ust philippines may 2011 kc lee for handout
DESCRIPTION
TRANSCRIPT
May 19-20, 2011
“English, Englishes, and Englishing in multilingual and multimedia environments: From theory to practice”
Multimedia, multimodal, multilateral, multiplatform
KC LEECentre for English Language Communication
National University of Singapore
Technology changes at very fast speed
Learning takes time
acquisition of language at a faster rate?
enhanced learning?
better language and communication skills?
TechnologyLanguage
learning….
Technology changes at very fast speed
Learning takes time
interference?
acquisition of unhealthy communication habits/practices?
c u @ *$ - See you at Starbucks
F u cn rd ths thn wats th prblm (Crystal, 2008:6) –If you can understand this then what’s the problem
TechnologyLanguage
learning….
Part One – Theoretical
1. Evolution of technology in language education
2. Key assumptions, issues and challenges
3. Sustainability of using technologies and media
Part Two - Practical
1. Implications
2. Incorporating technology into language courses
3. An organic approach
Software (CDs)Internet
(early)
Wifi, 3G, 4G, Web
2.0
little or no
interactivity, low
accessibility
high interactivity,
medium
accessibility
high interactivity,
high accessibility
drills, structured practices
(asynchonous)
email, discussion
forum (asynchonous)
chat, skype, blog,
wiki, twitter, second
life (synchronous)
Is technology shaping how language is taught or learned?
Are language acquisition theories guiding use of technology in the language classroom?
Can both inform each other for an optimum learning experience?
Software (CDs)Internet
(early)Web 2.0
Pattern drills and structured practices
behaviorist
Variety of tasks and activities that help lower anxiety, increase motivation (through interaction)
Combination of cognitive and affective learning
humanistic
In addition to linking information and learners, provides opportunities for engagement and participation (Warshauer & Grimes, 2007)
social constructivist
(Bruffee, 1993; Vygotsky, 1978)
learners interact to create and negotiate meaning in a meaningful, effective way◦ quality of written output – maturity of thoughts,
organization and fluency (Beauvois, 1998; Blackstone, 2007; Lee, 2009; Leppanen & Kalaja, 1995; Pellettieri, 2000; Sengupta, 2001)
◦ group dynamics (Warschauer, Turbee & Roberts,1996)
◦ participation rate (Chun, 1994; Kern, 1995; Sengupta, 2001; Sullivan & Pratt, 1996; Warschauer, 1996)
learners interact to create and negotiate meaning in a meaningful, effective way◦ reducing stress (Beauvois, 1998)
◦ building of confidence (Skinner and Austin, 1999)
◦ collaborative learning (Bump, 1990; Pychyl, Clarke & Abarbanel, 1999; Shive, 1999; Soh & Soon, 1991)
learners interact to create and negotiate meaning in a meaningful, effective way◦ “more time to process and monitor the interlanguage,
synchronous network-based communication fosters the negotiation of meaning and form-focused interaction” (Pellettieri, 2000:83)
◦ “electronic discussion can be a good environment for fostering use of more formal and complex language, both lexically and syntactically” (Warschauer, 1996:22).
scaffolded learning
zone of proximal development (Vygotsky, 1978)
learners develop their cognition (and linguistic competence) by interacting and communicating with people within their knowledge community
Potential
Risks
Teacher
Technology Learner
Pedagogy
TechnologyFast
changing
New or
additional
features
Different
purposeAccessibility,
portability,
mobility
Compatibility
Learner
Quality of
communication
Discourse/
Language use
“mode switch”
Teacher
Competence/
Knowledge
Confidence
Experience
Pedagogy
Sound and
solid empirical
research
(insufficient )
Quality of new
technology
Theories and
assumptions
are priority
Tension –
social tool for
academic
purpose
“technology is NOT a guarantee for the better … it may actually hinder [L2] development if, as teachers, we are only guided by mindless innovation” (Negueruela-Azarola, 2009: 245)
framework grounded in theories and assumptions
◦ how individuals engage with their surroundings and community in creating meaning and in enhancing learning
◦ an interactive interface which provides a participatory and interaction platform that allows and encourages learners to build upon what they already know through working within similar learner and learning communities
◦ accessibility of platform
Commercially available comprehensive programmes
Free tools on the internet for specific purpose
Social networking tools for interaction
Podcast (portable broadcast)
http://courseware.nus.edu.sg/e-daf/podcast/lag1201_0910_1.htm
Social
networking
tools
chat
skype
discussion
forum
facebookblog
Wiki,
docs
Discussion forum
Chat, Skype
Wiki (collaborative writing)
Google docs (collaborative writing)
Personal Learning Environment (PLE)
Mobile learning (m-learning)
Corpus-driven and collocation-driven tools
individualized learning environment
empowerment of choices in learning
Virtual Learning Environment (VLE)
Language Management System (LMS)
Personal Learning Environment (PLE)
SymbalooEDU
NUS SymbalooEDU (http://edu.symbaloo.com/mix/e-celc)
Organic approach
“The organic metaphor sees second language acquisition more like growing a garden than building a wall. From such a perspective, learners do not learn one thing perfectly, one item at a time, but numerous things simultaneously (and imperfectly).” (Nunan, 1995:102)
Organic approach to integration of technology into language learning
environment, community – meaningful communication and effective learning
ecosystem
eclectic and dynamic
KC Lee
Centre for English Language Communication
National University of Singapore
Email: [email protected]