1 Mobility Scenario for Future Teachers: A NAVIGATION TOOL IN DIVERSE CONTEXTSOlga Iriskhanova, Moscow State Linguistic University 23-24 April 2015, Innsbruck

2 ICC Sources

3 Intercultural Mobility as Travel“Intercultural mobility “enables through languaging to embark upon new journeys of self and social discovery. It is a journey into intercultural being” (Phipps and Gonzalez, 2004: 22). – from ICOPROMO, p. 45

4 Double Scenario as a Navigation Toolstructures the variety of the activities in a simple concise way; leaves much space for imagination, creativity of both teachers and students; user-friendly and adaptable to many contexts; provides access to the European Portfolio tools; compatible with other resources.

5 MSLU: Diversity of Languages and Professionsschool and university teachers lawyers economists interpreters journalists theologists FL (over 60 + RSL)

6 TYPES OF MOBILITY at MSLUPROFESSIONAL RESEARCH EDUCATIONAL

7 Mobility for Student TeachersAs students: ICC practice in 2-3 FL; one semester at a university abroad As future teachers: teaching practice at secondary schools, University, summer camps (home and abroad); work as interpreters (incl. RSL). As researchers: international research projects and conferences; papers for Bachelor or Master degrees in a FL

8 The challenge of any type of mobility is not only to be able to switch places or languages smoothly, but to be able to change vantage points as well

9 Examples of good practice as instances of changing vantage point1. Intercultural Communication in English for student teachers (level C1C2) 2. Russian Sign Language for student teachers and interpreters (level B1B2)

10 Example 1. Student Life: Same or Different?Experiences reflect on student life in native and target cultures apply communicative strategies listed in the CEFR (interviews and surveys in the target language) Competences perceive differences and similarities in different aspects of educational life (FREPA, skills S ) compare different educational practices (FREPA, skills S ) Tools and Resources FREPA ICOPROMO AIE

11 Procedure: Before Individual work: Students search for examples of differences / similarities of student life. Discussion: Teacher trainer provides an example of student life in the target culture (a short newspaper article, an episode from a movie, a photo, etc.) and encourages students to discuss differences and similarities of student life in both cultures. Team project: Students shoot a 12/15-minute film about their student group life. Discussion: After watching the film in class students try to predict what British and American students might find unusual or surprising in it. .

12 Procedure: During Virtual exchange:Student teachers show the film to British or American students (e.g. via YouTube), and ask them to comment on differences and similarities in educational practices and student life (group or individual chat).

13 Procedure: After Individual work: Students compare and summarize the information they obtained Discussion: Students present the results of their survey and comment on the presentations, comparing their predictions and the outcome.

14 Continuity of the film project: from university to schoolShooting a film about student life during ICC studies Shooting a film about school life during teaching practice at upper secondary school

15 Product a film about student lifean essay “Student Life: Same or Different?”

16 Students at MSLU: Same or different?1. Students in Russia enter the university at the age of 2. They study 4 years for the bachelor degree, and 2 years for the master degree. At MSLU some students study for 5 years (specialists). 3. Students usually do mobility during their 3rd or 4th year (one semester in a country of their 1st or 2nd FL). 4. They have a 2-week teaching period at school or university during their 3rd and 4th year.

17 Students at MSLU: Same or different?5. At MSLU students study from Monday to Saturday, with 3-4 classes per day. Each class /lecture lasts 1 hour and 25 minutes. 6. Students have much homework to do. It takes almost all of their free time (except Sundays). 7. Attitude to studying can be different; sometimes students choose to skip a lecture if they don’t think it’s important. 8. Coming late for a class/lecture is considered by professors as violation of discipline. Some professors may choose not to let such students in.

18 Students at MSLU: Same or different?9. Most of the students (especially from Moscow) live with their parents. Students from other regions stay in rented flats or at the dormitory. 10. Russian parents are believed to be quite fussy and overprotective, always worrying that their children might overwork, or don’t eat or sleep enough. 11. Students study all the subjects in one and the same group for four years, so they might develop a strong group identity (traditions, in-jokes, views, etc.)

19 Film project: A Day in the Student Life (2012)Morning Classes Birthday Party Evening

20 An episode from A Day in the Student Life (2012)

21 An episode from Students’ Life (2015)

22 A Student Group PortfolioPlace this group portfolio activity in the context of a mobility scenario for future FL teachers. Design a double scenario, indicating experiences, competences, tools and resources, and the stages of mobility (Before, During, After). Prepare a 5-minute presentation.

23 Example 2. Going to the Theatre of Mimics and Gesture (RSL)Learning the language and the culture of the deaf is a specific type of mobility. A 1st-year student teacher:“It struck me that it is much easier for me to speak to a foreigner than to a Russian deaf person”.

24 Procedure: before Individual work: Students surf the Internet to find information about the theatre. They also watch the traditional (“vocal”) version of the play. Group work: Students compile a list of key theatre terms and expressions in RSL. Discussion: Teacher trainer provides photos of an episode of the play (SL and vocal performances) and asks students to compare them. Teacher suggests elements to observe when comparing 2 types of performance.

25 Procedure: during, afterDuring (at the theatre): Observing: Students observe specific features of the SL performance of the play, focusing on the aspects they liked/disliked, or found easy to understand, or found puzzling. After: Individual or group work: Students prepare a presentation about their visit to the theatre emphasizing similarities and differences between the performances. Discussion: Students comment on the presentations, focusing on their personal impressions about the mobility experience and the way it changed them (AIE).

26 RSL Mobility: University College London 2015

27 Music Speaks to the Heart and It Speaks About Culture (http://wwwConsider what emotions does the music elicit? Is it happy, relaxed, feel good, exuberant, calm, mechanical, wild, rythmic, improvised, etc.? Can you guess the meaning of some gestures? Do you think the text is emotional,reserved, fatalistic, homesick?

28 Let’s Make a Pause

29 Conclusion Like any good navigation tool, the double scenario:makes you think simple, cements all types and stages of mobility, keeps all the participants connected to a larger purpose. THANK YOU