E485 Mobile pedagogy for ELT_FINAL_v2

6How does the framework relate to a lesson?We provide two illustrations of how the frameworkcan be applied: the first is a whole lesson, from aseries relating to job applications, and the secondis a task relating to the personalisation of publishedcourse materials. The activities are presented andanalysed in terms of the spheres and connectingconcepts of the Framework, with the addition ofa comment about the environment in which theactivity takes place.1. Job applicationsIn this task learners prepare a draft letterto accompany a job application, highlightingpast experiences, and are prepared to discussthis at interview. The learning outcomes areachieved through a focus on lexis, structure,degree of formality and appropriacy in writtenand spoken language.Teacher wisdomThe teacher knows how to foster and create anatmosphere of trust and empathy among andbetween learners and understands the psychologicalbarriers and unease that might spring from thosewho have no previous experience of work or havedone work that could be perceived as low status.The lesson starts with learner contributions andreflections which are considered again at the endof the lesson.Learner (and learning) mobilitiesThis lesson includes learning environments andinput beyond the classroom. Learners arrive havingalready watched an online job interview of theirchoice and reflected on it in terms of what was usefulor not useful for them. At the start of class they sharethese reflections and think about what they wouldlike to learn during the lesson.Lesson part 1 description:■■Interviews based on questions from students(starting from any in the videos they watched)are displayed on the board.■■Pairs ask the questions first in the role ofinterviewer and then change roles and answer thesame questions in relation to their own previous(or invented) work background.■■■■■■■■The teacher scaffolds the interview role play withappropriate language (lexis, structures, ‘chunks’of language) from students’ current linguisticknowledge and recasts, fine tunes and correctstheir contributions as well as providing input.The resulting language to support the role play isprovided on the board, as well as a set of promptsor cues on handouts.The room and learners are arranged in such away as to support the collaborative interview roleplays appropriately, and timing is made clear withpre-agreed signals for the change in role frominterviewee to interviewer.Learners are asked to record the interviewson their smartphones, using the voice recorderfunction or a voice-recording app.Rehearsal■■While the activity is being carried out theteacher monitors and troubleshoots, maintainingawareness of all participants, the flow of theactivity, where communication may be breakingdown and providing on the spot prompts,language or guidance.■■The teacher notes down (or voice records ona smartphone) some areas of lexis, grammar,discourse or phonology to respond to.Reflection (post role play)Lesson part 2 description:■■Pairs of learners complete the table by listeningto their recordings and choosing three languagechunks for each columnuseful language to sharewhat I am not sure aboutwhat needs editing/correcting10 | How does the framework relate to a lesson?