the users' needs for language teaching and learning This period was a transition time and instructors were yet not fully aware of the potential of the methodology or able to transition from their habitual or expected teaching behavior to a new teaching style However, the more the Deep Approach methodology is used, the easier to apply and more rewarding it gets, according to the instructors Point The Students' Impact Some advanced students reported not wanting change or anything new they might need to worry about, and some of them in a couple of groups rejected being used as guinea pigs for a new learning methodology However, with some prompting by the teacher and the full liberty to switch to their preferred way of learning, they agreed to try a few modules later in the semester Ultimately they were happily surprised and liked the approach Evidently, the teacher needs to explain thoroughly to the student what freedom is theirs in adapting educative projects to their needs and how to use it To Conclude The effervescence around the new approach and the materials that have been created show the degree of interest that it arises The Deep Approach theory, published in a 480-page book titled "Help Them Learn a Language Deply Francois Victor Tochon's Deep Approach to World Languages and Cultures," became a bestseller in June of 2014, as it ranked in the first 100 Education books sold on Amazon Colleagues who have collaborated in the creation of instructional materials in various LCTL languages confided that our team had realized more in 412 years than they would have in Throughout the project, there have been several levels of implementation, corrections, formatting, editing, and evaluation of the coherence of the modules, to reach a product of high quality constantly improved in response to internal and external reviews The website1 now boasts 29 modules in pdf form with accompanying PPTs, video material, grammar points, the new multimedia annotator DIMA and Focus on Language pdf The many tabs and links offer easy access to theory and presentation videos, the modules, projects’ index, DIMA, site map, grammar points, the forum and multiple subpages The learners can explore the material on their own, from a class setting or from home, freely The structure is entirely flexible, allowing students to choose which module, theme, project, videos or aspect of the approach he or she wants to work on, without need to follow a sequential order The DIMA and grammar storytelling videos can be re-viewed at will to pinpoint a particular technical point, while many links and ideas are given for further studies To Sum Up Mastery in modern languages is deeply needed for a world that communicates (Tochon, 2009) However foreign languages education is a field with many contradictions (Tochon, 2011) Methodologies proposed for modern language acquisition often clash because of the lack of an encompassing framework compatible within educational institutions Such a framework towards deep learning was proposed in this article This meta-approach gathers the best practices developed so far The deep approach probably represents the next main stream of language teaching methods (Tochon, 2010: 203): “In the deep approach, the teacher creates the conditions for deep learning Deep teaching aims to depth in understand and reflective, selfsufficient practice http://deepapproach.wceruw.org Chi n l c ngo i ng xu th h i nh p Assisted self-directed learning is a major part of the activities Classroom tasks are focusing on educative projects that can be negotiated and organized individually, among peers, in small cooperative or collaborative groups, • The deep approach responds to a need for social action and acknowledges that every person is unique and deserves the right to be recognized in his or her unique characteristics, skills, aspirations, and realizations Primacy of writing for language learning: connecting situations to authored communication and recording.” These principles can be applied to other lesscommonly-taught languages such as Vietnamese It requires thorough teacher training, and creating the appropriate resources We believe that the storyline of this endeavor, as presented in this article, may help researchers and curriculum designers finding new ways to open the door to self-directed learners For many instructors, organizing deep classroom activities is a paradigmatic shift Contact with colleagues within the Deep Approach is crucial to resolve issues that may pop up The Deep Approach requires new ways of understanding language learning as a life project The roles of the learner and the teacher are different One way to stimulate deep learning is to free students from surface, linear curricula and to allow them to organize their own projects with an abundance of resources With the Deep Approach, Second Language Acquisition (SLA) has found its higher goal REFERENCES Akbar Hessami, M., & Sillitoe, J (Eds.) (1990) Deep vs surface teaching and learning in engineering and applied sciences Victoria University of Technology, Footscray Capraro, R.M., Capraro, M.M., & Morgan, J (2010) A companion to interdisciplinary STEM project-based learning Boston, MA: Sense Publishers Heilman, J., & Stout, M (2005) Putting projects into practice In K Bradford-Watts, C Ikeguchi, & M Swanson (Eds.), JALT 2004 Conference Proceedings (p 587-591) Tokyo: JALT Retrieved from: http://jaltpublications.org/archive/proceedings/2004/E113.pdf Tháng 11/2014 Knopp, C (1982) Overview, Prime, Drill, Check: An Approach to Guiding Student-Teachers in Lesson Planning Foreign Language Annals, 15(2), 91-94 Markham, T., Larmer, J., & Ravitz, J (2003) Project based learning handbook: a guide to standards-focused project based learning for Middle and High School teachers (2d Rev Spl ed.) Novato, CA: Buck Institute for Education Morgan, A (1993) Improving your students’ learning London: Kogan Page Paul, R., & Elder, L (2009) Critical Thinking, Concepts and Tools (6th ed.) Dillon Beach, CA: Foundation for Critical Thinking Ramsden, P (1992) Learning to teach in higher education New York: Routledge Rhem, J (1995) Deep/surface approaches to learning: An introduction The National Teaching & Learning Forum, 5(1), 1–4 10 Sterling, S (2001) Sustainable education: Revisioning learning and change (Schumacher Briefing No.6) Totnes, UK: Green Books for the Schumacher Society 11 Thomas, J W (2000) A review of research on project-based learning San Rafael, CA: Autodesk Foundation 12 Tochon, F V (2009) The Key To Global Understanding: World Languages Education Why Schools Need to Adapt Review of Educational Research 79(2), 650-682 2010 AERA Award of Best Review of Research published in 2009 13 Tochon, F V (2010) Deep Education Journal for Educators, Teachers and Trainers (JETT), 1, 1-12 14 Tochon, F V (2011) Reflecting on the paradoxes of foreign language teacher education: A critical system analysis Porta Linguarum, 15, 7–24 15 Tochon, F V (2014) Help Them Learn a Language Deeply The Deep Approach to Languages and Cultures Blue Mounds, WI: Deep University Press 16 Tochon, F V., & Hanson, D (2003) The deep approach: World language teaching for community building Madison, WI: Atwood Publishing 17 Tochon, F V., Argit-Ökten, C., Karaman, A C., Druc, I.C (2008) A Deep Approach to Turkish Teaching and Learning Washington, DC: U.S Department of Education, International Research Studies, CFDA 84.017A-3 18 Tochon, F V., Ökten, C.E., Karaman, A.C., & Druc, I.C (2012) The Deep Approach to Turkish Teaching and Learning Final Research Report to the U.S Department of Education Washington, DC, and Blue Mounds, WI: IRIS/U.S Department of Education Deep University Press 19 Warburton, K (2003) Deep learning and education for sustainability International Journal of Sustainability in Higher Education, 4(1), 44–56 413 ... instructors started to use the material and this prompted us to create a few modules to introduce the students to the Deep Approach and the material offered, especially at the start of the third... and brochures to give a tour of all the possibilities of the Deep Approach in general and for Turkish Teaching and Learning as developed on the website Diffusion of the Deep Approach to Turkish... role of grammar These videos were then edited and later posted on the DATTL website as an introduction to the approach and to help instructors Tochon and Druc went again to Turkey to gather complementary