Tuesday Onsite Presentation Session 3

Teaching Experiences, Pedagogy, Practice & Praxis

Session Chair: Yuet Hung Cecilia Chan

13:40-14:05

68602 | Integrative Writing Pedagogy: A Process Genre-Based Approach to Teaching Narratives in a Grade 7 Classroom

Paul Marvin Gamboa, Ateneo de Manila Junior High School, Philippines

In the continuous search for the best approach to teaching ESL learners how to write across various writing genres, an integration between the process- and genre-based approaches has been slated as the best way to preserve the strengths of both well-known writing pedagogies as a response to the monolithic process-based approach. The current practice has not been able to lead students towards writing structurally sound outputs and thus has been deemed insufficient in that regard. Informed by Badger & White’s (2000) and Rusinovci’s (2015) principles on the process genre-based approach to writing, a content analysis of the instructor’s old lesson plan on teaching a third-person narrative to Grade 7 students in the Philippines has led to the identification of gaps in the current practice such as the lack of a thorough deconstruction, explicit instruction, and joint construction of a text among teachers and students. The proposed lesson plan aims to address these gaps and eventually contribute to the improvement of the students’ outputs in this innovation of instruction. The findings suggested that preparing students for the impending writing task through the means of a thorough discussion of the structures that govern the genre in focus might lead to better quality outputs that serve their function in this social endeavor of writing.

14:05-14:30

68350 | Reading Aloud and Repeated Reading Strategy Based on the ‘Callan Method’ on the Development of the Students’ Reading Skills

Nikka Podadera, University of San Carlos, Philippines

Mary Ann Malimas, University of San Carlos, Philippines

This study was conducted to determine the effectivity of utilizing the reading aloud and repeated reading strategies of the Callan Method in improving the reading skills of the Grade 8 students from the selected high school in Surigao del Norte. The 29 students participating in this study have shown poor reading performance based on the results of the reading inventory of the Phil-IRI in 2020. The quantitative data of the study were the results of the pre-test and post-test of the Cambridge A2 Key for Schools test. Results revealed that there was a significant difference in the reading skills of the Grade 8 students upon the completion of the 120 required hour of Callan- mediated classes with the mean and standard deviation of (M=15.83, SD=4.60) as compared to the pre-test results (M=10.62, SD=3.51), t(29)=-8.39, p < 0.05. Likewise, the teaching intervention have improved the reading proficiency of the students with an effect size of (Cohen’s d = 1.55). Furthermore, the qualitative data of the study looked into the affordances and challenges of using the Callan Method in reading. Students identified the affordances of the method to be as follows; guided reading for better understanding of context, repetition practices for mastery, collaborative learning, language translation for unfamiliar vocabulary and familiarity with the new method. The challenges identified during the utilization of the method, are the following; the fast-paced instruction, unfamiliar vocabulary in the text and unfamiliarity with the method in the teaching of reading.

14:30-14:55

66202

| A Study on Teaching and Learning Critical Thinking Skills in the Grade 7 Junior High School Literature Classroom

Claire Denise Ramirez, Ateneo De Manila University, Philippines

This study is concerned with how literature classes teach critical thinking skills. It examines the importance of teaching critical thinking skills as students understand the text, create their own interpretation of the text, and interact with the text in the literary classroom. Joynes et. al (2019) recognizes the organization, Partnership for 21st Century Skills (P21), and its effort in identifying the most essential skills needed in the contemporary world. As one of the four Cs in the twelve 21st-century skills (collaboration, critical thinking, communication, and creativity skills) expected of learners in the globalized and competitive world, critical thinking skills help students in logic, problem-solving, and reasoning skills. This thesis identifies its own four features of critical thinking which are phenomena that occur during the process of learning and practicing critical thinking. They are (1) understanding which is to gather necessary information and recognize connections between ideas, (2) validating which is to ensure validity, value, and accuracy of the result of the thinking, (3) transforming which is to establish informed observation, critical comment, or justified judgment, and (4) demonstrating which is to offer interpretations and make meaning of the text. Goodset’s (2020) instructional strategies are used in this study because they are specific, appropriate, and are aligned with the discussed features of critical thinking in the classroom. These are used to identify which feature of critical thinking is addressed by which instructional strategy used in the classroom.

14:55-15:20

67188 | A Teaching Development Study on Engaged Learning in Translation and Audio Description

Cecilia Yuet Hung Chan, City University of Hong Kong, Hong Kong

This paper reports the outcomes of a teaching development study on engaged learning in translation and audio description by university students. Audio description (AD) is an instance of an accessible AVT method making audio-visual texts accessible to visually impaired people (Braum, 2008). Engaged learning aims to develop students' purposeful and reflective learning through classroom and outside-classroom experiences (Schlecty,1994). Under the engaged learning approach, students involved in this study started by joining translation classes and participating in AD workshops. Then they were engaged in applying the acquired knowledge and skills to social services and knowledge transfer in exhibitions at a museum and on campus. In translation classes, students learnt to translate texts on art exhibits from Chinese into English and translate audio recordings on cultural heritage from Cantonese to written Chinese and English. In AD workshops, students were trained by an AD specialist to equip them with the knowledge and skills to prepare AD scripts for art exhibits. In an art exhibition on cultural heritage at a museum, students were allowed to use the completed AD scripts to serve visually impaired people invited to the exhibition. In the teaching development project exhibition on campus, they transferred their knowledge of audio description and art translation to university and secondary school students. Finally, students reflected on their learning experience in all contexts. The study's outcomes demonstrate students' success in professional translation by transferring knowledge and skills to social services, building their career paths as professional translators.