classroom integration of interactive technologies to support learner autonomy
DESCRIPTION
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390 Also blog post here: http://bit.ly/19VK0T2TRANSCRIPT
Sharpening pencils in the digital age: classroom integration of interactive technologies
to support learner autonomy
Shona WhyteUniversité Nice Sophia Antipolis
LaDiLS, Department of Linguistics and Comparative Studies Ca’ Foscari University of Venice, Italy International seminar : Education technologies & language learner autonomy 14 October 2013
Shona Whyte
applied linguist Department of English StudiesUniversité Nice Sophia Antipolis, France
teaching EFL (oral expression, translation)second language acquisition/teaching technology (digital literacy, ICT for FL)teacher education (primary, secondary)
research teacher educationclassroom interactiontechnology integration
Education technologies & language learner autonomy
Shona Whyte (Université Nice Sophia Antipolis)Sharpening pencils in the digital age: classroom integration of interactive technologies to support learner autonomy
Christian Ludwig (University of Duisburg-Essen) The Use of Education Technology Tools in Foreign Language Learning – Advantages, Constraints and Challenges
Sharpening pencils?
projector
touch sensitive screen
computer
Pencils versus (IWB) pens
Writing the date
Primary EFL What is the goal of the activity?
8 year-olds2nd year of English
What teaching method is the teacher using?
Opening routine What do you think her general learning objectives might be?
Example 3
Writing the date
goal of activity practice pronunciation, vocabulary and grammar by writing and reciting dates
teaching method
•PPP (presentation, practice, production)•memorisation as homework•public performance
learning objective
produce sentences using correct pronunciation, vocabulary and grammar
Example 3
Story retell
Primary EFL
8 year-oldsmixed-level class
final task
Example 4
Pupil 2Pupil 1
Story retell
What is the goal of the activity?
What teaching method is the teacher using?
What do you think her general learning objectives might be?
Example 4
Story retell
goal of activity
use the target language in communication by retelling a story
teaching method
•comprehensible input with noticing activities•listening, repeating, recreating story segments; drawing/retelling•public performance
learning objective
successfully complete communicative activities or tasks
Example 4
Writingthedate
Story retell
goal of activity
practice pronunciation, vocabulary and grammar by writing and reciting dates
use the target language in communication by retelling a story
teaching method
•PPP (presentation, practice, production)•memorisation as homework•public performance
•comprehensible input with noticing activities•listening, repeating, recreating story segments; drawing/retelling•public performance
learning objective
produce sentences using correct pronunciation, vocabulary and grammar
successfully complete communicative activities or tasks
Scholastic tradition(Communicative or) Task-based
Language Teaching (TBLT)
principles of teaching and learning
learning and teaching a second language
second language acquisition
second language
acquisition
1. interlanguage hypothesis: learner has built-in syllabus with developmental stages (rate but not route of acquisition may vary)
2. interaction hypothesis: meaningful communication and interlocutor feedback drives acquisition3. noticing hypothesis: focus on form helps learner to notice aspects of L2 and gap with own production
(Cook, 1998; Ellis, 2005; Lightbown, 2000; Myles 2002)
second language
acquisition
1. interlanguage 2. interaction 3. reflection
1. whole-class, lock-step instruction
2. decontextualised, rote learning 3. structural syllabus
LIMIT
other teaching and learning
“the mind is an instrument, you first sharpen it, and then use it”
one of the most fatal, erroneous, and
dangerous conceptions ever introduced into the
theory of education
Whitehead, 1904-60
The mind is never passive; it is a perpetual
activity, delicate, receptive, responsive to stimulus. You cannot postpone its life until you have sharpened it.
Whitehead, 1904-60
Whatever interest attaches to your subject-matter must be
evoked here and now; whatever powers you are strengthening in the pupil, must be exercised
here and now; whatever possibilities of mental life your teaching should impart, must
be exhibited here and now.
Whitehead, 1904-60
Despite my great emotional involvement in work, I just hate to start
doing it; it's a battle and a wrench every time. Isn't
there something I can (must?) do first?
Shouldn't I sharpen my pencils perhaps?
Halmos, 1916-2006
“isn’t there something I must do first?”
In fact I never use pencils, but pencil
sharpening has become the code phrase for
anything that helps to postpone the pain of
concentrated creative attention.
Halmos, 1916-2006
And the answer, inevitably, is not nearly as long as we make it out
to be
Robert Duke Head of Music
University of Texas at Austin
“How long does it take to get to the good stuff?”
teaching and learning foreign languages
What is “the good stuff”?
Why don’t we get straight to it?
Whitehead’s model of learning
1.romantic
2.precision
3.generalisation
scholastic tradition
methods of second/foreign language
teaching
communicative language teaching
task-based language teaching
romantic stage
... first apprehension ... ... immediate cognisance of fact ...
... a ferment already stirring in the mind ...
Whitehead, 1917/32
scholastic tradition
communicative language teaching
task-based language teaching
access to cultural knowledge
the engagement of learners in communication in order to allow them to develop their communicative competence […or] ability to make meaning (Savignon, 2007, 209)
task-based teaching calls for the classroom participants to forget where they are and why they are there and to act in the belief that they can learn the language indirectly through communicating in it rather than directly through studying it. (Ellis, 2006: 31)
romantic stage
precision stage
... the stage of grammar, the grammar of language and the grammar of science.
It proceeds by forcing on the students' acceptance a given way of analysing the
facts, bit by bit.
Whitehead, 1917/32
scholastic traditioncommunicative
language teachingtask-based
language teachingstructural syllabus: development of grammatical competence
natural approach: no precision stage (Krashen & Terrell)
pre-‐ and post-‐task ac*vi*es
audiolingual method: overlearning of linguistic patterns (Lado & Fries)
interaction hypothesis: communication breakdown, negotiation of meaning (Gass, Long)
focus on form (Long)
CER: development of linguistic (notional/functional) competencies
noticing hypothesis (Schmidt)
precision stage
generalisation stage
... a return to romanticism with the added advantage of classified ideas and relevant technique. It is the
fruition which has been the goal of the precise training.
Whitehead, 1917/32
scholastic tradition
communicative language teaching
task-based language teaching
accurate use of language to structure cultural knowledge
[…] ask for information, to seek clarification, to use circumlocution […] to negotiate meaning, to stick to the communicative task at hand, […] to take risks, to speak in other than memorized patterns. (Savignon, 2007: 209)
engagement in a planned learning activity with a primary focus on making meaning and engaging with real-world authentic language use with a defined communication-based learning outcome (Reinders, 2008)
generalisation stage
learning spiral
1.romantic
2.precision
3.generalisation
generalisation stage = learner autonomy
what is “the good stuff”?scholastic tradition CLT/TBLT
romantic goal understand the target culture use the target language in communica*on
precision stage •explicit learning of linguistic structures, vocabulary, pronunciation •analyse cultural artefacts
•task prepara*on •no*cing ac*vi*es •incorpora*ng feedback
generalisation phase discuss cultural knowledge without making grammatical errors
successfully complete communica*ve ac*vi*es or tasks
obstacles & challenges
The pupils have got to be made to feel that they are studying something, and not merely executing
intellectual menuets (Whitehead, 1917)
For a student of mathematics to hear someone talk about mathematics does hardly any more good than
for a student of swimming to hear someone talk about swimming (Halmos, 1975)
too much precision work, not enough generalisation experiences
• beliefs about second language learning and teaching
• proficiency & self-efficacy
• institutional constraints
• lack of pedagogical models
obstacles & challenges
Writing the date Story retell
impoverished and decontextualised input
rich, contexutalised input
no focus on meaning, no communicative purpose
exclusive focus on meaning and communication
complex grammar (copula, modal, grammatical inflections)
little explicit instruction, only simple grammatical forms produced
focus on accuracy focus on fluency
one learner performing in front of whole-class
volunteers take turns to perform
Writing the date Story retell
Seems simple to teachers, because they
•underestimate the complexity of the activity
•overestimate learners’ capacities to reproduce forms
Seems difficult to teachers, because they
•underestimate learners’ capacities for formulating meaningful utterances
•overestimate the difficulty of the activity•
less likely to promote language learning - does not involve meaningful communication - rote learning and accurate reproduction
more likely to promote language learning - focuses on meaningful communication - provides support for successful task completion
Brainstorming about a sales pitch
goal of activity learn how to make a good presentation
teaching method
•comprehensible input•discussion/brainstorming•revision after class
learning objective
express opinions on topic using appropriate vocabulary and grammar
Example 6
I tend to use slides like this 1) for myself to use instead of a lesson plan so that
I know what’s coming next and 2) for learners to make sure everything is on the slide.
They don’t have to take notes and can see it later. This, I think, allows learners to listen more actively because they know the notes will be uploaded on the online platform afterwards. They are not concerned with taking notes so much and more
with the lesson itself.
I added a slide there because content hadn’t really been discussed. This is something I had not prepared
as such. But the IWB allows you to remain flexible.
• beliefs about second language learning and teaching
• proficiency & self-efficacy
• institutional constraints
• lack of pedagogical models
obstacles & challenges
Hubbard, 2008
research in teacher education
• iTILT
• video-conferencing
collaborative action research
teacher development
• high ICT & IWB confidence & strong IWB convictions
• wide range of tools and teaching objectives
• innovative participation in IWB community
It corresponds to the children's experience, because
they showed me with the pen, it's giant, and I'm in front.
So I thought "Uh-oh. If I'm teaching from the front, there's something wrong." It's called an interactive
whiteboard, there's this notion of interactivity, so it's clear that I'm too much in the spotlight.
So I need to find a way to get myself on the sidelines, because the goal is for them to be
more autonomous.
Framework for language teacher development with IWB
IWB use teacher development classroom practice
1• little experience/access• low IWB beliefs • low self-efficacy • limited tool use + teaching goals
• peripheral participation• (negative) focus on
technology + project
• decontextualised language practice
• IWB as whiteboard substitute (no software)
2
• more IWB experience• higher IWB beliefs• moderate self-efficacy• different user patterns but limited
goals
• peripheral participation• (negative) focus on
technology + project
• technical rather than pedagogical interactivity
• limited interactional opportunities
3• experienced IWB user• high self-efficacy and beliefs• range of tools + goals
• core participant in development programme
• interest and initiative in range of teaching and technology issues
• contextualised language practice
• focus on learning opportunities
Whyte, S. (2013). Interaction and interactivity in technology-rich second language classrooms: the iTILT project in France. WorldCALL, Glasgow, UK.13 July.
authentic tasks• video communication
with young beginners
• telecollaboration in English between French and German primary classes (English as a lingual franca)
• IWB supporting live communication via video link and screen-sharing
Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3): 271–293.
collaborative action research
• collaboration between teachers and researchers
• novice-expert teacher tandems
• technological and pedagogical support (activity design and implementation)
Cutrim Schmid, E., & Whyte, S. (Eds.) (forthcoming). Interactive whiteboards for language teacher professional development. Bloomsbury, January 2014.
a major affordance of technology is learner autonomy
learner autonomy depends on individual interlanguage development
interlanguage development requires
1. rich, contextualised, comprehensible input
2. sustained, repeated, communicative interaction
3. reflection on target language and own language production
learner autonomy depends on teacher willingness to provide input, orchestrate
communication and guide reflection, and so to ...
• value open-ended, communicative tasks
• give time and space for learner contributions
• refrain from excessive grammar instruction and correction
obstacles but also opportunities
becoming digitally sharpeffective classroom integration of interactive technologies
supported by ongoing teacher education
can encourage greater learner autonomy in and outside class
• http://www.music.utexas.edu/directory/details.aspx?id=36
• http://www.maa.org/sites/default/files/images/upload_library/1/Portraits/halmos5.gif
• http://www.maa.org/sites/default/files/images/upload_library/1/Portraits/whitehead.gif
• Eric T Gunther
• icondock.com
Sharpening pencils in the digital age: classroom integration of interactive technologies
to support learner autonomy
Shona [email protected]://efl.unice.fr@whyshona
http://bit.ly/19BPgi9