分论坛六-21世纪英语

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分论坛六(11月22日)

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?敬请期待大会现场直播。

主       讲:杭州直播2

直播时间:2020-11-22 13:00 起 1次直播

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分论坛6

专题研讨:Teacher education and professional development

发言专家:

Wang Xuemei (王雪梅), Shanghai International Studies University

Zhang Lian (张莲), Beijing Foreign Studies University, Beijing


发言题目:A Study on the construction of English teachers’ integrated pedagogical knowledge

发言专家:Wang Xuemei (王雪梅), Shanghai International Studies University

It is widely accepted that global competence can be developed in school settings. Based on a curriculum project entitled “Global Competence-oriented Integrated Curriculum Reform” implemented in a secondary school in Shanghai, China, this study analyzed the process of English teachers’ knowledge construction by drawing on data from questionnaires, semi-structured interviews, and lesson plans. The study reveals that English teachers’ integrated pedagogical content knowledge includes knowledge of global competence, general pedagogical knowledge, and content knowledge. The knowledge construction consists of five steps: brainstorming, designing, practicing, reflecting, and theorizing. These findings shed light on English teachers’ professional development and students’ global competence development.


专家简介:Wang Xuemei (王雪梅) is a professor and Ph.D. supervisor at the Shanghai International Studies University, China. She was recognized as one of China’s “New Century Excellent Talents” by the Ministry of Education in 2011. She has presided over many national and provincial academic research projects and won many prizes for her research and teaching reform, including the National Teaching Achievement Award (2018) and Shanghai Municipal Educational Achievement Award (2015).


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发言专家:Zhang Lian (张莲), Beijing Foreign Studies University, Beijing

发言题目:EFL teacher learning through classroom discourse analysis: Evidence from case studies


Despite decades of research on EFL teacher learning, more and more researchers have realized that it does not necessarily occur as expected, even when teachers are engaged in some of the best professional development programs (PDGs). Based on case studies, this presentation argues that the effectiveness of EFL teacher learning can be improved by engaging teachers in classroom discourse analysis (CDA). The reason for this to happen is that the CDA process helps teachers critically (re)examine their knowledge and experience and thus further their understanding of their own teaching practice. This process allows teachers to situate and substantiate their reflections upon their practice – a process of bridging theory and practice. To further the argument, the speaker proposes a multi-level coding system for classroom discourse that will help teachers achieve a comprehensive understanding of the complex interrelations between teaching and learning.


专家简介:Zhang Lian (张莲)is a professor at Beijing Foreign Studies University, China. She is currently working on a book titled EFL Classroom Discourse Research and Teacher Development and a research project on the integrated development of language, critical thinking, and intercultural competence in Chinese EFL contexts. She has served as deputy secretary-general for the MOE Steering Committee for Undergraduate Programs in Foreign Languages and Literatures (2018-2022).


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Evidence-based practice of teaching academic English writing: An Output-Oriented Approach 

Zhang Li (张荔), Shanghai Jiao Tong University, Shanghai

 

Researchers and teachers have emphasized the approaches to improving writing ability, among which strategies and motivation are among the most influential factors in evidence-based practices for teaching and researching English writing. This study intends to investigate how strategies and motivation can influence students’ academic English writing ability. Seventy-two undergraduates from Shanghai Jiao Tong University attended the course and undertook a series of production tasks, with the motivation to participate in an international conference and the adoption of strategies based on a production-oriented approach. The researcher described the teacher-mediated teaching process of motivating, enabling, and assessing, revealing how the teaching principles and hypotheses were embodied in the process. Using a questionnaire, the teaching evaluation feedback from the university and students’ reflective diaries, the researcher found that the course not only improves students’ academic reading, writing and speaking ability, but also enhances their motivation for learning. The exploration of how a production-oriented approach can be used in an academic English course will be significant to the teaching of second language writing and the evidence-based teaching practice.

 

专家简介:Zhang Li (张荔) is a professor and Ph. D. supervisor for the School of Foreign Languages at Shanghai Jiao Tong University. She used to be a visiting scholar at the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota and the Digital Learning Lab (DLL) at the University of California, Irvine. She has also been a principal investigator of over 20 research projects and published more than 60 research papers and books.


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发言题目:What can Educational Linguistics inform English language education for Chinese young learners?

发言专家:Shen Qi (沈骑),Tongji University


Recent years have witnessed a surge of academic engagement in college English teaching in the context of Chinese higher education, but insufficient attention has been paid to Chinese young learners. In the past twenty years, English language teaching for Chinese young learners has posed as a controversial topic in the public society. Current perspectives of SLA may not reveal hidden language problems perplexed by the interactions between shifting language policies and diversified language practice at the local contexts. This talk, informed by the theoretical insights from Education Linguistics as a transdisciplinary field centering around the role of language (in) education, tends to conceptualize the scope of Educational Linguistics in the context of English language education for Chinese young learners and propose future directions for academic explorations through the lens of Educational Linguistics.


简介:Shen Qi(沈骑), Shanghai Shu Guang Scholar, is Professor and Ph.D supervisor of Applied Linguistics in English Department, School of Foreign Languages, Tongji University. He is now Director of Centre fof Language Planning and Global Governance at Tongji University and Guest Professor of Centre for Applied Linguistics at UCL, England. His research focuses on the interrelationship between language policy and language education and on the sociology of multilingualism. Dr. Shen has published widely in these areas. He has authored more than 100 peer reviewed articles published at home and abroad. His works appeared in SSCI & A&HCI indexed journals, such as International Journal of Bilingual Education and Bilingualism, Language Policy, Multilingua and Current Issues in Language Planning, etc. Professor Shen serves in the board of editors of Language Policy (Indexed in SSCI) published by Springer. He is also Editor in Chief of Language Education Policy book series (Fudan University Press) and in the board of editors of the Journal Language Policy and Planning in China (the Commercial Press). Professor Shen has been appointed as Managing Editor of the Journal of Educational Linguistics (De Gruyter).


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工作坊:EFL writing teaching methods and activities

发言专家:Yang Luxin (杨鲁新), Beijing Foreign Studies University, Beijing

 

This workshop aims to present EFL writing teaching methods and activities. It first illustrates the nature of writing and the role of writing within second language (L2) teaching and learning. Secondly, it demonstrates the role that language teachers could play in students’ writing education. Thirdly, it explains the methods that L2 teachers could use in the classroom. Finally, it illustrates the writing activities which L2 teachers (or EFL teachers) could apply in the classroom to engage students better.

 

专家简介:Yang Luxin (杨鲁新) is a professor of applied linguistics and an associate dean of the Graduate School of Education, Beijing Foreign Studies University, China.


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专题研讨:English for young learners

发言专家:

Li Lixin (李立新) (Chair), Primary English Teaching Researcher of Hainan

Liang Xiaohua (梁小华), Zhongnan University of Economics and Law

Jin Haifeng (金海峰), Beijing Royal Foreign Language School, Beijing


Carrying out teaching activities guided by the exploration of thematic significance to cultivate pupils’ English core competencies and achieve morality education goal

Li Lixin (李立新), Primary English Teaching Researcher, Hainan

 

In this presentation, I will take the teaching design of “Module 7 Unit 1 I helped Mum” as a case to briefly explain the following teaching strategies: 1) carefully study the content of the text, understand the context, clarify the topic, establish the target languages based on the context and the topic, and explore the cultivation points of the other core competencies except language ability and morality; 2) determine educational theme and establish the thematic significance according to the context, topic and target languages; 3) design the step-by-step teaching activities guided by thematic significance exploration.

 

专家简介:Li Lixin (李立新) is a senior English teacher, and academic leader of primary English of Hainan Province. Being a host of Excellent Teacher Studio, he is a member of Foreign Language Teaching Committee of the Chinese Education Society, a Deputy Secretary-General of Foreign Language Teaching Committee of Hainan Education Society.


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Investigation on the implementation of the English language core competences in elementary schools: routes and strategies

Liang Xiaohua (梁小华), Zhongnan University of Economics and Law, Hubei

 

Grounded in sociocultural theory, activity theory in particular, this research aims to investigate the routes and strategies of implementing the English language core competences in elementary schools in Hubei so as to provide insights into how they can be enhanced among young learners in elementary school in China. It is carried out through case studies in Hubei Province, including 11 schools from both the rural areas and the urban areas, public schools and private schools as well as schools on privately- funded and public-assisted basis. Observations and interviews as well as questionnaires were conducted and analyzed.

 

Liang Xiaohua got her PhD at Hong Kong University, and is now a professor at Zhongnan University of Economics and Law, Hubei. She is the chairperson of Hubei Provincial Education Association of Primary and Secondary School Foreign Language Professional Committee, and the primary investigator of the Key Hubei Provincial Educational Sciences Project.


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Phonics instruction and assessment based on the Orton-Gillingham Approach

Jin Haifeng (金海峰), Beijing Royal Foreign Language School, Beijing

 

This research studied the English Curriculum Standards for Compulsory Education and analyzed all the words in the vocabulary lists. Based on the Orton-Gillingham Approach, it established a systematic and sequential phonics instruction framework, which lists all the phonics rules and skills that are useful for native Chinese students and carefully set the learning objectives. It also explored various phonics activities, and categorized these activities into three groups, according to the three learning styles. Findings show that it is necessary for native Chinese students to learn phonics and the Orton-Gillingham Approach is a helpful tool for them. Also, as a significant indicator of students’ learning outcomes, phonics assessment will guide teachers to make their instructions more beneficial for students.




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