Technologically Enhanced Language Learning Pedagogy Progress to October 2008 and planning for Year...
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Transcript of Technologically Enhanced Language Learning Pedagogy Progress to October 2008 and planning for Year...
Technologically Enhanced Language Learning Pedagogywww.tellp.org
Progress to October 2008 and planning for Year 2
Dr Gee Macrory
Today’s presentation
Resume of TELLP project Report on progress so far Planning for year 2 of project
Aims
Central aim: the provision of an innovative context for initial teacher training within a technologically-enhanced, holistic,cross-curricular approach to teaching languages in the primary schools in the three countries (England, France, Spain)(bid,p.13)
Timescale & personnel
2007-2009 Lynda Moore, Head of Primary
Programmes, IOE (Project co-ordinator); Gee Macrory (Head of Languages); Languages tutors: Pura Ariza, Cathy Brady & Joanne Mimnagh
Lucette Chrétien José Luis Ortega
Which trainees?
Primary languages specialists in each country
Group 1: 2 sub-groups, (i) those placed for school experience in the 6 project schools, (ii) the larger cohort of primary languages trainees
Group 2: generalist primary trainees
Trainee outcomes
Primary trainees will be able to identify and critically evaluate (a) the characteristics of a holistic cross-curricular approach to language teaching and learning and (b) the impact of the technology on:
Processes of children’s learning Development of intercultural
understanding Children’s motivations School community Wider school curriculum
(bid, p.15)
Activities (bid, p.15)
Core focus group of the 3 universities’ project is teacher trainees
Trainees will:- acquire skills of planning effective video-
conferencing sessions between international classes
- gain familiarity with primary pedagogy in the partner countries
- engage in joint planning (home and abroad)- carry our focussed observation of impact of use of
technology on children’s learning
Progress to date
Tutor observations of VC and issues arising
Focus group work with children Preparation of trainees Trainee activities: some examples Trainee perceptions A draft pedagogy
Tutor observations of VC in 6 schools
Issues of language use (which language, which skill, linguistic progression, etc)
Classroom organisation and management issues
Development of intercultural awareness
Focus group work with children All 3 countries Data from KR/SP- Very positive about cultural knowledge- Increased confidence- Awareness of language learning
“ you absolutely have to see them”
Preparation of trainees
Tasks given to trainees going from England to France and Spain March 08 + from France to England May 08
Introduction to LP
Trainee activities
VC in home school and/or on placement abroad – observing and assisting
Interviewing children and staff involved Preparation of some material for LP Preparing class for VC
Evaluation of trainee experiences
Interviewed trainees in all 6 schools (in-depth, semi-structured, recorded interviews) with reference to criteria on p15 of bid
Trainee perceptions end of year 1 Beneficial for children, especially from a
cultural perspective Insights into the language pedagogy issues Trainees beginning to be able to understand
the issues to do with CLIL and with cross-curricular approaches to language learning
Very keen to use the technology – good ideas Beginning to see implications for curriculum
and whole-school planning
A new pedagogy?
It is in real time and authentic It involves regular and frequent learner communication It is content-led, rather than language led It involves purposeful communication It involves autonomous learning (not teacher led) It involves autonomous communication A key element is the teaching and learning of communication strategies (eg repair) There is an important emphasis on pronunciation – aim of being understood There are parallels between teacher/learner (teacher as learner and learner as teacher) It develops metacognitive and metalinguistic awareness and understanding The children see themselves as teachers as well as learners - cooperative language
learning that is a two-way process The teacher is not necessarily seen as the only expert There is a clear articulation of: use of L1/L2, initiating/responding and linguistic progression
Implications for year 2: organisational and pedagogic Identify trainees for placements as early as
possible (can visit, plan, etc) Provide ICT sessions/LP briefing early at
university A greater focus on CLIL Greater independence using the new
technologies Use, evaluation and development of the new
pedagogy with partic ref to LP
Activities for year 2
Autumn Groups of primary languages trainees
to observe new pedagogy + evaluate Tutors evaluate impact of pedagogy:
interviewing teachers and children Tutors offer support and training to
schools
Spring
Spanish trainees come to England in January: 2 on placement; rest of group visits to observe + evaluate
MMU trainees abroad 9 March – 3 April: 4 on placement; rest of group visits to observe + evaluate
French trainees come to England 27 April – 22 May: 2 on placement; rest of group visits to observe + evaluate
Summer
Home placement: trainees incorporate CLIL and use of new technologies into placement
Tutor evaluation of trainees’ understanding of new pedagogy
Role of trainees
To learn and contribute: active participation in project
Devising materials for LP (part of assignment for course)
Disseminate to generalist trainees
Role of university tutors
Training and support Collection of examples of good practice
(possibly through video) Evaluation, dissemination and
publication