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

Rosetta Stone (http://www.rosettastone.com/)

Livemocha (http://www.livemocha.com/)

Second life (http://secondlife.com/)

NUS Second Life (https://u.nus.edu.sg/secondlife/default.aspx )

Podcast (portable broadcast)

http://courseware.nus.edu.sg/e-daf/podcast/lag1201_0910_1.htm

Audacity (http://audacity.sourceforge.net/)

Social

networking

tools

chat

skype

discussion

forum

facebookblog

Wiki,

google

docs

twitter

Discussion forum

Chat, Skype

Wiki (collaborative writing)

Google docs (collaborative writing)

Twitter

facebook

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: elcleekc@nus.edu.sg