Thursday, August 23, 2012
COVER IT LIVE: Real-time Live Broadcast of EUROCALL 2012 Conference events
Try adding your comments or send me a request to be a live contributor.
Prezi for New Music Technologies: Platforms for language growth through content
New music technologies: platforms for language growth through content
I presented an educational showcase session on Wed, August 22 at 17:00pm in A-2 Room 139.
Music is a form of universal expression and communication that offers an emotionally satisfying, intellectually stimulating, and culturally uplifting vehicle for leaning language. Music is individual and global, while ranging from seriously philosophical to outrageously fun. No doubt, it is an important part of the lives of foreign language students. Yet, those who take a foreign language at university, especially a required course, may be disappointed to find the same tired approach to language teaching that has exhausted them with myriads of grammar rules and vocabulary words to memorize, and with content divorced from their own daily realities. However, when the essential elements of that foreign culture: the way people think, what they do, what they eat, and what they listen to – their music – are made available to the learners as objects to explore, they can become enthusiastic about learning the language through live, physical interaction with the other culture. 
The advent of content-based language units and courses into foreign language curricula is a welcomed development. Music is a special form of human communication that has now become even more ubiquitous, a more accessible form of self-expression and social identity, and a more interactive mode of intercultural communication, thanks to innovations in technology. As a content area for learning a foreign language, music is an art form, a personal avocation, and a common cultural element. It affords teachers the opportunity for interdisciplinary thematic approaches that are historical, anthropological, literary in viewpoint that apply the principles of musicology and musicianship to the language learning experience, while also being intrinsically motivating. 
Friday, May 25, 2012
Handout for Language Experience in World Music: Spain TESOL, March 9-11, 2012
The above link opens the handout give out for Exploring Intercultural Competence through Language Experience in World Music, my presentation given at the Spain-TESOL 35th Annual Convention held Universidad de Deusto, Bibao, Spain on March 9-11, 2012.
Abstract:
This workshop will focus on integrating content-based language tasks, learning strategies,
and intercultural competence outcomes by highlighting the unique qualities of music and
ethnomusicology as EFL course content. Novice or experienced teachers can breathe new life into
language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values.
Note: The file was originally created in Pages (on a Mac) so the conversion to Word did not work completely well (parts for the formatting were rearranged and even destroyed).
Spain TESOL 2012, Bilbao March 9-11: Exploring Intercultural Competence through Language Experience in World Music
TESOL-SPAIN 35th Annual Convention
Universidad de Deusto, BILBAO, Spain
Plurilingualism: Promoting Co-operation between Communities and Nations
Friday, March 9th – Sunday, March 11th, 2012
Abstract of Presentation by David L. Brooks:
This workshop will focus on integrating content-based language tasks, learning strategies, and intercultural competence outcomes by highlighting the unique qualities of music and ethnomusicology as EFL course content. Novice or experienced teachers can breathe new life into language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values.
Day: Sat, March 10, 2012 Time: 10:45-11:45 Room: 004 Uni
Detailed summary:
Exploring Intercultural Competence through Language Experience in World Music Music is a form of universal communication that offers an emotionally satisfying, intellectually stimulating, and culturally uplifting vehicle for leaning language. Music is personal and global, while ranging from seriously philosophical to outrageously fun. As a content area, it affords an interdisciplinary opportunity for thematic approaches that are historical, anthropological, literary in viewpoint, or which apply the principles of musicology and musicianship to the language learning experience. The myriad of forms of musical expression open up possibilities for exploration of music's interrelationship with its traditions of narrative, poetic, and theatrical genres and for delving into deeper examination of intercultural values. This workshop will describe how a content-based language course in music offers teachers the integrated learning of three essential elements for developing their students' English language skills: 1) strategy-based instruction for skill development, 2) holistic content mastery of an interdisciplinary area, and 3) the enjoyment of learning to communicate through self-expression and a variety of learning styles. Although mainly practical in aim, the session will explain the process of integration of content, learning strategies, and developing intercultural competence with instructional tasks, while highlighting the unique features of music and ethnomusicology as content. Addressing instruction that supports language growth, and creative self-expression is a special consideration. A major focus is on ascertaining the factors conducive to developing intercultural competence via music-related content through the use of computer tools, and computer mediated communication technology, as well as the voice, body and instruments. 4) Activities that involve creating possible course syllabi and sample lesson plans will be conducted. 5) Resources for planning and carrying out a content-based courses in music will be explored. Finally, this workshop will benefit any teacher, whether novice or experienced, in applying content-focused, task-based instruction more successfully, particularly those who have a strong interest in music of various genres.
Sunday, October 30, 2011
Wednesday, October 26, 2011
Wednesday, March 30, 2011
Rationale for a Task-based Approach to Intercultural Communicative Competence in Japanese Higher Education.
タスクを中心とする教授法を通した異文化間のコミュニケーション能力開発の原理的根拠
Rationale for a Task-based Approach to Intercultural Communicative Competence in Japanese Higher Education.
http://ci.nii.ac.jp/naid/110007808885
The full paper further developed from the ACE 2009 presentation can be found at the Ci.Nii link above.
Sunday, May 02, 2010
Sunday, February 14, 2010
iPhone apps I really like - 26 of my most used favorites
I started this article earlier but ran out of time to write ample notes about each one. However, you can probably figure them out quicker just by trying them out yourself, or reading the online blurbs and reviews.
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A. Cinch http://www.cinchcast.com
Cinch is more than just a voice-recorder for sending voice updates to Twitter or Facebook. It's more like a mini-podcast.
You can create an audio 'show' and then send your voice recording (such as a commentary on 'real-time' events or interviews or just your thoughts during a walk or drive) via the Cinch iphone app. These 'mini-radio shows' are then posted in the Cinch stream (as well as to Tw or FB if you like) like a series of mini podcasts (without going through iTunes). Listeners can search for them, subscribe to them, or get updates via the Cinch app.
I can see an educational application for this one -- especially for language learning and global exchanges between classes or individuals. It integrates with its own website http://www.cinchcast.com
It has easy sign-on - using your Facebook log-on or Twitter I.D.
B. ScribbleLive (also integrates iPhone app with website) http://www.scribblelive.com
This is a simultaneous multi-user blog site that is great for keeping a live blog
with various users on different platforms / devices. You can write text, upload photos, and video, or post a live webcam. Viewers can participate by writing comments which can be moderated. The 'event' stream can also receive live Twitter updates from viewers / attendees, and other bloggers on laptops, iphones or other devices (such as ipads).
The result is a archive list of all the contributions to the 'live' event coverage.
It would be great for school fairs, conferences, news-worthy meetings, and so on where getting various perspectives and views from the 'reporters' at the event would enhance how we understand what's has happened.
C. Good Reader (Lite) --
Although you can only download 5 files at a time on the free version, it's still handy to be able to access your file on your Macbook or PC desktop. Moreover, the built in email server connection allows you to get files from Gmail, and other POP3 or IMAP servers. There's also a built in browser to let you download website pages for off-line reading. There a lot more too in the paid version
D. Knocking Live Video, and Knocking Live Pics
Show what's going on around you to a friend by 'knocking' them the video from your iPhone (It works of iPhone G3 and G3s). It's only a one-way show up, but you iphone becomes a portable webcam for a single user, the friend you have 'knocked.'
There is a separate paid app ($0.99) to be able to do similar with iPhone photo pics and albums.
E. Ustream Broadcaster http://www.ustream.tv
Broadcast video from your iPhone. It works on 3G, too - even where the 3Gs supposedly has the technical specs for video.
The video can be recorded and save to iPhone or uploaded to the your own upstream.tv video site. It integrates with Twitter, too.
There is a separately downloadable PC / Mac application called Ustream Producer.
F. iCatchall -- this is a sweet little suite of useful apps. Most of them do only one thing, but they work well. There are about 25 separate apps in the bundle that range from a simple File Storage (make your iphone a USB flash memory stick, Digital Clock (and alarm), Flashlight, Tip Calculator, Today's Moon Phase, Dice, Coin Flip, plus the silly ones like Flatuence.
G. Touch Meeting - allows you and 3 other to participate in an online meeting. Share files, show a presentation, chat by phone (there is a US call up number provided that allows for a conference call).
H. Glympse -- Give your friends and family a website live map that allows them to follow (glimpse) your whereabouts, and how you are progressing on your journey.
I. CoolIris -- similar to the same PC/Mac desktop application
J. Trip It - send it your travel confirmation (emails) and it will create an itinerary for your upcoming trips
K. Personal Assistant
L. Ebuddy / Palringo (Chat with friends across multiple instant messagers platforms)
M. Recall - Speak to your iPhone to keep your calendar and to-do lists.
N. Kindle (there are several alternates too), and also Audiobooks has a free library of books read to you by a human voice
O. PhotoShop Mobile
P. Evernote - integrates with a Mac downloadable applcation, and other assorted software.
Q. Dragon (voice dictation)
R. Printer Share
S. Pointer (control a Powerpoint on your Mac using your iphone as remote) , requires WiFi
T. gFlash+ (create flash cards in Google Docs to test your knowledge or learning/drill)
U. Facebook
V. Dropbox - online storage (virtual harddisk that works that accessible from Iphone, PC, Mac anywhere)
W. Skype
X. Truphone - similar to Skype except it works on 3G networks (when you don't have acces to Wifi). Cheap Intl calls.
Y. Brightkite / Twitxr / Facetime2 - Keep with people (or places) around you (location-based microblogging). Updates you Twitter (and Facebook) with text and photos.
Z . Echofon - a nice Twitter client that works on iphone and integrates into Firefox browser as well.
Thursday, October 22, 2009
Intercultural Dimensions of Task-based Learning for Authentic Communication: Part I Rationale
Intercultural Dimensions of Task-based Learning for Authentic Communication
Part I: Rationale
A paper presented at the inaugural international meeting of ACE (Asian Conference on Education), October 24-25, Osaka Ramada Hotel, Osaka, Japan
Sponsored by the International Academic Forum
Link the ACE 2009 Conference: http://ace.iafor.org/
The second part of the paper, Multicultural Inculturization: Instructional Practice can be read in the next entry in this blog (see below).
Abstract: An important challenge for language educators in Asia is the difficulty of getting students to actually produce the language they are learning for purposes of authentic communication. This papers advocates an approach that is rigorous, long-term, cross-cultural, and, most definitely, qualitative in nature. A new intercultural framework for teaching methodologies and student learning for constructing instructional environments conducive to developing intercultural competencies is the focus of a task-based learning approach through collaboration.
Keywords: TEFL, intercultural, approach, metacognition, task-based learning
A central challenge for foreign language educators is getting students to actually produce, in particular to speak, the target language – that is, to be able and willing to use English, as it still remains the foreign language predominantly studied in Japan, they have learned for purposes of authentic communication, self-expression, and personal enjoyment. Achieving this goal becomes even more difficult when the students are from a country where the culture norms for speaking behaviors are quite different – even radically so – from the native-speaker teacher’s home country. This paper addresses the most essential aspects of this important educational goal, which is both vexing and challenging to overcome for many language educators who come from English-speaking or European nations to teach in Asia.
By expanding teacher and learner recognition of the nature of intercultural barriers to classroom learning of a foreign language, and by gaining a deeper understanding of the problem’s pertinent issues, a new collaborative framework for teaching and learning methodologies using this cross-cultural knowledge and employing intercultural competency for teachers and students alike can become a reality. Engaging educators in constructing instructional environments in Japan and across Asia with the fruits of this realization will result in school and university programs that are more conducive to the development of the cross-cultural competencies needed by all stakeholders in the educational process. By focusing on task-based EFL learning through intercultural collaboration as a vehicle for achieving this goal, the author hopes to ‘forge a new plow’ that can cross divided, and sometimes scorched, territories and cultivate a more responsive educational system for language education, leading Japanese and other Asian students to become more competent intercultural communicators, and gaining greater confidence as future leaders in a world that is vastly changed from the days of the Cold War race of a few superpowers.
The Pacific-Asian Region, where Japan has, heretofore, taken one of the lead roles, has quickly come into its own as a dominant force in the world’s global economy and international political arena. Therefore, Asian countries must increasingly learn more effectively and competently how to deal with balancing the adoption of languages, cultures, educational values and processes from abroad, particularly from the Western nations, with the preservation of their own values, cultures and languages.
This monumental realization can only be scratched at the surface, so this investigation focuses broadly on the following educational tenets and actual instructional practices for establishing an intercultural approach to task-based learning:
1. Selling the intercultural collaborative task-based approach to reluctant speakers is the essential initial step.
2. Guidelines for electing, organizing, and managing authentic tasks and meaningful performances for large classroom groups will be introduced.
3. Preparing students for success in the performances involves effectively ‘training’ students unaccustomed to a intercultural task-based approach to gain the strategies, skills and confidence needed, both meta-cognitively and through actual instructional tasks.
A second follow-up paper in preparation will address the subsequent steps in this process:
4. Setting standards, selecting new methods for evaluation, and then incorporating self, peer and teacher assessment into the performance tasks are important parts of the process.
5. A brief demonstration of appropriate type of performance tasks and guidelines for maximizing student achievement and teacher efficacy will be discussed. These include model conversations, role-plays, simulations, poster talks, storytelling, action research presentations, pair discussions, group debate, making video programs, speeches, dramatizations, and Internet-based collaborations.
6. Technology and classroom infrastructure, which enhance the instructional environment in achieving a task-based collaborative approach, will be briefly showcased.
The target audience is comprised of educational policy-makers, system administrators, institutional leaders, and practicing foreign language teachers, whose students in secondary schools and university are not yet accustomed to being asked to become actively engaged in the process of learning by ‘doing.’. It may also be valuable for anyone who wants to learn more intercultural knowledge and meta-skills take shape in, and also be shaped by, the educational process.
How is Metacognitive Inculturalization Accomplished?
Sponsored by the International Academic Forum