Học tập chuyên sâu là một phương pháp
bền vững và đòi hỏi một phong cách giảng dạy khác
biệt. Một số nhà nghiên cứu đã tiến hành khảo sát việc
chuyển đổi từ khái niệm chuyên sâu về học tập theo
hướng tiếp cận chuyên sâu sang việc giảng dạy và học
tập ngôn ngữ (Tochon & Hanson, 2003; Tochon,
Ökten, Karaman & Druc, 2008; Tochon, 2014). Đào tạo
chuyên sâu đòi hỏi phải duy trì việc tự học. Học tập có
tính chất quan trọng đối với việc hiểu biết sâu sắc; hệ
thống học tập chuyên sâu cần trải rộng xuyên suốt các
lĩnh vực chuyên ngành; học tập chuyên sâu cung cấp
năng lượng và không vắt kiệt sức lực của giáo viên, nó
không gây hại cho môi trường; chất lượng của phương
pháp này liên quan đến sự đa dạng nhiều hơn là các
hình thức biểu đạt chuẩn; giảng dạy chuyên sâu tôn
vinh quá khứ và phát triển trí tuệ cho tương lai. Những
yếu tố này đóng vai trò quan trọng trong việc đạt được
sự tham gia chủ động, nâng cao năng lực và trách
nhiệm giải trình trong các cộng đồng học tập. Báo cáo
này cung cấp kinh nghiệm trong việc xây dựng các
nguồn lực trực tuyến theo hướng tiếp cận chuyên sâu
đối với ngôn ngữ và văn hóa Thổ Nhĩ Kỳ; các quá trình
có thể được sử dụng trong việc tạo ra các nguồn lực
tương tự cho Việt Nam cũng sẽ được minh họa.
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Tiu ban 3: Đào to ting Vit nh mt ngoi ng cho ngi n c ngoài
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ÁP DỤNG HƯỚNG TIẾP CẬN CHUYÊN SÂU
VỀ NGOẠI NGỮ VÀ VĂN HÓA TRONG GIẢNG DẠY TIẾNG VIỆT
François Victor TOCHON, Isabelle C. Druc-Tochon
Trường Đại học Wisconsin - Madison, Hoa Kỳ
Tóm t
t: Học tập chuyên sâu là một phương pháp
bền vững và đòi hỏi một phong cách giảng dạy khác
biệt. Một số nhà nghiên cứu đã tiến hành khảo sát việc
chuyển đổi từ khái niệm chuyên sâu về học tập theo
hướng tiếp cận chuyên sâu sang việc giảng dạy và học
tập ngôn ngữ (Tochon & Hanson, 2003; Tochon,
Ökten, Karaman & Druc, 2008; Tochon, 2014). Đào tạo
chuyên sâu đòi hỏi phải duy trì việc tự học. Học tập có
tính chất quan trọng đối với việc hiểu biết sâu sắc; hệ
thống học tập chuyên sâu cần trải rộng xuyên suốt các
lĩnh vực chuyên ngành; học tập chuyên sâu cung cấp
năng lượng và không vắt kiệt sức lực của giáo viên, nó
không gây hại cho môi trường; chất lượng của phương
pháp này liên quan đến sự đa dạng nhiều hơn là các
hình thức biểu đạt chuẩn; giảng dạy chuyên sâu tôn
vinh quá khứ và phát triển trí tuệ cho tương lai. Những
yếu tố này đóng vai trò quan trọng trong việc đạt được
sự tham gia chủ động, nâng cao năng lực và trách
nhiệm giải trình trong các cộng đồng học tập. Báo cáo
này cung cấp kinh nghiệm trong việc xây dựng các
nguồn lực trực tuyến theo hướng tiếp cận chuyên sâu
đối với ngôn ngữ và văn hóa Thổ Nhĩ Kỳ; các quá trình
có thể được sử dụng trong việc tạo ra các nguồn lực
tương tự cho Việt Nam cũng sẽ được minh họa.
Abstract: Deep learning is sustainable and requires
a different style of teaching. Some researchers have
started working on the transfer from a deep conception
of learning towards a Deep Approach to language
teaching and learning (Tochon & Hanson, 2003;
Tochon, Ökten, 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
environment; quality is linked to variety rather than
standardized forms of expression; deep teaching
honors the past and develops wisdom for the future.
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.
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 do not have a solid framework that would
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
Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
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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 do 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
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 do 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-commonly-
taught 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.
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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, information-
focused 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 real-
life situations and real-world problems.
Existing online instructional resources for most
less-commonly taught languages, while providing
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
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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 curriculum-
builders: 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 to Create "Deep"
Instructional Material
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 do more or do 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.
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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 Description And Classroom
Procedures
This section clarifies what the language
instructor and the deep learner do 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
would best match their life goals. This is the
condition for intrinsic motivation to energize self-
directed 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 evolve