BIOGRAPHICAL DETAILS
Tim
Murphey (MA University of Florida, PhD University of Neuchatel, Switzerland)
is the series editor for TESOL`s Professional Development in Language Education
four-volume series. He finished his PhD on Song and Music in Language Learning
in 1989 (Peter Lange, 1990) part of which can be found in his Oxford University
Press book Music and Song (1992). He co-authored Group Dynamics in the Language
Class (Cambridge University Press) with Zoltan Dornyei in 2003. His popular
Language Hungry! (McMillan Languagehouse 1998, Helbling 2006) for students
and teachers has also been translated into Chinese (Caves 2005).
Murphey studied and taught for about 15 years in Europe and 15 years in
Asia and presently teaches at Dokkyo University in Japan. He is a regular
summer visiting professor in the MA TESL program at Hawaii Pacific University
and over the years has produced six teacher-training videos for the National
Foreign Language Resource Center at the University of Hawaii. Recently,
he has been looking at applications of socio-cultural theory to language
learning. He loves teaching, juggling, skiing, and finding positive ways
to enjoy learning and teaching.
Abstract:
Featured Session
The Power of
Using Language, Wednesday, 29 March, 11:30 - 12:30
Language can be used in positive ways to help people learn more easily,
relax and feel safe, and enjoy learning. Note, it is not language that has
power, but rather our uses of language that can help people learn better
or create blocks to learning. Swain (2005) refers to the use of language
to construct knowledge, acquire more language, and change the world we live
in as "languaging". With each point, I will give examples and
demonstrate what I am talking about and when possible ask participants to
actually experience these things in a small way during the presentation.
Finally, I will suggest with Hanks (1991:17) that, `structure is more the
variable outcome of action than its invariant precondition' and that learning
is more the variable outcome of using language rather than its precondition.
Or in M C Bateson`s (1994, 41) words, 'Participation precedes learning.'
Abstract:
LI-SIG Session
The Autonomy Effects of Longitudinal Self Evaluated Videoing (LSEV),
Friday, 1 - 2
The practical side of this presentation will look at a variety of tools
taught in LSEV classes, such as shadowing, summarizing, rejoinders, double
questions, accepting mistakes, questioning, self talk, and mentions that
help students interact more and internalise more learning. The theoretical
side will look at who we are asking students to become through the videoing
process, specifically at self and other modeling as dialogic and how this
creates learner independence. One premise of the techniques and methods
is that we at first learn from participating in social interaction and gradually
over time internalize learnings from these environments so as to be able
to act more autonomously and independently. However, as learning never stops
we still need continual contact and interaction with social groups. Video
clip examples of students will be shown to illustrate the concepts as well
as short participant activities.