Developing communicative competence through thinking tasks: experimenting with thinking approach in Danish as second language classroom

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

Developing communicative competence through thinking tasks - Experimenting with Thinking Approach in Danish as Second Language ClassroomSession on Innovations in the classroom, a presentation. Abstract for the conference Creativity & Thinking Skills in Learning, teaching & Management. Riga 19-20 September 2014 Elina Maslo, Aarhus University, Department of Education, elma@edu.au.dk Summary: The goal of this presentation is to present some of the experiences with thinking tasks in the Danish language classroom, conducted in the Nordplus Nordic Language Project “Problem solving tasks for learning of Danish as second and foreign language in transformative learning spaces”. Two teachers have developed and tried out some thinking tasks in their classrooms, with the aim to foster the development of students´ communicative competence. The learning processes from two classrooms will be analysed in the presentation. Extended summaryIn the Nordplus Nordic Language Project “Problem solving tasks for learning of Danish as second and foreign language in transformative learning spaces” (2012-2014) a group of teachers of Danish as a second and foreign language have had the possibility to develop and try out some thinking tasks with different groups of learners. The experiences from two language classes will be presented at the conference with the aim to discuss the potential of thinking task for development of communicative competence. We are taking account in the broad understanding of language and learning. Language is here not understood as an autonomous linguistic system, but as a sociocultural praxis which mediates the interaction between people and the social world. To be communicatively competent includes therefore both the grammatical, textgrammatical, sematic, pragmatic and sociolinguistic competencies combined with the intercultural competencies. We believe that language learning is a complex multidimensional process, which proceeds differently by different individuals. The paper is therefore based on a socio-cognitive constructivist approach to language learning, and believes that learning happens through active participation and common problem-solving in social environments – transformative learning spaces. In the thinking approach we can find this understanding of language and language learning in the concrete learning activities, when learners are developing their ability to understand and systematically analyse language as a functional system, where language user is choosing between many different elements for different purposes in their communication. The Thinking Approach to language teaching is used with the aim to develop both language and thinking skills of learners, and is seen as an systematic approach to development of the creativity and problem solving skills of the language learners. At the same time we believe, that in the process of using the approach in the language classroom, also the communicative competence is getting forced. The video observation method has been used to collect the data for this presentation. The language use of the students have been analysed with the aim to discover the potential for the development of communicative competence.
OriginalsprogEngelsk
Publikationsdato2014
StatusUdgivet - 2014
Udgivet eksterntJa
BegivenhedTA Teachers Conference Creativity and Thinking Skills in Learning, Teaching and Management - Riga, Letland
Varighed: 19 sep. 201421 sep. 2014

Konference

KonferenceTA Teachers Conference Creativity and Thinking Skills in Learning, Teaching and Management
LandLetland
ByRiga
Periode19/09/1421/09/14

Citationsformater