Welcome to the
Hong Kong Continuing Professional Development Hub (HKCPD Hub) for University English Teachers
This workshop shares findings from a recently concluded British Council ELTRA funded research project which looked at the use of technology enhanced learning in a CPD (Continuing Professional Development) context. The aim of the study was to provide English language teachers with appropriate tools and procedures to enable them to reflect on and improve their practice through the creation and use of an app: SETTVEO. This app extended previous work, using the SETT (Self Evaluation of Teacher Talk) framework (Walsh, 2006, 2011, 2013, 2017) and VEO (Video Enhanced Observation) app (Miller and Haines, 2015). The central argument of the study was that RP would be enhanced when reflections are evidence-based by giving teachers something to reflect on and something to reflect with. Here, the focus of reflection is classroom interaction, which underpins much of what is learnt in any classroom.
As previous studies have shown, understandings of teaching and learning can be greatly enhanced through a detailed understanding of interaction. Specifically, the aim was to help teachers, through reflections on their teaching, to enhance their Classroom Interactional Competence (CIC, Walsh 2013). Through the use of SETTVEO, and subsequent collective dialogue and reflection, an online community of practice (CofP) was established, enabling participants to share and comment on examples of English language teaching around the world. The goal was to establish and evaluate a more dialogic, collaborative approach to reflective practice. Findings suggest that the use of self-observation, with data and accompanied by some kind of dialogue, can promote up-close and detailed understandings of teaching and learning. While technology did help to mediate this process in most cases, for some it created additional difficulties.
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Venue: Room EF311
In this session, we’ll be looking at ongoing work which proposes a ‘third strand’, CIC, in English Language Teacher Education. Classroom Interactional Competence (CIC) is defined as ‘teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning’ (Walsh, 2013, 124). Adopting a sociocultural perspective on learning and using constructs from this theoretical perspective, I present a number of features of CIC and consider how an understanding of the construct can lead to more dialogic, engaged learning environments.
In classroom settings, there are many factors which combine to produce interaction which is conducive to learning. CIC encompasses the less easily definable – yet no less important – features of classroom interaction which can make the teaching/learning process more or less effective. CIC is concerned to account for learning-oriented interaction by considering the interplay between complex phenomena which include roles of teachers and learners, their expectations and goals; the relationship between language use and teaching methodology; and the interplay between teacher and learner language.
In the data, there are a number of ways in which CIC manifests itself. Firstly, and from a teacher’s perspective, a teacher who demonstrates CIC uses language which is both convergent to the pedagogic goal of the moment and which is appropriate to the learners. Secondly, CIC facilitates ‘space for learning’ (Walsh and Li, 2012), where learners are given adequate space to participate in the discourse, to contribute to the class conversation and to receive feedback on their contributions. Thirdly, CIC entails teachers being able to shape learner contributions by scaffolding, paraphrasing, re-iterating and so on.
We will be looking at a number of data extracts to identify instances of CIC and evaluating its significance from both a teaching/learning and teacher education perspective. We will also consider the implications of this research for materials development, assessment and curriculum design.
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Venue: Li Dak Sum Yip Yiu Chin Academic Building, LI-2202 (2nd Floor), CityU
In the final session of the series, we will be exploring ways of embedding CIC in the context of higher education in Hong Kong. This will be an open session where participants will have an opportunity to discuss how some of the ideas in the series might be embedded and integrated into current practice.
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Venue: Multi-purpose Area, 2/F Main Library, The University of Hong Kong