THE PEDAGOGY OF MEDIA-SUPPORTED TARGET LANGUAGE TEACHING Contextualisation and Good Practice Report This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Contents: Consortium disclaimer ............................................................................................................. 4 Project partnership .................................................................................................................. 5 1. Introduction .............................................................................................................. 7 1.1. Existing research on the use of media in foreign language education .......................... 8 1.2. LiMe research characteristics ................................................................................... 10 1.3. Surveyed learners and teachers ............................................................................... 11 2. Identification of target groups and educational systems ........................................... 13 2.1. Migrant population in the partner countries ............................................................ 13 2.2. Teaching and learning of the host country language ................................................. 14 2.2.1. Number of learners and teachers ............................................................................. 14 2.2.2. Trends for the future ............................................................................................... 15 2.3. Language, culture and media in education of migrants ............................................. 16 2.3.1. Country-specific media context ................................................................................ 16 2.3.2. Language and culture classes’ curricula .................................................................... 16 2.3.3. Media in language/culture classes for migrants ........................................................ 17 2.3.4. Media in language testing ........................................................................................ 18 2.3.5. Culture and media materials presented in popular textbooks for migrants................ 18 3. Survey findings ........................................................................................................ 20 3.1. Types of media used in language teaching/learning outside classroom ..................... 20 3.1.1. Teachers ................................................................................................................. 20 3.1.2. Learners .................................................................................................................. 21 3.2. Teachers’ views on media-supported teaching of a host country language and culture ............................................................................................................................... 23 3.2.1. Good practices in using media in teaching a host country language or culture ........... 24 3.2.2. Main obstacles in media-supported teaching of a host country language and culture 27 3.3. Learners’ views on how media can help to learn a target language and culture ......... 27 3.4. Suggestions on the LiMe online platform’s content .................................................. 28 4. Conclusions ............................................................................................................. 30 References ............................................................................................................................ 33 2 Project number – 530866 – LLP – 1-2012-1-DE-KA2-KA2MP Agreement n 2012-5367/001 - 001 Appendix 1. Questionnaire templates .................................................................................... 34 Appendix 2. National research and contextualisation reports ................................................. 45 Germany ........................................................................................................................... 45 Italy ................................................................................................................................... 66 Poland ............................................................................................................................. 109 United Kingdom .............................................................................................................. 147 Spain................................................................................................................................ 188 3 Project number – 530866 – LLP – 1-2012-1-DE-KA2-KA2MP Agreement n 2012-5367/001 - 001 Consortium disclaimer This publication has been elaborated in the course of the Lifelong Learning (Key Activity 2 Languages) project LiMe – Languages in Media. Please note that the national reports were written with the purpose of providing background information for the internal partner project teams only. Therefore they are not intended to be used as a reference source for external parties and the LiMe project partnership takes no responsibility for their use in this way. 4 Project number – 530866 – LLP – 1-2012-1-DE-KA2-KA2MP Agreement n 2012-5367/001 - 001 Project partnership Volkshochschule im Landkreis Cham, Germany (www.vhs-cham.de) Contact details: [email protected] The VHS Cham is a non-profit association in Bavaria acting on a regional level with 52 employees and 250 freelancers. It provides courses in the field of society, vocational education, languages, health, culture and has long term experience in course development with a specific focus on languages. Agenzia per lo Sviluppo Empolese Valdelsa ASEV, Italy (www.asev.it) Contact details: [email protected] ASEV has been created in 2002 with a mixed public private capital by the municipalities and social partners of the Empolese Valdelsa district. Its purposes are: organizing professional training, and planning new strategies for economic, cultural, social and tourist local development. Uniwersytet Łódzki, Poland (www.uni.lodz.pl) Contact details: [email protected] The University of Łódź (ULO) is one of the largest Polish universities with about 40,000 students and 4,000 personnel in 12 faculties and interdisciplinary units. One of them is the School of Polish for Foreigners which is the oldest and largest center in Poland in teaching Polish as a second language. The School offers various cultural activities which makes ULO a recognizable multicultural educational center in Poland. 5 Project number – 530866 – LLP – 1-2012-1-DE-KA2-KA2MP Agreement n 2012-5367/001 - 001 Language Education and Partnerships Ltd, UK (www.leaponline.eu) Contact details: [email protected] LEAP is a private organisation that offers a range of educational and training services for learners, trainees and educators. These include foreign language and culture classes for learners of all ages, professional development training events for established and aspiring teachers and educators, both in the UK and abroad. The University of Wolverhampton, UK (www.wlv.ac.uk) Contact details: [email protected] The University of Wolverhampton is a vibrant and modern institution, prioritizing knowledge, innovation, and enterprise with a student body of 23,000. Close links with employers allow for the development of optimal courses delivered by a team of enthusiastic, supportive lecturers and trainers. Key strands of activity include publications, resource creation, teacher training events, CPD, accreditation, consultancy, research and dissemination. Universidad de Extremadura, Spain (www.unex.es) Contact details: [email protected] The University of Extremadura is an institution that has approximately 25,000 students. The academic programmes offered by the UEX includes more than 90 university degrees and masters, doctorate studies, specialized courses, research programs, international summer courses. The research group GEXCALL has experience in the development of online language learning resources as well as the development of learning objects, tasks and computer gaming. 6 Project number – 530866 – LLP – 1-2012-1-DE-KA2-KA2MP Agreement n 2012-5367/001 - 001 1. Introduction Since regular language courses for foreign learners often appear to be insufficient, integration of migrants through greater cultural understanding can be enhanced through the use of media as a source for training to develop both culture and language skills. Therefore, LiMe – Languages in Media project aims to help migrants develop the necessary contextualized cultural competencies by providing them and their language trainers with interactive tools to decode language and culture as portrayed in various types of media. The main outcome of the project is the development of a virtual learning platform which hosts learning materials from levels A2 to B2. In addition to learning resources and training materials, a teacher-training package for integrating media into language teaching will also be made available for teachers and trainers. More information about the LiMe outcomes is available at: www.languages-in-media.eu This summary report is the result of the project consortium’s desktop and fieldwork investigations conducted within the Work Package 2 - Contextualization and Good Practice Research. The aim of the research was to collect information on the following issues: