Looking At Language Teaching Annual Conference 2020
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Friday, October 30, 2020
McGill's first annual Looking at Language Teaching conference will take place on Friday, October 30th, 2020, offering an opportunity for those with an interest in and passion for all things language teaching to share perspectives, techniques, and information in a forum for meaningful exchange on best practices. The focus of this year’s conference is the teaching and evaluation of listening comprehension.
As part of this virtual event, 4 complimentary sessions will be offered:
Welcome and Keynote Presentation: Key Concepts in Language Assessment Applied to Listening Competence (Bilingual Session)
Presenter: Beverly Baker, University of Ottawa
Time: 9:30 -10:30 a.m.
In this interactive session, we will be talking (and listening!) about basic considerations in quality language assessment. We will then be applying these considerations more specifically to practical issues related to the assessment and instruction of listening. Questions are welcomed throughout the talk in the chat. This talk will contain some French but stay completely accessible to those who do not understand French.
Présentation d’ouverture : Concepts clés en évaluation linguistique appliqués à l'habileté de compréhension orale (conférence bilingue)
Dans cette session interactive, nous prendrons le temps de parler (et d'écouter !) ensemble sur le sujet des qualités essentielles de l'évaluation des langues. Nous appliquerons ensuite ces qualités à des questions pratiques liées à l'évaluation et à l'enseignement de la compréhension orale. Les questions sont les bienvenues tout au long de la session dans la boîte de discussion. Cette session se déroulera partiellement en français mais restera entièrement accessible à ceux et celles qui ne comprennent pas le français.
About Beverly Baker
Beverly Baker is Associate Professor and Director, Language Assessment at the Official Languages and Bilingualism Institute (OLBI) at the University of Ottawa. She also consults on language assessment for government and educational institutions. In 2019, she won the International Assessment Award from the British Council. She was a founding member of the Canadian Association of Language Assessment (CALA) and currently leads the Language Assessment Literacy SIG of the International Language Testing Association (ILTA).
In addition to language assessment, she does research in second language writing and in language teacher development. She has also been an EFL/ESL teacher for more than 25 years, at all levels and in five countries. Over her career she has given workshops on various topics to over 1200 language teachers, both locally and internationally.
La conception d'activités en compréhension orale
Conférencier : François Renaud, CCIP Paris
Heure : de 11 h à 12 h
L'intervention est centrée sur la conception d'activités de compréhension orale pour la classe de français (langue étrangère ou professionnel) et se développera autour des problématiques suivantes :
- Comment la phase de compréhension orale s'intègre-t-elle dans le déroulé du cours ; à quoi sert-elle?
- Comment trouver et choisir des documents audios adaptés ; comment en déterminer le niveau?
- Comment guider l'apprenant·e· dans sa compréhension ; comment rédiger les consignes et les questions?
- Comment évaluer la compréhension orale?
Les propositions de l'intervenant, illustrées d'exemples, seront suivies d'une discussion permettant le débat d'idées et l'échange de bonnes pratiques entre les participant·e·s.
À propos de François Renaud
Responsable pédagogique à la Chambre de commerce et d’industrie de région Paris Île-de-France (Le français des affaires, service Innovation pédagogique & partenariats), François Renaud est notamment chargé de coordonner la conception des diplômes de français professionnel (DFP) et d’accompagner les centres d’examens agréés sur les questions pédagogiques. Il intervient également sur la création de ressources pédagogiques en français professionnel (coordination et/ou validation pédagogique) dans le cadre de partenariats avec TV5 Monde et RFI. Il anime régulièrement des formations de formateurs en Français professionnel ou en méthodologie du Français sur objectifs spécifiques (notamment programmes DDIFOS).
Add to the Conversation - A Moderated Exchange of Ideas / Ajoutez votre grain de sel - Discussion entre collègues avec modérateur.trice
Time: 1:00 - 2:00 p.m.
Ideas to share? Questions to ask colleagues? Share your experience in a moderated discussion on the teaching and evaluation of listening comprehension skills.
Vous avez des idées à partager ou des questions à poser à vos collègues? Une discussion animée par un.e modérateur.trice vous permettra de faire part de votre expérience en enseignement et en évaluation des habiletés de compréhension orale.
Why L2 Listening Is So Difficult to Teach and What to Do About It
Closing Remarks
Presenter: Christina Cole, University of Toronto
Time: 2:00 - 3:30 p.m.
How often in ESL classrooms does listening comprehension simply consist of pre-teaching some vocabulary items, playing an audio file and asking comprehension questions? Critics have argued that this does not actually teach listening but tests it instead. Moreover, research concludes that it is largely ineffective (Brown, 2011). Teaching listening involves offering scaffolded support for students so they become better at the skill the next time and develop more autonomy in achieving success. This presentation offers a concise summary of research on listening, both recent and seminal, explains why listening is so difficult to teach, and offers best practices, and specific tools, to incorporate in the listening and speaking classroom. This entails a return to some aspects which have been ignored in recent years such as bottom-up processing, reciprocal listening, a more comprehensive focus on vocabulary, and the integration of listening, pronunciation, and speaking. This presentation will describe practical tools that can be used to address bottom-up processing, reciprocal listening, vocabulary recognition, and meaning-negotiation. These include jigsaw listening, dictogloss, use of transcripts, dictation, information gap activities, reception strategies, as well as the use of technology/apps.
About Christina Cole
Christina Cole teaches Academic Listening and Speaking in the International Foundation Program at the University of Toronto. She has an M.A. in Applied Linguistics. She has presented at TESOL, TESL Ontario, and TESL affiliates on topics as diverse as teaching L2 listening, teaching pronunciation using screen casting, and building resiliency through technology. She was team lead in the development and launch of TESL Ontario’s inaugural webinar series. She was team member in a research project at York University, investigating language teaching technology use in post-secondary EAP programs and is an author & co-author on several articles in peer-reviewed journals
