Linq 2013 session_red_1_diadori_peppoloni

Università per Stranieri di SienaProgettoCLODIS
Training Language Teachers
Through Multimodal
Classroom Observation: the
CLODIS Project
Prof. Pierangela Diadori
Dr. Diana Peppoloni

Overall goal of the
project
CLODIS aims at creating a network of
digital resources based on a corpus
of video recordings of classroom
interaction in Italian as a foreign
language to train student teachers of
Italian as a second language.
Focus on:
communicative-linguistic, cultural and
didactic aspects.

Concept
Natural spoken and multimodal interaction
=
crucial for language learning
Therefore  teachers need to be trained to adapt
their language to their students and to
interact with them during the lesson.
Classroom observation is a good method in
language teacher education (Kelly & Grenfell 2004);
We think that it could be enhanced through
observation and guided analysis of videorecorded
lessons.

Concept
STRUCTURED DIGITAL DATA (audio + video + text =
multimodal corpus) could be really useful in
teachers training.
They promote the (semiautomatic) analysis of
teacher talk and on its specific conversational
patterns
(thight link between Conversation Analysis and
Corpus Linguistics)

Steps of the project
• Selection and recording of some videolessons
regarding interactions in a classroom of italian as
L2 or as foreign language (in Italy and abroad);
• Selection of some communicative functions
realized by the teacher (ex. to give instructions,
furnish explanations etc.)
• Transcription of the collected data;
• Informatic treatment of the transcribed data
(tagging, parsing, extraction of statistical index
etc.)
• Analysis of the results;
• Development of learning objects headed for the
training of Italian L2 teachers.

Final results
• 5 DVD (corresponding to different
modules) dedicated to various
didactic aspects:
– “explanations”,
– “instructions for classroom activities”,
– “oral detection of student’s mistakes”,
– “transparency strategies in teacher’s spoken
interaction”,
– “different techniques to promote interaction
inside the classroom”.

Final results
• Each module will be structured in five
units, each one focused on a sub-
theme (total = 25 units);
• Each sub-theme will be related to
short videorecorded lessons (5
minutes) taken from italian L2
classrooms

Final results
• An electronic GUIDE
• AN ON LINE CORPUS, easily accessible
through the usage of keywords, containing
the recorded lessons, organized on the
topic theme and on the student’s profile,
the referred transcriptions, the description
of the setting.

Present work
- Informatic treatment of the videofiles
and of the written files (actual
database: 116 textual units, each one
referred to videolessons of variable
length);
- Review of the available transcriptions;
- Development of an on line database
(written parts + videos).

Building the corpus
• CLODIS aims at being representative of the
innumerable and diversified situations where
Italian is learnt and taught in the world. Therefore
various and balanced examples of classroom
contexts have been selected according several
parameters.

Building the corpus
- the place (in Italy and abroad),
- the kind of institution (school, university, private
language centre, association, etc.),
- the type of teacher (Italian mother tongue or non
mother tongue),
- the age of the learners (children, teenagers or
adults),
- their language and culture (plurilingual classes,
monolingual classes),
- their motivation (migrants in Italy, learners of Italian
origin abroad, Erasmus students, seniors in
lifelong learning courses, etc.).

Student’s profiles
– CHILDREN (kindergarten and elementary
school) in Italy and abroad
– TEENAGERS (junior and senior high
school) in Italy and abroad
– ADULTS in Italy (University, private schools,
CTP or other authority)
– ADULTS abroad (University, private
schools, IIC or other authority)

CLODIS DATA IN NUMBERS

CLODIS DATA IN NUMBERS
Adults
(92)
In Italy (64)
CTP (3)
Associations(4)
Private
schools(10)
University (46)
Popular
universities(1)
Abroad (28)
Private schools
(2)
University (19)
Popular
universities(1
Associations

I dati disponibili in cifre

The transcription
system
Next phase:
revision of the transcription
of these video lessons using the well-known Jefferson
transcription system (Jefferson 2004; Wallis 2007; Jenks
2011).
It meets the following principles:
• Expandability of the notation for increased granularity;
• Readability of the transcript;
• Lack of ambiguity;
• Iconicity.

An example of
the transcribed text
1 Teacher (0.4) va bene (0.4) allora (0.2) di che
tipo di testo si tratta (.) prima di
tutto. (2.0)
2 Stud. 1 °difficile°
3 Teacher difficile?
4 Stud. 2 °si (.) si (.) per me°
5 Stud. 3 perché non so (0.3) eh: perché (0.4)
eh: (0.8) i verbi sono (.) in (.)
que:sto: tempo
6 Teacher ((annuendo) benissimo eh)

An example of
the transcribed text
The previous example is composed of three
columns, including different kinds of information:
1- in the first one there are progressive numbers, that
stand for the succession of the various dialogic
turns;
2- the second one specifies the role of each speaker
involved in the interaction;
3- the last one contains the sentences pronounced
by the speakers, enriched with the relative
transcription symbols.

Why a multimodal
corpus
After having transcribed the verbal interaction related to
each video sequence, data have been stored in a software
for a multimodal annotation.
Advantages:
• redundancy of the informations;
• multiple points and modalities of observation of the
treated phenomena;
• solution of the ambiguities typical of a single modality,
through the informations inferred by another one.

Why a multimodal
corpus
The images referred to a text are not representations but
interactions
They are often used to persuade someone, to inform, to
explain something, to advise. So they can be considered as
real acts, modifying the reality and the world around us.
Each video-lesson is a multimodal text (a communicative
system made of multiple semiotic codes, that cooperate to
the comprehension of its entire meaning).

Why a multimodal
corpus
Lessons
=
a process, a complex field where both the
participants and the final users can exchange useful
information and experiences, through different
sensorial channels.
CLODIS aims to capture and manage all this set of
interactions within its data.

ELAN
A linguistic software annotator that allows to
create visualize trace modify
every useful information inserted in the texts
composing CLODIS.

ELAN
Developed by the Max-Planck Institut für
Psycholinguistik of Nijmegen
Different modalities of visualisation are provided for
the users; among them we have chosen:
- The Annotation Mode;
- The Transcription Mode

ELAN

Teacher talk analysis
and corpus linguistics
Automatic treatment of digital data has revealed many
aspects of language in use, both in the written and in the
oral dimension, contributing to the production of teaching
materials and dictionaries (McEnery & Wilson, 2001; Sinclair
1992).
Less often ICT and multimodal corpora have been applied to
enhancing the quality of language teaching and learning,
which is the aim of the CLODIS project.
It should offer new insights to the study of teacher talk
features like interaction patterns, turn taking or language
use (Walsh & O’Keeffe 2010).

Teacher talk analysis
and corpus linguistics
First step: encoding and tagging of the transcribed data;
Second step: application of statistic parameters in order to
automatically extract contextual and semantic
knowledge.
We can calculate automatically: frequency, keyness,
concordances etc.
Tagger: TreeTagger
Statistic software: WordSmith Tool

Further Perspectives
To maximise and amplify the potential of such data,
disposable in machine readable form, the project aims also
to elaborate an application for smartphones as self-study
tool, aimed at improving
linguistic pedagogical
competencies skills

SUPERVISOR OF THE PROJECT
CLODIS:
Pierangela Diadori
diadori@unistrasi.it
RESEARCHER:
Diana Peppoloni
dianapeppoloni@libero.it

Linq 2013 session_red_1_diadori_peppoloni

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