new challenges for multilingualism in europe, dubrovnik, 2010 gee macrory, manchester metropolitan...
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New Challenges for Multilingualism in Europe,
Dubrovnik, 2010Gee Macrory, Manchester Metropolitan University, UK,
Lucette Chrétien, Université de Poitiers, France,
José Luis Ortega Martín, Universidad de Granada, Spain
Technologically Enhanced Language Learning in Primary Schools in England, France and Spain:
developing linguistic competence in a technologically enhanced
classroom environment
Project details
Project title: Technologically Enhanced Language Learning Pedagogy
Comenius Multilateral Projects Ref: 134244-2007-UK-COMENIUS-
CMP www.tellp.org
Early language learning: the current context• Introduction of primary languages in UK, France and
Spain• UK: National Languages Strategy 2002; primary
languages 2010 Johnstone, 2001: ‘a different rationale’ Key factors: international dimension, cross-curricular/CLIL
approaches and ICT,global dimension in education The European context - Lisbon strategy - EC Action Plan 2004-06- Common European Framework of Reference for
Languages- European teacher competences
Background to project
Teacher Development Agency in UK: Collaborative technologies in languages initiative (CTLI)
International project: six primary schools, three initial teaching training (ITT) institutions and local authorities and regional governments in England, France and Spain working together using a shared curriculum to develop and improve the teaching and learning of languages.
The Six Schools Project
2 schools in each of Trafford (Greater Manchester), Granada and Niort
Linked by video-conferencing and a learning platform
Shared CLIL-focussed curriculum
Technologically enhanced activities Video-conferences: whole class
presentations; partner-partner exchanges; question- answer sessions; information gap activities (eg completing a blank map)
Learning platform: www.6schools.eu
Some methodological issues
Role of descriptive studies (Lamy & Hampel, 2007)
Relationship between research and pedagogy
Relationship between technology /CMC (Computer Mediated Communication) and SLA (Second Language Acquisition) (see Chapelle, 2007; Blake 2007): interactionist/sociocultural perspectives
Data collection
3 countries: same research methodology
Observations by range of people Focus group work with children Interviews with trainees and teachers Questionnaire data from trainees
Children’s language learning: intercultural understanding
Differences and similarities Affective factors: “they are our friends” The role of technology:“ you absolutely
have to see them”
Motivation
Motivation: “a better way to learn a language” “really interesting” “really good communicating”
Confidence: “really nervous the first time” “The more we use it, the easier it gets”; “It’s ok to get it wrong”
(see Kinginger, 1998; Yamada, 2009; but see BECTA, 2004)
Processes of language learning (1):reciprocity Reciprocal nature of learning:
- “ you have to speak a traditional kind of English”
- “We learn new words from each other”
- “it’s real communication”,
- “it must be funny when we pronounce a word wrong”
Processes of language learning (2): learner autonomy
From anxiety to desire for independence
- “Want to have conversations not a play”
- “ Really want to be able to choose what to do” Role of actual teacher – still a learner too: “ I
thought teachers knew everything” (see Macrory & Beaumont, 2007)
Some pedagogic considerations
Which technological tools? Classroom management and
organisation Planning for participation Linguistic issues
Linguistic/methodological issues
L1 and L2: the ‘target language space’ Linguistic competence and intercultural
understanding Oracy and literacy Register Purpose and use Content Communication strategies
Implications for theory
Implications for SLA (Chapelle, 2007:107)“Technology dramatically extends and changes the
breadth and depth of exposure that learners can have with the target language. As a consequence all approaches to SLA that theorize a role for input need to consider the way that technology changes linguistic input and how learners’ access to new forms of input might affect acquisition.”
Towards a research agenda
Appropriate pedagogy: autonomy, reciprocity and communication strategies
Language development as emergent phenomenon and the role of the teacher
Possible differences in different country contexts
Sustainability and implications for teacher education
References
Blake, R. (2007) New trends in using technology in the language curriculum. Annual Review of Applied Linguistics, 27, 76-97.
Chapelle,C.A. (2007) Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114.
Johnstone, R. (2001) ‘Languages at primary school as a matter of national and international policy. What can research tell us about the key conditions of success?’ BAAL/CUP Seminar, Young Language Learners: Towards A Research Agenda. University of Manchester, 15 June 2001.
Kinginger, C. (1998) Video-conferencing as access to spoken French. The Modern Language Journal, Vol 82/4, p502–513
Lamy, M & Hampel, R. (2007) On-line Communication in Language Learning and Teaching. Basingstoke: Palgrave Macmillan.
Macrory, G. & Beaumont,M. (2007) Anglo-French partnerships in primary languages: implications of school links for learning, teaching and training’, Francophonie, Autumn 2007.
Yamada, M. (2009) The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication. Computers & Education, Vol 52, p820-833