Paper
Abstracts
English language learners
Evaluating the somatically enhanced approach of teaching Mandarin Chinese.
Felicia Zhang
University of Canberra
This paper evaluate the effectiveness of an experimental Mandarin Chinese (MC) language teaching program undertaken at an Australian university. The aim of the program was to increase the proficiency of spoken Mandarin in connected flows of speech in the language of 22 beginning learners after a period 30 hours of instruction over a period of 6 weeks. The approach employed was the Somatically Enhanced Approach (SEA) developed by the author (Zhang, 2006) for the teaching of foreign language. The application of SEA described in this chapter is the teaching of Mandarin Chinese. The paper will contain three parts. Firstly,the theoretical underpinning of SEA will be briefly described. Then pedagogic practices in SEA such as humming while walking in a circle, clapping to the rhythm of the language, using body movement and gesture and so on will be outline. In addition, CD-Roms of learning materials, a speech processing tool which enables voice comparison, and other audio-visual resources were also made available to learners to assist self-directed learning outside the classroom. Lastly, the effectiveness of the approach is based on a study, conducted from 2001-2004, involving a Control group (CG)and Experimental group (EG)of students. The effectiveness of the approach is measured in terms (1)ratings given by nine independent native speakers of Mandarin; and (2)in terms of a comparison of pauses and fillers used in the speech of the two groups of students. The findings of the research showed that learners taught with SEA (EG)were rated as more proficient speakers of Mandarin than those taught by non-SEA classroom method (CG) by these native speaking raters. Furthermore, students in EG produced longer utterances with fewer pauses or fillers in their speech.
Paraprofessional training and practices working with English language learners in New Zealand schools.
Sharon Harvey, Karen Stacey & Heather Richards
Auckland University of Technology
This paper reports on the first part of a two year study looking at the professional development requirements of ESOL paraprofessionals working with EAL migrant children in initial reading programmes. Since the late 1990s, the New Zealand Ministry of Education has been increasingly involved in developing comprehensive language support programmes for migrant children in schools. The current research is part of these developments and was commissioned by the New Zealand Ministry of Education in order to build an evidence base from which to determine how best to address the professional development needs of paraprofessionals in their work with EAL children. In New Zealand, paraprofessionals are employed to support teachers in a variety of ways. Moreover, they come from a range of language, employment and educational backgrounds and their knowledge is wide and varied. In this research, an in-depth description of practices and training needs was obtained through interviews with classroom teachers and para-professionals, observations of the para-professionals working with EAL children in primary, intermediate and secondary schools across the Auckland region and beginning observations of paraprofessionals engaging with professional development courses.
Communities of Practice – Who? What? Why? Where? and How?
Chaired by Jenny Anastasi
The discussion panel will explore the potential of a ‘community of practice’ culture to improve learning in context. The literature suggests that communities of interest, communities of practice and communities of purpose in professional work areas promote creativity and support consensus in the decision making that underpins effective practice change. The how, why and where of communities of practice are delimited through utilisation of the available technology.
Learners and learning
Teaching emotional intelligence nonformally: an experimental study in an Iranian public bank.
Mina Dadehbeigi & Nasser Jabbari
Allameh Tabatabaee University,
Tehran, IRAN
This study tends to develop emotional intelligence (EI) of the employees of selected branches of a Public Iranian bank having over 2000 branches over the country. In order to conduct the study, five branches of the bank were chosen as the sample based on the 5 levels the branches had; these branches had a total of 80 employees. First, employees level of EI was measured using 360˚ standard ECI test. Then EI classes were held for 8 sessions. The EI chosen model consisted of four clusters: self awareness, self management, social awareness and relationship management. The classes were held weekly (each weekday belonging to one branch and each two sessions focusing on one cluster) and lasted about 100 minutes; the classes were held in their own branch. All the training they had gone under before had been through formal sessions held in the conference rooms of the bank and this made the classes much different. Holding the sessions inside their branches, setting the chairs in a U shape, the absence of video projections, electronic whiteboards, microphones and so forth made the ambiance of the class cozy and less formal. During the process of teaching, real life examples related to their work life or personal life were used and there was no trace of technical words; the class would start with a question related to the competencies which were to be taught that day and continued with examples they could touch in their everyday lives. After the 8th session ECI was used again to see if any improvement was made. They were also asked if they had felt any improvement in their own behavior or their coworkers'. Results show that both ECI test and the employees own sayings reveal a considerable improvement in some EI competencies.
Enriching the student journey for students in the 21st century: preparing learners for life.
Roslyn McCarthy & Mary McLeod
CQU Student Services,
Central Queensland University
Bourn (2007) and Scott (2005) have identified strategies for student retention and academic success, currently being implemented in both the UK and some Australian institutions, which require a strategic commitment through a whole of university approach. Student Services at Central Queensland University is positioned in a university with multi-campuses, a student majority enrolled in distance education and a high proportion of international and mature age students. This paper describes options for a new way of providing seamless service delivery, targeted towards three areas of the Student Journey: early intervention predicted via strategic management of student information, specifically designed support programs, and targeted support for students who continue to be at risk of not progressing academically. The rationale for the new service provision is to offer information and support which is personalised and of lifelong value. Working with Faculties, Divisions and Students, Student Services are in the process of implementing and/or continuing the Student Readiness Profile, Orientation Online and GOAS (Get Optimistic about Study) as a way of providing support which is integrated throughout the student’s journey. Results of feedback and research evaluations will be included along with discussion of the challenges experienced by staff on their own learning journey.
Learning to be a Nurse again: An analysis of the influence of a learning support workshop for out of practice and overseas trained nurses and midwives engaged in a distance education program in Queensland
Kadie Cheney
Central Queensland University
Central Queensland University, in partnership with Central Queensland Institute of TAFE, operates a Competency Assessment Service (CAS). The CAS provides a self paced distance education program which is based on undergraduate level performance expectations. The program supports registration, enrolment and endorsement of nurses and midwives returning to practice after a five year period of absence, and for those nurses and midwives who have gained their qualification overseas and want to register for the first time, in Queensland. The CAS program is the sole return to practice education program that is endorsed by the Queensland Nursing Council, which is the statutory regulatory body for Queensland nursing. Although the CAS operates as a self paced distance education program, student centred learning is an underpinning principle. For many applicants, enrolling in CAS is their first encounter with tertiary education and is alien to their previous teaching/learning experiences. The variety of experience with study at undergraduate level is diverse, often requiring intensive and frequent applicant support. Learning support is provided by lecturers through individual telephone conversations and small group conversations at a selected variety of locations throughout the state. Recurring themes emerged from applicant interactions. The themes related to clinical placement performance, learning in isolation from colleagues, academic writing expectations, and subject specific assessment requirements. Nursing attrition and retention is the subject of numerous debates. Therefore providing support that positively influences students’ learning, collegiality and confidence in their nursing practice, may contribute constructively to retention strategies within the industry. Of further significant interest is the potential to attract out of practice nurses to a pathway of professional development through a program that is focussed solely on supporting nurses to regain their registration and resume their place in nursing, A learning support workshop was considered to be a forum in which students may have their concerns addressed while promoting quality learning experiences. The influence of a learning support workshop on the student’s learning, collegiality, and confidence for practice is the topic of this paper.
