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Taller: Reading “text-ploitation” for Primary Science

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Subido el 25 de enero de 2011 por EducaMadrid

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Taller "Reading “text-ploitation” for Primary Science" por D.Robert Quinn, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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Anfonwch araros arnyn tâs au hyn bob eiminen. 00:00:00
Dyma meddal nos Daith Sain Cymru. 00:00:06
Iawn dol? 00:00:09
Mae hyn o ddarlith i'r bwyd lan. 00:00:13
Efallai y bydd yn dod fel go mains i chi, 00:00:20
os rydw i'n rhoi boyned mwy o bethoedd o wybodaeth, 00:00:23
yw bod ddechreuodd i mi ddysgu Ynghreis ar ôl 8 oed 00:00:26
mewn amgylchedd Clille. 00:00:32
Mae'n ymddangos, yw'n i? 00:00:34
Ie, roedd Clille yn y blynyddoedd hwnnw wedi'i sefydlu o'r blaen yng Nghymru. 00:00:35
Y unig gwahaniaeth rhwng yr amgylchedd yng Nghymru 00:00:40
yn y blynyddoedd hwnnw a'r amgylchedd yma a'r ymhellach 00:00:44
lle mae pobl yn dysgu trwy'r amgylchedd 00:00:48
yw fy mod i'r unig bobl yn y ysgol 00:00:50
sy'n dysgu trwy'r amgylchedd Clille. 00:00:53
Mae pawb eraill yn siarad yng Nghymru. 00:00:56
Felly, rwy'n cael deunydd personol 00:00:59
o beth mae'n ei wneud i ddysgu amgylcheddau 00:01:05
fel Ysgrifennau a Geograffiau a Chwaraeon 00:01:10
mewn iaith nad ydw i'n ei wneud fy hun. 00:01:13
Diolch am y cyflwyniad hefyd. 00:01:17
Ie, roeddwn i'n myfyrwyr iaith am 16 mlynedd mewn ysgolion ddiweddar 00:01:18
ac nawr mae dynolwyr yn ei eisiau 00:01:22
yw rhaglenni myfyrwyr 00:01:25
ym Mhrifysgol Oxford. 00:01:27
Felly, rwy'n myfyrwyr myfyrwyr, rwy'n myfyrwyr myfyrwyr iaith. 00:01:29
Ie, rwy'n mynd i siarad am rôl 00:01:32
y iaith gyntaf a'r iaith ddiweddar 00:01:34
a'r ysgol bilingol. 00:01:35
Os ddweud fy mod i'n ffasg, dweud fy mod i, 00:01:38
ac rydw i'n mynd i'n anhygoel. 00:01:40
Felly, y cynllun. 00:01:42
Wel, y peth yw, 00:01:43
a all myfyrwyr ddefnyddio'r iaith gyntaf 00:01:45
yn y ysgol ddiweddar iaith ddiweddar? 00:01:48
Ac rydw i'n dweud ysgol ddiweddar 00:01:52
oherwydd nad oes pwynt i'w gofyn 00:01:54
y bydd myfyrwyr yn defnyddio'r iaith gyntaf 00:01:57
mewn ysgol ddiwylliannol. 00:01:59
Mae'n amlwg 00:02:01
y byddwch chi'n defnyddio'r iaith gyntaf, 00:02:02
ond mewn ysgol ddiweddar 00:02:03
fel amgylchedd clir 00:02:06
neu'n seiliedig ar gynllun 00:02:07
neu amgylchedd ddiwylliannol, 00:02:08
mae'n rhaid i chi gofyn y cwestiynau 00:02:11
y byddwch chi'n defnyddio'r iaith gyntaf i gyd. 00:02:13
Ac mae hynny wedi fy ffasinoi 00:02:17
dros llawer o amser 00:02:18
oeddwn i'n bylingwyr 00:02:20
ac hefyd oeddwn i'n myfyrwyr 00:02:22
pan oeddwn i'n bylingwyr 00:02:24
mewn ystod 00:02:26
gallwn siarad y iaith 00:02:26
o'r myfyrwyr rydw i'n myfyrwyr. 00:02:28
Mae'r math hwn 00:02:31
yn cael ei ystyried yn fawr iawn 00:02:32
o ran ysgol ddiwylliannol 00:02:33
neu'n amlwg o ran ysgol ddiwylliannol. 00:02:35
Yn amlwg, 00:02:36
lle mae Llywodraethau wedi ceisio 00:02:38
ymdrechu 00:02:40
ymddygiad penodol 00:02:41
o sut i'w dysgu 00:02:43
ac mae'n broblem cyfathrebu 00:02:45
ond nid oedd yn cael ei edrych 00:02:48
o ran ysgol ddiwylliannol. 00:02:50
Yn amlwg, 00:02:52
a oes yna gweithio 00:02:52
i ddysgu iaith 00:02:54
lle mae rhywfaint o gysylltiad 00:02:56
o'r ddau codau, 00:02:57
o'r ddau iaith. 00:02:58
A oes yna gweithio 00:03:00
neu a oes yna ddim? 00:03:00
Ac yn amlwg mae'r stori 00:03:02
wedi bod, 00:03:04
mae'r siarad 00:03:05
wedi bod am 00:03:06
cymryd ysgol ddiwylliannol. 00:03:06
Ddefnyddiwch y sgiliau 00:03:09
y mwyaf pwysig. 00:03:10
Dyma'r argwm sylfaenol. 00:03:12
Beth yw hynny? 00:03:14
Ddefnyddiwch y sgiliau 00:03:15
y mwyaf pwysig. 00:03:16
Ac beth yw rôl 00:03:18
y sgiliau gyntaf? 00:03:19
Yn amlwg, 00:03:20
mewn astudio 00:03:20
gan Ronin Jansithia 00:03:21
a Brownlee, 00:03:22
lle mae'r artigl hwn 00:03:23
sy'n cael ei ysgrifennu 00:03:25
yng Nghymru 00:03:25
ac yng Nghymru, 00:03:26
mewn versiwn Nghymru 00:03:28
maen nhw'n defnyddio 00:03:30
recur à la langue maternelle 00:03:31
sy'n golygu 00:03:33
yw recur à la langue maternelle 00:03:34
sy'n golygu 00:03:36
yw'n beth ddewis. 00:03:37
Mae gennych recur 00:03:38
â rhywbeth, 00:03:39
sy'n golygu 00:03:40
rhywbeth negatif. 00:03:41
Ond os ydych chi'n dweud 00:03:43
yng nghyfnod yr un artigl 00:03:43
maen nhw'n defnyddio 00:03:44
y sgiliau 00:03:45
ddefnyddio'r iaith natiwn 00:03:46
sy'n beth 00:03:48
ddefnyddio'r iaith natiwn 00:03:48
ac efallai 00:03:49
hyd yn oed 00:03:50
ddefnyddio'r iaith positif. 00:03:50
Felly mae'n 00:03:51
sylfaenol 00:03:52
rydw i wedi 00:03:53
edrych arno 00:03:54
am llawer o flynyddoedd. 00:03:55
Yn sylfaenol, 00:03:56
ers am 1997, 00:03:57
rydw i wedi bod yn ddiddorol 00:03:59
ar y math yma 00:04:00
am y iaith gyntaf 00:04:01
yn y iaith ddeg 00:04:02
neu'r ystafell Clill. 00:04:04
Ac fe ddechreuais 00:04:07
drwy gofyn 00:04:08
llawer o ddysgwyr 00:04:08
am eu sy'n golygu 00:04:09
ac rydw i wedi ei ysgrifennu 00:04:11
mewn llyfr. 00:04:11
Ac un o'r ddysgwyr 00:04:13
rydw i'n rhoi i ddysgwyr 00:04:15
mewn cwestiynau 00:04:16
oedd 00:04:16
mae ddysgwyr iaith ddeg 00:04:17
yn defnyddio 00:04:18
y iaith ddeg 00:04:19
ychydig yn unig. 00:04:20
Rydw i eisiau gweld 00:04:22
beth oedd eu cyfathrebu 00:04:23
â hynny. 00:04:24
Dim ond 17% 00:04:25
oedd ymdrechgar 00:04:27
gyda'r dysgwyr, 00:04:27
ond mae'r mwyaf o ddysgwyr 00:04:29
a'r mwyaf o ddysgwyr 00:04:30
sy'n cyfathrebu gwaith da 00:04:31
gyda ddefnyddio iaith ddeg 00:04:32
i ryw fath. 00:04:34
Ac mae'r broblem 00:04:36
bob amser 00:04:37
i ryw fath. 00:04:38
I ryw fath? 00:04:39
Pa mor? 00:04:40
Pa mor? 00:04:41
Pan? 00:04:41
Pa amser? 00:04:42
Ar hyn o bryd? 00:04:44
Ac rydw i'n credu 00:04:47
bod gen i ddysgwyr 00:04:47
tri, 00:04:49
dysgwyr. 00:04:50
Ac fod aplwysau 00:04:52
yn cael eu gofyn 00:04:53
ar draws gwaith. 00:04:55
Mae rhai dysgwyr 00:04:57
y ddim 00:04:58
sy'n cael'r posisi 00:04:58
'r hà, 00:04:59
ac yn gadwal 00:05:00
gyda'r amgylchedd autres, 00:05:00
magib myd-hà 00:05:02
mae fel 00:05:03
mewl y flynedd 00:05:04
mawr yn y byd 00:05:05
a fel rhywbeth 00:05:06
y gallwn ysyim 00:05:07
y dd eggs 00:05:08
angliw, 00:05:09
yn eich hefyd. 00:05:10
Y casgliad 00:05:12
mae'n chwaraewrdd 00:05:12
rhywbeth 00:05:13
fel'r' egg 00:05:14
ac fel ond 00:05:14
moddwn ei gofynnu 00:05:15
y maed 00:05:16
a un llwyfan 00:05:17
y llwyfan 00:05:18
yn cael eu trafod 00:05:19
Ac yna mae 00:05:21
un arall yn y posisi 00:05:21
sy'r max 00:05:22
ydw i'n ei gofyn 00:05:23
y posisi'r max 00:05:24
does dim gwerth 00:05:25
pedagogol 00:05:26
yn y iaith gyntaf 00:05:27
chi ddim 00:05:28
does dim dysgu 00:05:28
o'r iaith gyntaf 00:05:29
ond 00:05:31
ond, 00:05:32
mae'r ddysg 00:05:32
a'r dysgu 00:05:34
ddim yn cynnig 00:05:34
efallai 00:05:36
nad yw'r ddysgwr 00:05:37
dda o hyd 00:05:37
neu yw'r myfyrwyr 00:05:38
dda o hyd 00:05:39
felly mae problem 00:05:41
ac felly 00:05:42
mae'n rhaid i ni 00:05:43
cael'r term 00:05:44
recourse 00:05:46
i L1 00:05:47
Ac yna mae 00:05:49
un arall yn y posisi 00:05:50
yr ydw i'n 00:05:50
yn dweud 00:05:51
ac yn ymgeisio 00:05:52
yw fy posisi 00:05:53
sy'r posisi'r max 00:05:54
yna mae 00:05:55
gwerth pedagogol 00:05:58
yn ddefnyddio iaith gyntaf 00:05:59
ac mae'n rhaid i chi 00:06:00
edrych 00:06:01
ac ymgeisio 00:06:01
ar y gwerth hwnnw 00:06:02
ac felly 00:06:04
ers 1997 00:06:05
ers i fi fod yn 00:06:07
ddysgwr ddysgwr 00:06:07
ac ymgeisydd 00:06:08
rydw i wedi edrych 00:06:09
beth 00:06:11
y gallwn 00:06:12
ddod o'r 00:06:13
ymgysylltiad L2 00:06:15
sy'n helpu i ni 00:06:17
gysylltu'r cwestiynau mawr yma 00:06:18
i beth ystod 00:06:20
beth 00:06:21
mewn beth ystod 00:06:22
beth y dylid ei fod 00:06:24
beth ydyn nhw'n ei wneud 00:06:25
beth ydyn nhw'n ei wneud'n dda 00:06:26
gadewch i ni feddwl am hyn 00:06:30
ychydig mwy 00:06:30
cyn i mi ddweud rhywbeth 00:06:31
am un 00:06:32
ymgysylltiad 00:06:33
ymgysylltiad 00:06:34
ymgysylltiad 00:06:34
ymgysylltiad yma 00:06:34
beth ydyn ni'n ei ddweud 00:06:37
y sŵn 00:06:38
ymgeisio'r cod 00:06:38
sy'n sŵn 00:06:39
rydw i'n defnyddio 00:06:40
yn ystod 00:06:40
ddefnyddio 00:06:41
cod sylwadio 00:06:42
cod sylwadio naturalistig 00:06:43
ddigwydd 00:06:45
pan 00:06:46
bai 00:06:46
beth 00:06:47
beth ydw i 00:06:47
i siarad 00:06:47
gyda bobl Espanol 00:06:48
mewn nes 00:06:49
lle mae gennych 00:06:50
pat 00:06:51
neu pat 00:06:51
iaith berffaith 00:06:52
ac mae'n rhaid 00:06:53
bod 00:06:53
cod sylwadio 00:06:53
perffaith 00:06:55
ymgysylltiad 00:06:55
Catalan 00:06:56
Espanol 00:06:57
eto 00:06:58
amlwg 00:07:00
dyma beth 00:07:01
yw'n 00:07:02
ymwneud 00:07:02
dyma beth 00:07:02
y mae'r iad 00:07:03
a'r plant 00:07:04
yn y 00:07:05
ymgysylltiad 00:07:05
maen nhw'n sylwadio'r sylwadau sy'n bwysig i ddwy neu mwy o iaith yn ymwneud ag ymgysylltiadau monoligwyr 00:07:36
maen nhw'n sylwadio'r sylwadau sy'n bwysig i bob math o bethau 00:07:41
felly dydyn nhw ddim yn dweud bod hynny'n beth ddifrifol 00:07:44
cod sylwadio naturalistig 00:07:47
ond 00:07:49
nid yw'r hyn rydw i'n ei gofyn 00:07:50
yw'r ffenomenon 00:07:51
sy'n mynd i unrhywbeth 00:07:53
ond mae'n dilyn 00:07:54
rhaglenni 00:07:54
rhaglenni grammatig 00:07:55
rhaglenni lexigol 00:07:56
ac amgylcheddau cymdeithasol 00:07:57
nid yw bod pob un yn newid 00:07:58
yn gyflym 00:08:00
ar y rhanbarth 00:08:00
yn gyflym 00:08:01
ar y rhanbarth 00:08:02
mewn amgylchedd naturalistig 00:08:03
ond 00:08:05
pan edrychwn ar 00:08:06
ymgysylltiad 00:08:07
ddefnyddio 00:08:08
os ydyn ni'n astudio 00:08:09
ymgysylltiad 00:08:10
ddefnyddio 00:08:11
mae'n 00:08:11
ddifrifol 00:08:11
ar y rhanbarth 00:08:14
ar y rhanbarth 00:08:15
ie, ar y rhanbarth 00:08:16
iawn 00:08:17
er enghraifft 00:08:18
os edrychwn ar rhai astudiaethau 00:08:20
sy'n medru 00:08:21
amser 00:08:22
o ddefnyddio L1 00:08:24
yw hwn 00:08:27
o 2-5% 00:08:28
ddefnyddio L1 00:08:30
yw hwn 00:08:31
o 4-12% 00:08:32
ddefnyddio L1 00:08:34
yw hwn 00:08:35
0-18 00:08:36
yw hwn 00:08:37
0-60 00:08:38
yw hwn 00:08:39
0-90 00:08:39
dwi'n golygu 00:08:40
gallwch weld 00:08:40
mae'n 00:08:41
gwirioneddol 00:08:41
nid oes 00:08:43
rhanbarth 00:08:44
nid oes rhanbarth 00:08:46
i'n helpu 00:08:47
i ni ddeall 00:08:48
pa mor 00:08:49
iawn 00:08:52
un efallai'n defnyddio 00:08:53
mewn ystafell 00:08:53
oherwydd 00:08:54
mae'n ymwneud 00:08:55
ar y rhanbarth 00:08:55
mae'n ymwneud ar y rhanbarth 00:08:56
mae'n ymwneud ar y rhanbarth 00:08:56
os edrychwn ar y ffengsiynau 00:08:57
o ddefnyddio codi 00:08:59
dyna i ddweud 00:09:00
pa sy'n ymwneud 00:09:01
neu pa arbennigau 00:09:02
y mae'r myfyrwyr iaith 00:09:04
yn defnyddio L1 00:09:05
mae gennym hefyd 00:09:06
un sy'n llwyr 00:09:07
i bawb 00:09:08
ac mae unrhywbeth 00:09:09
mae'n ymwneud â'r sefyllfa 00:09:10
gallwch ysgrifennu hyn 00:09:11
ar gyfer eich hun 00:09:11
ac felly 00:09:19
mae'r holl rhanbarthau 00:09:19
yn cael eu rhannu 00:09:20
gan myfyrwyr 00:09:21
i ddefnyddio 00:09:23
felly beth yw'r rhanbarth 00:09:25
ar ôl hwnnw? 00:09:26
mewn gwirionedd 00:09:27
unrhyw amser 00:09:27
rydw i'n eisiau 00:09:28
rydw i'n defnyddio L1 00:09:29
iawn 00:09:32
felly 00:09:35
beth allwn ni 00:09:37
o'r rhanbarth 00:09:39
codi'r ffengsiynau 00:09:40
rydyn ni'n gallu 00:09:41
rydyn ni'n gallu 00:09:42
i gael rhai gweithgaredd 00:09:43
iawn 00:09:44
rhai sylwadau 00:09:45
am yr hyn rydw i'n ei eisiau 00:09:47
ychwanegu 00:09:49
os ydych chi'n hoffi 00:09:49
iawn 00:09:50
ar y rhanbarth 00:09:50
unrhyw rhanbarth 00:09:51
lle gallwch chi roi'r jacket 00:09:53
i'w gysylltu 00:09:54
er mwyn i chi gael rhai sylwadau 00:09:55
o sut i weithredu 00:09:57
gyda'ch rhanbarth 00:09:59
ymddygiad 00:10:00
rydw i'n hoffi rhanbarth 00:10:01
yn y ysgol 00:10:04
ond rwy'n meddwl 00:10:05
mae'n rhaid i'w gynllunio 00:10:05
mae'n rhaid i'w gael 00:10:07
ryw fath o 00:10:08
rhanbarth 00:10:09
iawn 00:10:11
mae rhywbeth 00:10:11
ymwneud â'r 00:10:12
ymwneud â'r 00:10:13
ymwneud â'r 00:10:13
rydw i weithiar 00:10:14
mae rywbeth 00:10:15
sy'n cael ei yrio'r 00:10:15
sy'n cynhyrchu 00:10:16
antagon a morphologia 00:10:18
i'r 00:10:19
ddisgwrs 00:10:20
ac yna 00:10:21
rhywbeth 00:10:21
ull chpar hanif 00:10:22
ychwanegu 00:10:43
yma 00:10:44
dyma'n cael 00:10:45
ymgeisydd e-bwysig 00:10:46
rhwng 00:10:47
ddau 00:10:48
academigau italiana 00:10:49
sy'n byw 00:10:50
yn Yng Nghres 00:10:50
ac gallwch weld 00:10:52
iaith matrici 00:10:53
iaith predominant 00:10:56
os efallai 00:10:57
yw italiana 00:10:58
ond maen nhw'n cysylltu 00:10:59
nifer o 00:11:00
pethau 00:11:01
felly maen nhw'n 00:11:03
cysylltu 00:11:03
ar gyfer unrhyw ffordd 00:11:04
dywedwch 00:11:05
beth dwi'n golygu 00:11:05
maen nhw'n cysylltu 00:11:05
maen nhw'n cael 00:11:06
mae'n rhaglen 00:11:07
ar ôl 00:11:08
dyma wrth gwrs 00:11:08
mae'r 00:11:09
cysylltu'n naturiol 00:11:10
nid yn y ysgol 00:11:11
dyma'n digwydd 00:11:12
rhwng 00:11:13
os roeddwn i'n 00:11:13
sgwrsio 00:11:14
gyda'r cwmni 00:11:14
ac fel 00:11:17
dw i'n dweud 00:11:17
dyna ddim 00:11:18
y sylwad 00:11:18
mewn 00:11:19
ysgol 00:11:19
cysylltu'r coed 00:11:20
felly'r hyn 00:11:21
rydyn ni'n ceisio ei wneud 00:11:21
yng Nghres 00:11:22
cael 00:11:24
unrhyw ffordd 00:11:24
ymchwil 00:11:25
rydyn ni'n ceisio 00:11:26
gysylltu'r 00:11:27
cwestiwn 00:11:28
sut 00:11:28
allwn ni 00:11:29
sefydlu 00:11:29
rhai 00:11:30
sylwadau 00:11:30
cysylltu'r coed 00:11:32
mewn 00:11:33
ysgolion ddiddorol 00:11:33
rydyn ni'n gallu 00:11:35
rydyn ni'n gallu 00:11:35
sefydlu 00:11:36
gyda myfyrwyr 00:11:37
mae myfyrwyr yn gallu 00:11:37
gysylltu 00:11:38
gyda ni 00:11:39
a dweud i ni 00:11:39
beth maen nhw'n meddwl 00:11:40
ac eto 00:11:40
iawn 00:11:41
felly beth 00:11:42
rydyn ni'n ceisio ei wneud 00:11:43
iawn 00:11:44
dewis i mi 00:11:45
ddweud 00:11:45
ysgol 00:11:47
yna 00:11:47
cyn i mi ddweud 00:11:48
iawn 00:11:48
y sefyllfa 00:11:49
y sefyllfa 00:11:50
sy'n defnyddio'r maximum 00:11:51
ddiddorol 00:11:52
mae'n ddiddorol 00:11:53
i ddweud 00:11:55
fy mod i'n defnyddio'r iaith 00:11:55
y mwyaf 00:11:57
y gall 00:11:57
dim 00:11:58
gwneud 00:11:59
syniad 00:11:59
ddim yn logig 00:12:00
oherwydd 00:12:01
i'r hyn 00:12:01
rydw i'n credu 00:12:02
yw'r mwyaf 00:12:02
y gall 00:12:03
efallai'n 00:12:03
gwahanol 00:12:04
o'r hyn 00:12:04
y mae'n meddwl 00:12:05
yma 00:12:05
yw'r mwyaf 00:12:06
y gall 00:12:06
ond 00:12:07
efallai 00:12:07
maen nhw'n 00:12:08
gwahanol 00:12:09
sylwadau 00:12:09
sylwadau 00:12:11
ddiddorol 00:12:11
i'w wneud 00:12:11
felly 00:12:12
dydyn ni'n gallu 00:12:12
cael 00:12:13
felly 00:12:14
rydyn ni'n 00:12:14
angen 00:12:14
ddatblygu 00:12:14
sylwadau 00:12:15
i'r ddiddorol 00:12:16
sy'n cael 00:12:16
ddefnyddio 00:12:17
iawn 00:12:17
rwy'n credu 00:12:17
rydw i wedi dweud 00:12:18
hyn 00:12:18
felly 00:12:18
rydw i'n mynd 00:12:19
iawn 00:12:20
dydyn ni ddim yn gweithio 00:12:21
mae'n mynd 00:12:22
mewn amser 00:12:22
felly 00:12:23
ein sylwadau 00:12:25
sylwadol 00:12:26
os ydych chi'n hoffi 00:12:27
yw meddwl 00:12:27
yr hyn rydyn ni'n ceisio 00:12:28
ei wneud 00:12:29
mewn 00:12:30
ddiddorol 00:12:30
ddiddorol 00:12:31
mewn ddiddorol 00:12:32
ac mewn 00:12:33
ddiddorol 00:12:33
ddiddorol 00:12:34
well 00:12:35
yn sylwadol 00:12:35
rydyn ni'n ceisio 00:12:36
helpu 00:12:37
creu 00:12:37
ddiddorol 00:12:37
dydyn ni ddim? 00:12:38
rydyn ni ddim yn ceisio 00:12:39
creu 00:12:40
ddiddorol 00:12:41
o'r ddiddorol ddiddorol 00:12:42
rydyn ni'n ceisio 00:12:43
creu 00:12:44
ddiddorol 00:12:44
dyna pam mae'r ystafell hwn 00:12:45
yn cael ei ennill 00:12:46
ddiddorol 00:12:46
neu ddiddorol 00:12:47
felly 00:12:48
un o'r pethau 00:12:50
rydyn ni'n edrych arno 00:12:50
ac rydw i'n mynd 00:12:51
i siarad am hyn 00:12:52
heddiw 00:12:52
am y effaith 00:12:53
o ddiddorol 00:12:54
ddiddorol ddiddorol 00:12:55
ddiddorol ddiddorol 00:12:57
mewn gwirionedd 00:12:58
os bydd y ddiddorol 00:12:59
yn ddiddorol 00:12:59
ychydig fel 00:13:00
yn y text italian 00:13:01
yn ôl 00:13:03
i'r iaith gyntaf 00:13:04
a oes hynny'n helpu 00:13:05
a'n cynyddu 00:13:06
ddiddorol ddiddorol 00:13:07
neu a oes 00:13:08
hi'n llenwio 00:13:09
arno 00:13:09
a oes hynny'n iawn? 00:13:11
a oes hynny'n iawn? 00:13:12
ydw i'n mynd 00:13:13
yn ffasig? 00:13:14
dyna un peth 00:13:16
rydyn ni'n edrych arno 00:13:17
ond dydw i ddim 00:13:17
yn mynd i siarad am hynny heddiw 00:13:18
un peth arall 00:13:20
rydyn ni'n edrych arno 00:13:20
yw effaith 00:13:21
o ddiddorol ddiddorol 00:13:22
dysgu 00:13:23
ar ddiddorol ddiddorol 00:13:24
ddiddorol 00:13:25
mewn ysgolion cyntaf 00:13:27
rydyn ni'n edrych 00:13:28
i weld 00:13:28
a ydy 00:13:29
dysgu 00:13:29
well 00:13:32
yng Nghymru 00:13:32
yn amlwg 00:13:33
dysgu 00:13:33
Ffranc 00:13:34
neu Italian 00:13:34
efallai 00:13:35
Ysgolion 00:13:36
yn y dyfodol 00:13:36
mae'n effaith 00:13:37
ar eu ddiddorol 00:13:39
ddiddorol 00:13:40
ddiddorol 00:13:40
ysgolion 00:13:41
ddiddorol 00:13:41
yng Nghymru 00:13:42
iawn 00:13:43
a dyma 00:13:44
prosiect ysgol 00:13:44
sy'n mynd ar y ffordd 00:13:45
Rydyn ni'n meddwl 00:13:47
ar hyn o bryd 00:13:47
mae'n effaith 00:13:48
ar y ddiddorol 00:13:48
sy'n dda 00:13:50
ond rydyn ni'n ceisio 00:13:52
rydyn ni'n meddwl 00:13:52
mae angen 00:13:53
cael ei ysbrydoli 00:13:53
Rydym hefyd 00:13:55
yn dechrau 00:13:56
edrych ar 00:13:57
a ydy 00:13:57
ddiddorol 00:13:58
ddiddorol 00:13:58
yn gallu 00:13:59
myfyrwyr 00:14:01
mewn pêrs 00:14:02
mewn gweithgaredd 00:14:03
gweithgaredd 00:14:03
mewn gweithgaredd 00:14:04
i ddewis 00:14:06
i'r L1 00:14:06
Yn y byd byw 00:14:08
Yn y byd byw 00:14:09
gwahaniaeth ddiddorol 00:14:11
ddiddorol 00:14:13
iawn 00:14:14
Felly, yn hytrach na 00:14:15
gofyn iddyn nhw 00:14:15
dweud na, 00:14:17
rhaid i chi ddim 00:14:17
ddefnyddio 00:14:18
yn eich cas 00:14:19
Ysgol 00:14:19
mewn gwirionedd 00:14:21
ymgyrchu iddyn nhw 00:14:21
i ddefnyddio 00:14:22
rhywysg 00:14:23
iawn 00:14:25
er mwyn 00:14:26
gael'r ddiddorol 00:14:26
mynd 00:14:27
ac yna 00:14:28
ymdrechion 00:14:29
mynd 00:14:30
o'r 00:14:31
sefydliad 00:14:31
er mwyn 00:14:32
defnyddio 00:14:33
y sylweddirefn 00:14:34
Agorwch 00:14:35
y sylweddolaethau a phhrasau fel y bydd y llyfr yn cynyddu o L1 i L2, 00:15:00
iawn, felly rydyn ni'n creu hynny yw'r sylweddoliad o greu bilingwyr 00:15:07
ac rydyn ni'n teimlo ei fod wedi'i helpu'n siŵr i ddysgu'r ddiogelwch 00:15:10
mae'n helpu'n siŵr i ddysgu eu dealltwriaeth o sut mae'r grammo'n gweithio 00:15:14
ac roedd hynny'n ddiddorol iawn, er enghraifft, yr un rydw i'n mynd i siarad amdano heddiw 00:15:19
yw effaith newid iawn o ddiogelwch y ddiogelwch 00:15:24
mewn program ymgynghori'r myfyrwyr a'r myfyrwyr 00:15:28
ymgynghori, iawn, ac y sylweddoliad i hyn 00:15:33
yw Hong Kong, ac mae fy myfyrwyr ymgynghori, Yuen Yiu Lo 00:15:38
ac rydw i wedi gweithio ar hyn, edrych ar y math o amgylchedd, 00:15:42
y myfyrwyr ymgynghori yng Nghymru, ychydig o sylweddoliad 00:15:46
er mwyn i chi ddeall y sylweddol, dewis. 00:15:49
Yng Nghymru, diwethaf 1997, polisi gyda pemeriksaan 00:15:52
yw polisi sylweddoliad. 00:15:58
Yn ailgylchedd, y myfyrwyr allan i wneud yr hyn y maen nhw eisiau. 00:16:02
Gallan nhw dysgu amgylchedd, geografi, sains, matematika 00:16:05
dros angol, neu gallan nhw'i dysgu dros 00:16:09
Cina, Cantonese, ac, sylweddoli, sylweddoli, 00:16:12
drainage, most schools opted to teach it through 00:16:17
English as the medium of instruction, because it was, 00:16:19
as you know, Hong Kong was a colonial nation 00:16:23
up until 1997, colonised by the British. 00:16:26
And, therefore, English was very, very dominant and important, 00:16:31
and parents felt this was the the language of improvement. This is how 00:16:34
you get on in life, career-wise. 00:16:39
After 1997, when it went to became part of 00:16:43
China, if you like, mother tongue education 00:16:48
was imposed much more on secondary schools 00:16:52
in Hong Kong. So, many more schools had to teach through the 00:16:57
medium of Chinese, okay? And, this way, English medium of 00:17:02
instruction went down to about 25 percent, 00:17:07
and they had to actually apply to the government for exemption, 00:17:09
so they could actually teach history, geography, through 00:17:13
the medium of English as a second language. 00:17:17
Since 2001, there has been what we call a softening 00:17:20
of the policy. They can have some subjects taught 00:17:24
through English, some years can switch a bit earlier, 00:17:30
some a bit later. What we've got a situation at the moment, therefore, 00:17:34
is we've got some schools where you've got 00:17:37
some lessons being taught in Chinese, and some lessons being taught in English, 00:17:41
some subjects being taught in English, okay? Roughly 00:17:47
that kind of a proportion. So, this would be English-only schools, 00:17:51
this would be Chinese-only schools, and this would be schools where 00:17:54
there is a switch from grade nine, that's 14 years old, maybe, here, 00:17:58
14, to grade 10. In grade nine, they are teaching in Chinese, and in grade 10, 00:18:04
they're teaching in English, or at least they're supposed to be teaching in 00:18:11
English, okay? And what we were interested in to see 00:18:14
was, do classroom interaction patterns, this is the interaction between the 00:18:17
teacher and the students, do these patterns change between grade 00:18:22
nine and grade 10 in schools which switch 00:18:26
the medium of instruction to English? Are there differences in interaction 00:18:30
patterns between MOI switching schools and English 00:18:34
medium schools at grade 10, okay? And the theory behind 00:18:38
that, of course, is the interaction is key to learning. If you're learning 00:18:43
science, learning geography, you are, 00:18:48
in a sense, developing your cognitive abilities 00:18:52
through this interaction with the teacher, the scaffolding work that the 00:18:55
teacher does. Is that okay? Yeah? So, interaction is 00:18:59
very, very important. Okay, well, at least we believe it, anyway. 00:19:03
We think it's important. Okay, so what we have got is 00:19:06
60 lessons were recorded and transcribed and analysed. 00:19:10
38 were in the MOI switching schools, these were the schools which changed 00:19:16
from Chinese to, five minutes, yeah, from Chinese 00:19:20
to English, and 38, sorry, 22 were in the schools which were the same. They 00:19:25
were already teaching in English in grade nine 00:19:30
and were carrying on teaching in English in grade 10. 00:19:32
Okay? Okay, so what did we look at? We looked at the proportion of teacher 00:19:35
student talk. How much did the teacher talk? How much did the students talk? 00:19:42
Okay? And we wanted to see if that changed between grade nine 00:19:47
and grade 10. We looked at the lead, the lead, the mean 00:19:51
length of teacher turn. In other words, did they talk 00:19:55
for longer, for, before stopping, yeah, and allowing the learners to reply. So, 00:20:00
we're looking at the changeover in the length of the turn 00:20:06
between teacher and students. We looked at the initiation response feedbacks. 00:20:10
Are you familiar with IRF? Yes? I initiate. How are you? I'm fine. 00:20:14
Very good. Yes? Initiation response feedback. 00:20:19
That's a typical type of sequence in most classrooms, in any subject, whether 00:20:23
it's history, geography, or science. Yes, teacher asks a 00:20:29
question, the student replies, and this is a typical technique that's 00:20:32
used the world over in these subjects. So, we were looking if 00:20:35
that changed. We looked at teacher questioning 00:20:39
techniques. What kind of questions did they ask? 00:20:43
Were they open questions or closed questions? 00:20:45
And, as I say, the theory is about the fact that 00:20:50
quality interaction, quality interaction between teacher and student 00:20:53
leads to learning, leads to learning. Okay, I won't tell you much about the 00:20:57
data analysis system. You'll have to trust me that it was, 00:21:02
you know, rigorous and valid. What did we find, briefly? Well, we found 00:21:05
that, first of all, the extent of change was 00:21:12
not uniform in the three participant schools. In other 00:21:15
words, even though they were supposed to change to English, 00:21:19
they didn't change in the same way, and I'll show you. 00:21:22
Very importantly, where substantial English was used, where the change was 00:21:25
very sudden, and suddenly they started using a lot more English, 00:21:31
there were very important changes in the teacher-student 00:21:35
interaction patterns as follows. But, first of all, you might like to see, 00:21:39
this is teacher A, where, sorry, teacher A, school A, 00:21:43
where the teachers were changing a lot to English. You can see, 00:21:46
actually, there was very little Chinese coming in, although there was a bit of 00:21:50
Chinese, which we haven't shown you yet, but it 00:21:54
was big chunks of English, and then maybe big, you know, some chunks 00:21:56
of Chinese, and then more big chunks of English. 00:22:00
In school B, you can see a very different type 00:22:02
of interaction going on, 00:22:06
and in school C, even more, check, different kind of, this is a kind of a 00:22:12
typical thing, see, the kind of the way that this 00:22:16
biology lesson is being delivered through switch code or English-only code. 00:22:21
Okay, let's look at the results for school A. 00:22:28
So, where there was a substantial increase, 00:22:32
where, as in school A, in the medium of instruction to English, 00:22:35
what did we find in terms of the interaction? First of all, the 00:22:39
proportion of teacher talk increased significantly, statistically 00:22:42
significantly. The teachers just talked more, and the 00:22:47
students talked less. 00:22:52
The mean length of the teacher terms rose significantly, 00:22:55
and, as you would expect, the student terms diminished, 00:22:58
decreased significantly. The wait time, do you know the wait time, this is how 00:23:01
long you give to the student to process an answer, 00:23:06
that actually increased in that school A, so you think, oh, that's good, 00:23:10
they're giving them more time to process an answer, but in fact, 00:23:13
the richness of the content of the student responses 00:23:17
decreased. The inform act, inform is just basically, Tai will tell you 00:23:20
some information, acts from the teacher, which does not 00:23:26
involve any verbal exchanges between teachers and students, increased 00:23:30
considerably, while the percentage of student 00:23:34
responses decreased. Lessons became more non-interactive, 00:23:37
and there were fewer IRF sequences. Now, I haven't got much time, but in the 00:23:43
grade 9, you had much more of the IR-IRF type 00:23:49
sequence, initiation response, initiation response, and then the feedback, 00:23:53
or even IR-FRF, okay, so it's a much more 00:23:57
interactive type of interaction than this straightforward 00:24:01
IRF. Okay, just grade 10 teachers were also found to be less skillful in 00:24:04
asking questions, and in school B, which did not really 00:24:10
switch to English in grade 10, the interaction patterns remained roughly 00:24:13
the same. Okay, one more slide. 00:24:16
For me, the most important thing was that in school A, the code switching 00:24:21
was not intra-sentential, it was not like that Italian that I showed you, 00:24:25
okay, it was huge chunks of English, then big 00:24:29
chunks of Chinese, and big chunks of it, it was not moving in and out of the 00:24:33
language, allowing the learner to grasp 00:24:37
the meaning of the English with a bit of help of the Chinese. 00:24:42
Whereas in English medium schools, there was a lot more intra-sentential 00:24:47
switching, much more typical. Conclusions. 00:24:51
In this particular study, teachers in Hong Kong, 00:24:55
in our opinion, in our conclusions, they were not ready for the change to English 00:24:59
as the medium of instruction. What are my 00:25:03
possible, and you can use possible solutions, 00:25:07
maybe an earlier change of the medium instructions in some subjects 00:25:11
is the solution, but we know that that has some problems 00:25:15
as well. Teachers certainly need training 00:25:19
in a lot of help, let alone training, they need a lot of help 00:25:22
in putting across meaning in L2 whilst maintaining the quality of the 00:25:25
interaction. It's this balance between the quality 00:25:30
interaction and staying in the second language. 00:25:33
And in my view, particularly, I think teachers need to adopt a more rigorous 00:25:37
and research-informed code switching framework, 00:25:42
which allows you to kind of come in and out of the language and bring 00:25:45
the children with you. Thank you. 00:25:49
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Robert Quinn
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
415
Fecha:
25 de enero de 2011 - 10:44
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
Duración:
00′ 29″
Relación de aspecto:
1.31:1
Resolución:
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