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Okay, thank you very much for being with me here today.

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I appreciate your presence.

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And I'm so pleased that there are so many of you here, because when I actually turned

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in this publication, I thought, oh my goodness, this is going to be really theoretical and

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difficult for everyone.

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And to a certain sense, yes, it is theoretical.

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When you look at this and you think clearly in complexity theory, or what does complexity

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gain your sympathy?

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I am mainly used to doing teacher training for the most part, meaning that I like standing

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up.

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I like moving around.

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I like giving examples and demonstrations.

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So these are new waters that I'm moving in that I have only done once before.

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So that being the case, I'd like to move ahead and explain to you a little bit what

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I have been doing with my research and doctoral theses.

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Why have I presented this?

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Because I'm very excited about where we are moving with learning theory and all of the

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implications it has, and also because I think it is a perfect model for CLIL settings.

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My main objective today is to encourage you to investigate, to be interested in finding

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out more about complexity theory or dynamic systems theory.

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I think you will find there are a lot of similarities in this with your everyday life.

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Why is that?

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How many of you do yoga?

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Anybody do yoga out there?

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Raise your hand.

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Okay.

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We have a total of four of you.

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Five.

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Okay.

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That's very good.

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One of the interesting things of that is that everything is connected.

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Yes?

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No?

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Okay.

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Dynamic systems has the same idea, that everything is connected.

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So when we look at our students and we study what they're doing, how do we get to that

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point of understanding that everything is connected, all right, instead of fragmenting

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it?

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So let's move ahead with the slides so I can talk you through this, all right?

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So I've started off with a quote, and I think this is a quote which is applicable to both

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CLIL and also to dynamic systems or complexity theory, which is, do not go where the path

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may lead.

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Go instead where there is no path and leave a trail.

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And that is precisely what you as educators in bilingual settings are doing.

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Yes, you're trailblazing, which is such an important part of advancing and creating new

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paradigms which we can work in and not stagnate in the old, right?

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So you'll see some parallels in complexity theory and the work that you're doing.

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All right.

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A complex systems approach to second language acquisition in CLIL, all right?

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Why is complex systems of interest to CLIL?

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Because it prescribes, first of all, a more holistic view, a more holistic view which

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takes into account a variety of factors, all right?

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What are those varieties of factors?

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Well, we'll look at the features in just a second.

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The parts studied have not always equaled the sum.

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And I'm sure when you look at your students and you think, ooh, we're doing assessment

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and language, but what is going on with content?

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That's been one of the questions that has come up, right?

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That's something we need to attend.

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Yet, we do not have a framework, do we?

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Exactly.

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So that is what I am looking at today.

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How are we going to get a framework?

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How are we going to get there?

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What are the instruments we're going to use, the materials, in order to actually be able

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to assess effectively?

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And when we look at Cummins' model of an iceberg, that whole area underneath, which is cognition,

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what is going on?

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How do we find out what is going on underneath, right?

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And that is what complexity theory is interested in, finding out how that is interconnected

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beneath.

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All right?

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I'll give you a demonstration in a minute to illustrate this, all right?

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Okay.

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Linear models provide fragmented understanding many times, and they do.

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Linear models are helpful.

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They have been very, very helpful, all right?

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Linear models, when we go back to the Enlightenment, all right, and we look at Newton's work, those

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of you that are scientists, they're very important because we see that a lot of progress has

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been made, specialization in the 18th century and the 19th century of different areas.

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But what has happened in the last 20, 30 years?

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We see that there's a focus on basically having interdependence inside of our studies.

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And that interdependence shows up in science.

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It shows up in having double majors, for instance, which is more of a feature.

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So in order for learning to advance in linguistics, it can no longer be linguistics.

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It must be psycho-linguistics, for instance, studying all the neurological aspects as well.

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All right?

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Okay.

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So I'm not asking you to do that.

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Just putting forth there the fact that getting out of these boxes of, I'm a linguist, I am

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a scientist, as you know, as teachers, you're doing both.

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You're doing content and you're doing science.

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You're doing content and you're doing art, for instance, okay?

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It allows integration of new advances by permitting a multi-discipline approach, all right?

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That's another point.

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I'd like to say at this point that we will look a little bit at the tools at the end

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of this session.

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There have been very few instruments and tools which have been developed.

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We see a little work being done in the United States and also here in Europe, but we'll

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get to that later on.

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But there's no blueprint, right, at the moment.

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Okay.

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So when did complex systems develop, is our first question.

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Modern scientific study of complex system is relatively young.

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The area of mathematics that is strongly related to non-linearity, all right?

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The notion of self-organizing systems is tied up to work in a non-equilibrium thermodynamics,

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all right?

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Yes, I know.

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You're thinking, oh my goodness, what is she saying?

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Well, the whole base of complex systems, you probably have heard of the butterfly effect.

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Does that ring a bell?

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Yes, because you've heard the song by Kokei Maia and all that kind of thing, yes?

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Okay, right.

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So bringing it down a level and abstraction, what we're looking at is the fact that sometimes

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there are things that affect learning or that affect weather patterns that we don't think

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initially are going to affect that learning or the weather patterns, all right?

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And if you remember, looking at complex theory, that it does come from, that idea of thermodynamics

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complexity theory comes from studying weather patterns, right?

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You know about El Nino and La Nina, yes, no?

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Go like this.

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Respond.

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Okay, right.

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You're still connected.

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That's very good.

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Okay.

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So that is really the foundation of where this is coming from, okay?

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So what have been mainstream research methods in LSA?

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The identification and examination of factors in isolation, which imitate experimental sciences.

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Now with this, what we're doing is, have you been to Emma Defoe's, for instance, presentations

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or other people's presentations?

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Yes?

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Okay, right.

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So what we do when we research, we imitate what linguistics does and learning theory,

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we imitate to a great extent what is done in hard sciences, in chemistry, right?

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So there's been a push to make linguistics, right?

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Think about Chomsky.

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Chomsky was a mathematician, wasn't he?

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Yes, that lovely man, right?

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And he's done so many other things, but the long and the short of it is that we try and

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imitate models that replicate science in order to show that progression is being made.

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There is a link now between linguistics and of course science and studies of intelligence

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that are being done by Gardner or Sternberg, right?

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So that's our meeting point that we're looking at, okay?

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Okay, right.

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How has research changed physical science, or sorry, how has research in physical sciences

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have changed?

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Now they're exploring items in turn of their internal connectivity.

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Now what does that mean, internal connectivity?

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It means that inside of you, think about you scientists out there, right?

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Think about you have your respiratory system, don't you, okay?

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You have your circulatory system.

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You teach them to students as two separate parts, don't you?

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Yet, are they connected?

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Are they?

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They are, all right?

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So that is the internal connectivity, how they fit together.

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But you teach them to students as two separate items, right?

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So what complexity theory intends to do is to bring together those two elements and see

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how they interact.

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Just as in the sciences, we know that information, how they interact, how, well, through anatomy

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and other discoveries that were made about the human body, right, okay?

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So that's the intention, figuring out what is going on?

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How are those students actually building knowledge?

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How is that scaffolding taking place, right, inside?

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So what changes in perspective are provided then?

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Through the study of unpredictable interactions of whole systems, structures take on new meanings, okay?

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So imagine when, during the Greek times, anatomy was being studied secretly, where you had

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basically autopsies that were taking place in the dark, right?

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Yes, but I want you to situate yourself there.

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The understanding of the whole system was very limited, wasn't it?

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Exactly.

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So what we're moving towards is trying to understand that whole system by looking at the parts,

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but also looking at the whole.

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Very good, okay.

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So let's see, in order to, let's see, what does complex system offer SLA learning theory and CLIL?

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Well, an extensive explanatory power as a comprehensive approach.

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It aims to interrelate, and this is so important for us in our bilingual settings, so important

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for us, because we need to interrelate that language and that content and what is going

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on with regards to the construction of knowledge with the students, right?

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We know that it works, as we have seen with so many, so much research that has gone on

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in exterior type fashion, but what's of interest to us is how it's working.

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Now, this interrelation, right, that we're looking at, a lot of research has been done

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by Diane Larson Freeman, does that ring a bell?

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Or Lynn Cameron.

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Now, you might know Lynn Cameron.

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Lynn Cameron wrote the Cambridge book, Teaching Young Learners.

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You might have a copy of this.

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I love Lynn Cameron.

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I think she's just fabulous.

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She does just about everything.

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She works with metaphors, she works with learning theory, she works with genres and functions.

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She is an amazing professional.

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And the work that she has been doing with Larson Freeman is looking at what they call,

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inside of the center relatedness, connected growers.

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Let me repeat, connected growers.

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So when you teach one aspect, another aspect or content helps both of those to grow.

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Let me explain.

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Think about your third person S, that horrid third person S, right?

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Does it grow?

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Does it stick?

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It's horrible, isn't it?

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Yes.

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So it does not have a transferable aspect to begin with.

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But secondly, we see that when we stimulate students with periodical reminders in the

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classroom, perhaps a little S and saying, snake.

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So they remember.

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And we try to, it helps with retention, doesn't it?

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And eventually we get them there by insisting and by consistent error correction that is

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going on, right?

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So that would be interrelated, those two aspects, right?

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What we're looking at the moment would be inside of the development.

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My research is looking specifically at the density and complexity of sentences moving

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from what would be a B1 level into a C1 level in a written sense, in not only a spoken fashion,

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but also in a written fashion.

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So the study that I have been looking at and am working on at the moment is looking

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at students who are at a tertiary level.

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They are learning how to do an oral presentation.

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I have not looked at conversation because I think it is so complex in and of itself

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that it's very difficult to study and do innovative research with variables.

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So we're looking at a presentation.

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I have over 180 videos of these students who have been so lovely and so wonderful, and

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I thank them from the bottom of my heart, that have allowed me to video their progress

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during a year of the actual learning how to do a presentation from the start, where many

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of them are reading a piece of paper and trembling, till they get to the end and they're actually

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doing a presentation using visual support, explaining, and walking through it.

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As you know, this is part of the curriculum.

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It's something very important for our students to learn as a skill inside of academia and

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what might be future work context.

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In addition to that, the written document is that they are giving a record of the presentation

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that they're making, and the record must be in formal English.

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So they've moved from a very simple, shall we say paradigm, some of them, not all of

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them, because of course different learners come with different packaging, don't they?

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Yes, all of us do.

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So some of them have come with a very simple subject-verb usage when they were originally

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speaking, and they have transformed into what we might call dependent clause users, where

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we have followed the paradigm which is offered by Marimar Luque.

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I'm not sure if you're familiar with her.

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Marimar Luque works at the Politecnica.

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She has done wonderful research in academic writing and standards in academic writing

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for formal language.

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So we have used her recommendations and paradigm of what would be a typical acceptable text

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inside of academic writing for a presentation, which is two subject-verb sentences, simple

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sentences, and then one that contains a dependent clause or some kind of connector, but a formal

244
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connector like however, moreover, not and and but.

245
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They're not going to work for us.

246
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So we're using connectors in order to dress up the language, shall we say.

247
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That is what we're studying as far as what are the interrelated aspects or the connected

248
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growers inside of those students.

249
00:16:04,540 --> 00:16:10,140
Okay, well, not inside of them, but it's rather outside, shall we say.

250
00:16:10,140 --> 00:16:15,580
In addition to that, some of you that are more familiar with studies, you might be saying

251
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to yourself, goodness, well, this sounds like a typical linear study.

252
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They're looking at writing and they're looking at speaking.

253
00:16:22,420 --> 00:16:27,220
In this study, there is also included, we're looking at the linguistic aspect, which we

254
00:16:27,220 --> 00:16:30,900
just spoke about, a paralinguistic aspect.

255
00:16:30,900 --> 00:16:31,900
Why?

256
00:16:31,900 --> 00:16:36,660
Because there's an actual, there are videos of all these students doing their presentations.

257
00:16:36,660 --> 00:16:41,900
Not only are there videos, but also there's a cognitive aspect, which are the interviews

258
00:16:41,900 --> 00:16:43,500
afterwards.

259
00:16:43,500 --> 00:16:49,540
So fortunately, each of the students has a 10-minute, five-minute session afterwards

260
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where they have agreed to sit down and talk about the process.

261
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How do they feel?

262
00:16:54,500 --> 00:16:56,580
How much had they studied beforehand?

263
00:16:56,580 --> 00:17:01,060
What were the techniques or the strategies that they used to actually get there?

264
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And that is what interests me.

265
00:17:02,620 --> 00:17:06,980
And we're finding some very exciting things about presentations that has come up in all

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00:17:06,980 --> 00:17:14,460
of those students about learning to do that type of genre that is repeated in all of their

267
00:17:14,460 --> 00:17:15,940
presentations, right?

268
00:17:15,940 --> 00:17:22,820
I must say, I came across this idea and wanted to study it due to students that I had beforehand

269
00:17:22,820 --> 00:17:25,860
and the excellent results that they had had.

270
00:17:25,860 --> 00:17:32,340
And it's just very exciting to see people grow and to, as Sternberg says, I think it's

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actually when you develop your cognition, you are gaining intelligence, and I am convinced

272
00:17:37,220 --> 00:17:38,220
of that.

273
00:17:38,220 --> 00:17:43,180
So to a certain extent, it's also demonstrating his triarchic theory, right?

274
00:17:43,180 --> 00:17:44,180
Okay.

275
00:17:44,580 --> 00:17:50,100
Also, when we look at the cognitive and then the subject content information, the subject

276
00:17:50,100 --> 00:17:55,780
content information area has been covered by doing a questionnaire of the students.

277
00:17:55,780 --> 00:17:58,420
So it's looking at their background.

278
00:17:58,420 --> 00:18:01,940
This was not a preliminary needs analysis.

279
00:18:01,940 --> 00:18:09,180
Rather, it is a collection of data to look at what was their learning experience beforehand.

280
00:18:09,180 --> 00:18:13,980
Because when you're dealing with older learners, of course, they can come with a lot of different

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baggage, shall we say.

282
00:18:16,300 --> 00:18:17,300
Learning baggage.

283
00:18:17,300 --> 00:18:20,140
Now, I was quite fortunate because most of these were, you know, you're looking at successful

284
00:18:20,140 --> 00:18:24,740
learners that their area of speciality, you know, if you've reached a B1 level, well,

285
00:18:24,740 --> 00:18:29,540
it means that you have been quite successful in language learning, obviously.

286
00:18:29,540 --> 00:18:32,660
But I also think it's a very challenging place to be.

287
00:18:32,660 --> 00:18:33,660
Don't you?

288
00:18:33,660 --> 00:18:37,580
I mean, the hardest thing is to go from B1 to a C1 or a C2.

289
00:18:37,580 --> 00:18:39,660
Yes, a lot of you are going like this.

290
00:18:39,660 --> 00:18:44,780
It's horrible because many times you have finite type grammar or collocations that you're

291
00:18:44,780 --> 00:18:51,300
dealing with, which when I may be getting too technical, but when Chomsky talks about

292
00:18:51,300 --> 00:18:54,980
the native speaker knowing, I mean, that's really what you're trying to access, aren't

293
00:18:54,980 --> 00:18:55,980
you?

294
00:18:55,980 --> 00:18:56,980
Yes, you're going like this.

295
00:18:56,980 --> 00:18:57,980
Thank you for shaking your heads and saying yes.

296
00:18:57,980 --> 00:19:01,100
I don't want to bore you to death with this.

297
00:19:01,100 --> 00:19:02,100
Okay.

298
00:19:02,100 --> 00:19:03,540
I'll carry on.

299
00:19:03,740 --> 00:19:10,740
Obviously, what it can also do inside of CLIL is that it mirrors human communication, the

300
00:19:10,740 --> 00:19:14,860
model itself or what they're trying to do with it, how.

301
00:19:14,860 --> 00:19:20,620
Because in reality, human communication has a complex system of variables, doesn't it?

302
00:19:20,620 --> 00:19:21,620
It really does.

303
00:19:21,620 --> 00:19:25,340
All of these that we have just mentioned here.

304
00:19:25,340 --> 00:19:31,180
Also, it influences our view of learning and teaching.

305
00:19:31,500 --> 00:19:35,260
Many times we change terminology in education, don't we?

306
00:19:35,260 --> 00:19:38,220
We change terminology and we don't just talk about evaluation.

307
00:19:38,220 --> 00:19:40,220
Now, we talk about assessment.

308
00:19:40,220 --> 00:19:41,820
Well, why?

309
00:19:41,820 --> 00:19:46,140
Because the whole procedure is, all right, now it's diagnostic, it's formative, it's

310
00:19:46,140 --> 00:19:47,140
summative.

311
00:19:47,140 --> 00:19:48,980
It's no longer the test and that's it.

312
00:19:48,980 --> 00:19:49,980
Exactly.

313
00:19:49,980 --> 00:19:52,820
We change our terminology and here it's the same.

314
00:19:52,820 --> 00:19:56,420
We're trying to change the paradigm of how we see that learners are learning in order

315
00:19:56,580 --> 00:19:58,580
to access that information.

316
00:19:58,580 --> 00:20:02,780
How am I doing on time?

317
00:20:02,780 --> 00:20:04,780
Five, six minutes.

318
00:20:04,780 --> 00:20:05,780
Okay.

319
00:20:05,780 --> 00:20:06,780
Right.

320
00:20:06,780 --> 00:20:07,780
Good.

321
00:20:07,780 --> 00:20:08,780
I've lost track of...

322
00:20:08,780 --> 00:20:09,780
Okay.

323
00:20:09,780 --> 00:20:10,780
Okay.

324
00:20:10,780 --> 00:20:11,780
Very good.

325
00:20:11,780 --> 00:20:12,780
Okay.

326
00:20:12,780 --> 00:20:17,100
Here, the next point about what it can offer us in CLIL.

327
00:20:17,100 --> 00:20:23,900
The development of new tools to track and analyze the development of language learners

328
00:20:24,020 --> 00:20:26,780
is a very exciting prospect.

329
00:20:26,780 --> 00:20:31,700
Looking at that, most of the research that has been done at the moment with new tools

330
00:20:31,700 --> 00:20:41,420
is by Kees de Bott as well as Fierspoor and Loewe here working in Europe.

331
00:20:41,420 --> 00:20:45,500
They have published some research and some tools that they're developing.

332
00:20:45,500 --> 00:20:48,780
Many of them deal with statistics, all right?

333
00:20:48,940 --> 00:20:58,940
In a first instance, the work that they're doing in SLA, it is related to corpus data.

334
00:20:58,940 --> 00:21:02,260
Using a corpus and actually calculating that now.

335
00:21:02,260 --> 00:21:06,380
Depending on the corpus and the way it's crunched, you're looking at me funny.

336
00:21:06,380 --> 00:21:07,380
Okay.

337
00:21:07,380 --> 00:21:08,380
What's a corpus?

338
00:21:08,380 --> 00:21:09,380
No, I want to get you there.

339
00:21:09,380 --> 00:21:12,620
I'm not interested in doing a wholly academic publication.

340
00:21:12,940 --> 00:21:19,700
I am interested in, as William Butler Yeats once said, it's not about filling a bucket.

341
00:21:19,700 --> 00:21:22,220
It's about lighting a fire.

342
00:21:22,220 --> 00:21:25,260
What I'm interested in is lighting your fire.

343
00:21:25,260 --> 00:21:27,380
All right?

344
00:21:27,380 --> 00:21:29,620
Let's see if I can get you there.

345
00:21:29,620 --> 00:21:41,020
A corpus is a lot of words that have been put into a database in order to see the frequency

346
00:21:41,020 --> 00:21:42,140
of language use.

347
00:21:42,660 --> 00:21:44,460
Now, some of you use Collins Co-Build.

348
00:21:44,460 --> 00:21:45,460
Do you use Collins Co-Build?

349
00:21:45,460 --> 00:21:48,900
Raise your hand if you use the Collins Co-Build dictionaries.

350
00:21:48,900 --> 00:21:53,180
Collins Co-Build dictionaries, I mean, they're amazing.

351
00:21:53,180 --> 00:21:54,180
Why?

352
00:21:54,180 --> 00:22:01,620
Because together with the University of Birmingham, they went ahead and lots of fortunate students

353
00:22:01,620 --> 00:22:05,980
that were working in the program got to type in text and create a corpus.

354
00:22:05,980 --> 00:22:11,900
They created a corpus that they counted the frequency of those words in order to come

355
00:22:11,900 --> 00:22:17,740
up with what are the most words that are most frequently used in English.

356
00:22:17,740 --> 00:22:20,980
And that's very important for us when we're doing language teaching, isn't it?

357
00:22:20,980 --> 00:22:23,700
Because sometimes we guess through an intuitive fashion.

358
00:22:23,700 --> 00:22:24,700
Okay?

359
00:22:24,700 --> 00:22:25,700
Yes?

360
00:22:25,700 --> 00:22:26,700
No?

361
00:22:26,700 --> 00:22:28,100
And many times you're right, aren't you?

362
00:22:28,100 --> 00:22:35,100
But you always have that niggling little doubt of, was it really right or is it just my intuition?

363
00:22:35,220 --> 00:22:36,220
Yes or no?

364
00:22:36,220 --> 00:22:37,220
Yes.

365
00:22:37,220 --> 00:22:40,420
That's when we look at how linguistics tries to get closer to science.

366
00:22:40,420 --> 00:22:47,860
Well, people like Chomsky or Brown and Yule, what they have done is gone through and spent

367
00:22:47,860 --> 00:22:50,420
loads of time counting words.

368
00:22:50,420 --> 00:22:53,860
It's not an exciting prospect for those of us that love teaching.

369
00:22:53,860 --> 00:23:00,180
Yes, I know you're going, I don't, I really respect those people because it just seems

370
00:23:00,180 --> 00:23:02,620
so difficult to actually sit down and do that.

371
00:23:02,620 --> 00:23:05,460
It is a labor of love, most definitely, right?

372
00:23:05,460 --> 00:23:09,300
So one must have a mathematician's heart, I think, to be able to do that.

373
00:23:09,300 --> 00:23:16,460
But it gives us such interesting materials and foundations in which to base our work

374
00:23:16,460 --> 00:23:19,020
and to feel secure with what we're doing.

375
00:23:19,020 --> 00:23:24,980
So when we have that Chomskyian focus of, all right, it is going to be an infinite number

376
00:23:24,980 --> 00:23:31,660
of possibilities, yet a finite number of uses, well, what are those finite numbers of uses

377
00:23:31,700 --> 00:23:33,420
that we're looking at, right?

378
00:23:33,420 --> 00:23:36,660
So a corpus tries to access that.

379
00:23:36,660 --> 00:23:42,740
It looks at what's the frequency and in certain types of genres or text, because you all work

380
00:23:42,740 --> 00:23:44,700
with scientific genres, don't you?

381
00:23:44,700 --> 00:23:45,780
Many of you.

382
00:23:45,780 --> 00:23:48,580
What is going on inside of that text?

383
00:23:48,580 --> 00:23:52,540
And at the moment, that is what we're looking at, trying to determine what's the structure

384
00:23:52,540 --> 00:23:59,020
of the text, not only verbal tenses and the vocabulary, but in addition to that, also,

385
00:23:59,020 --> 00:24:03,660
what is the frequency of certain types of words and certain types of text that are related

386
00:24:03,660 --> 00:24:08,900
with certain areas, such as the human body or perhaps a geography, history, et cetera,

387
00:24:08,900 --> 00:24:09,900
et cetera.

388
00:24:09,900 --> 00:24:14,060
So there is quite a lot of exciting work out there to do, shall we say.

389
00:24:14,060 --> 00:24:17,060
Now, in my last two minutes, do I have two minutes?

390
00:24:17,060 --> 00:24:18,060
Two minutes?

391
00:24:18,060 --> 00:24:19,060
Okay, right, good.

392
00:24:19,060 --> 00:24:23,740
I'd just like to show you a demonstration, okay, that I brought along with me in order

393
00:24:23,740 --> 00:24:33,140
to at least send you home with a visual image that I hope ignites a desire to look into

394
00:24:33,140 --> 00:24:36,140
this a little bit more in-depthly, all right?

395
00:24:36,140 --> 00:24:43,140
Whereas, when we look at fragmented models, sometimes the studies are very small.

396
00:24:43,140 --> 00:24:48,140
Sometimes they're actually in the in-between slide, right?

397
00:24:48,140 --> 00:25:00,140
So when we look at students receiving knowledge, imagine that me as a teacher, all right?

398
00:25:00,140 --> 00:25:02,140
This is my knowledge, right?

399
00:25:02,140 --> 00:25:03,140
What is this?

400
00:25:03,140 --> 00:25:04,140
It's sand.

401
00:25:04,140 --> 00:25:06,140
It's sand, okay, right, good.

402
00:25:06,140 --> 00:25:10,140
So if I put it here, is there a lot or a little going in?

403
00:25:10,140 --> 00:25:11,140
A lot.

404
00:25:11,140 --> 00:25:12,140
A lot, okay.

405
00:25:12,140 --> 00:25:17,140
If I put it in here, exactly, and I'm going to mess up the table if I continue, so I'm

406
00:25:17,140 --> 00:25:20,140
probably going to have to spill it over the chair.

407
00:25:20,140 --> 00:25:21,140
Exactly.

408
00:25:21,140 --> 00:25:23,140
But it's not going in, you know.

409
00:25:23,140 --> 00:25:24,140
Exactly, okay?

410
00:25:24,140 --> 00:25:26,140
And then, of course, here, right?

411
00:25:26,140 --> 00:25:28,140
Ooh, right, there's a little bit more.

412
00:25:28,140 --> 00:25:34,140
Again, my hand is closer, right, which I would call looking at chunking or actually analyzing

413
00:25:34,140 --> 00:25:36,140
the ZPD, which means analysis.

414
00:25:36,140 --> 00:25:39,140
If I get my hand closer, obviously I can put it in there, right?

415
00:25:39,140 --> 00:25:44,140
So when we look at the whole process, I might add in this knowledge, right, that I have,

416
00:25:44,140 --> 00:25:51,140
and then in addition to this, right, I have a bottle of what?

417
00:25:51,140 --> 00:25:52,140
Competence.

418
00:25:52,140 --> 00:25:55,140
Competence, thank you for bringing that up.

419
00:25:55,140 --> 00:26:00,140
It looks like everyday water, yet it is actually competence, right, that we have here, meaning

420
00:26:00,140 --> 00:26:09,140
that if I take my competence and I mix it together with my sand, and I have a little

421
00:26:09,140 --> 00:26:13,140
bit of cement because we want the Romans there to say thank you very much for helping with

422
00:26:13,140 --> 00:26:19,140
our building efforts, right, then what happens is the better I can put the mixture together,

423
00:26:19,140 --> 00:26:24,140
we see that in different students what happens is that the sand, where there's a certain

424
00:26:24,140 --> 00:26:28,140
amount of sand that might go in, there's a certain amount of competence or water to create

425
00:26:28,140 --> 00:26:31,140
that mixture and actually construct.

426
00:26:31,140 --> 00:26:37,140
So what we're interested in looking at is having a model that will allow us to look

427
00:26:37,140 --> 00:26:41,140
at all the different aspects of adding in that sand.

428
00:26:41,140 --> 00:26:46,140
I could add in other elements, right, and define them or I contemplate for them and

429
00:26:46,140 --> 00:26:48,140
you think, oh, she's mad.

430
00:26:48,140 --> 00:26:50,140
It's a mad American, I just can't resist.

431
00:26:50,140 --> 00:26:56,140
Okay, so, but here, if you look at the whole idea of, okay, well, this could be linguistic

432
00:26:56,140 --> 00:27:00,140
knowledge, this might be my content knowledge, my myths.

433
00:27:00,140 --> 00:27:06,140
So a little goes in, a little goes in, depending on how it's actually received by the students.

434
00:27:06,140 --> 00:27:11,140
So what we're interested in is seeing how the student is receiving this information,

435
00:27:11,140 --> 00:27:15,140
trying to track it over a long period of time.

436
00:27:15,140 --> 00:27:17,140
A long period of time is important.

437
00:27:17,140 --> 00:27:20,140
It can't just be a couple of papers and then, of course, looking through the note.

438
00:27:20,140 --> 00:27:23,140
It needs to be a year-long, a two-year-long study.

439
00:27:23,140 --> 00:27:27,140
And seeing the development of that student and those four levels that we've looked at,

440
00:27:27,140 --> 00:27:32,140
the linguistic, the paralinguistic, as well as the knowledge, all of these that we have

441
00:27:33,140 --> 00:27:37,140
looked at here, and the cognitive as well, which is very important for us, bringing together

442
00:27:37,140 --> 00:27:43,140
that idea of Bloom's Taxonomy and stimulating what would be the higher-order thinking skills

443
00:27:43,140 --> 00:27:47,140
and how we're stimulating them, taking them all into account.

444
00:27:47,140 --> 00:27:52,140
I know what I have given you today is probably asking a lot, right?

445
00:27:52,140 --> 00:27:54,140
I know you're not ready for this at the moment.

446
00:27:54,140 --> 00:28:01,140
You have so much going on with your own schools and your own research and perhaps just trying

447
00:28:01,140 --> 00:28:04,140
to put bilingualism into effect.

448
00:28:04,140 --> 00:28:12,140
But what I did want to do was to at least share with you something that I find amazing

449
00:28:12,140 --> 00:28:15,140
as far as a theoretical tool can be developed.

450
00:28:15,140 --> 00:28:23,140
And basically, when you pick up perhaps a book on bilingualistics or that you are looking

451
00:28:23,140 --> 00:28:28,140
at some type of publication that in the future you'll feel interested, you'll get closer

452
00:28:28,140 --> 00:28:32,140
to it, and that perhaps someday in the future that we'll be able to start doing our own

453
00:28:32,140 --> 00:28:38,140
studies with schools here on bilingualism once we have the tools and be able to study

454
00:28:38,140 --> 00:28:39,140
the progress of our students.

455
00:28:39,140 --> 00:28:42,140
That is my hope for the presentation today.

456
00:28:42,140 --> 00:28:44,140
So, thank you very much for your time.

457
00:28:44,140 --> 00:28:46,140
Thank you for your patience.

458
00:28:46,140 --> 00:28:48,140
And it's been lovely to have you as an audience.

459
00:28:48,140 --> 00:28:49,140
Thank you for...

460
00:28:49,140 --> 00:28:50,140
Thank you.

461
00:28:50,140 --> 00:28:51,140
Thank you.

462
00:28:51,140 --> 00:28:52,140
Thank you.

463
00:28:52,140 --> 00:28:52,140