1

Transnational settings and multilingual

approaches in CALL teacher education

Bianka Fuchs, Stina Hacklin, Christine Schmider, Shona Whyte, Katja Zaki

Frankfurt, 02/18/2016

07.12.16 2

Outline

o  The multiple dimensions of CALL: multilingual, multimedia and transnational potentials

o  Principles and goals of CALL in language (teacher) education

o  The SoNetTE approach

o  Best practice examples

o  Further perspectives

Frankfurt, 02/18/2016

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1. The multiple dimensions of CALL

o  Multilingual…

o  Multimedial and -modal…

o  Transnational…

o  Intercultural…

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1.1 CALL and multilingualism

o  What is multingualism?

o  What is a language ( - what is language choice?) n  Langage - langue - parole (cf. De Saussure) n  Diasystematic variation (cf. Coseriu) n  Pragmatic conventions (cf. Austin / Searle) n  Competence and performance (cf. Chomsky <-> Coseriu) n  Repertoire of cultural knowledge and memory (cf. Assmann) n  […]

o  Can there be multilingualism without multiculturalism?

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1.2 CALL, multiple media, codes and modalities

o  What is a medium ( - less than the message)?

o  What is a code ( - other than a language)?

o  What is a mode?

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1.3 CALL and transnational settings

o  What is a learning setting, an environment, a situation…?

o  What is a classroom, what is beyond, what is connected…? o  What is a learning community (not de- and confined by space)?

o  What is työrauha… in a multilingual and transnational community of practice?

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2. Potentials and principals of CAL teacher education

o  General learning theories and principles of CALL o  CALL and competence-orientation in language (teacher) education

-> educate future teachers as you want them to educate their learners!

o  The added value of the multilingual, transnational setting

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2.1 Basic learning theories and their implications

o  General learning theories and their implications...

n  Behaviorism... n  Cognitivism... n  Constructivism...

o  Theories of CALL and their implications for language ed… n  Cognitive load theory… (Sweller) n  Congitive Theory of multimedia learning… ( Mayer) n  Cognitive-affective theory of multimedia learning… (Moreno) n  …

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2.2 CALL in competence-oriented language ed.: CC

o  Functional-communicative competences

n  Listening n  Speaking n  Reading n  Writing n  Mediation n  Grammar n  Vocab.

o  Intercultural competence o  Methodological competence

-> c.f. Piepho, Hymes, Byram

Reflection on Intercultural Communicative Competence

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2.2 CALL in competence-oriented ed.: Principles

o  Task-based learning

o  Authentic learning arrangements and situated learning

o  Holistic and cross-disciplinary approaches

o  Cooperative learning

o  Reflection and self-regulation

-> educate future teachers as learners -> according to the principles you want them to apply later -> c.f. Neocommunicative paradigm (Meißner / Reinfried)

Reflection

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2.3 Affordances and contraints .... So: Is the medium the message? (McLuhan 2003) o  Affordances o  Constraints (Lemke 2002, Barton/Lee 2013) <-> “Medialer Widerstand” (Lemke 2002)´? <-> “Normalization”? -> The medium is the normality – not if, but why and how of CALL is the question!

… Das ist ja schon alles interessant. Aber

irgendwie habe ich einfach so eine

Abneigung gegen alles Digitale… Mir reicht

schon der Taschenrechner in

Mathe!…

… Facebook und whatsapp nutze ich natürlich schon…

Aber so in Unterricht, weiß

nicht…

Karin Niebuhr (PH Freiburg)

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Difficultés et contraintes

.... Et donc: Is the medium the message? (McLuhan 2003) <-> “Medialer Widerstand” (Lemke 2002)? <-> Sur quel degré de “litéraricité numérique” pouvons nous compter? (Barton / Lee 2013) <-> Et si le dispositif téchnique phagocyte tout ? Maitrise et équipement numérique – les contraintes à respecter.

… Das ist ja schon alles interessant. Aber

irgendwie habe ich einfach so eine

Abneigung gegen alles Digitale… Mir reicht

schon der Taschenrechner in

Mathe!…

… Facebook und whatsapp nutze ich natürlich schon…

Aber so in Unterricht, weiß

nicht…

Karin Niebuhr (PH Freiburg)

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3. The SoNetTE Approach

o  SoNetTE: Social Networks in Teacher Education

o  EU Lifelong Learning Project, 2012-2016

o  9 countries, 7 subjects, 3 target groups -> international, multilingual, transdisciplinary community of practice with university lecturers and researchers, students and in-service teachers

o  Goal: Individual, learned-centred learning and teaching in a virtually cooperative and immersive transnational setting

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L’approche SoNetTE

o  SoNetTE: Social Networks in Teacher Education o  Projet UE Lifelong Learning, 2012-2016

o  9 pays, 7 domaines de recherche, 3 groupes cibles -> une communauté de pratique internationale, multilinguistique et transdisciplinaire qui comporte des enseignants-chercheur, des étudiants et des enseignants en poste

o  objectif: o  offrir un d‘apprentissage personalisés, centrés sur l‘apprenant. o  Proposer un enseignement via des coopérations virtuelles qui

créent des environnements immersifs et transnationaux.

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Le concept SoNetTE en un coup d’oeil

o  Apprentissage coperatif et suivi personnalisé grâce à des ressources éducatives libres et des groupes d‘études (transnationaux et multilinguistiques) accompagnés.

o  Groupe d‘étude/study group – étudiants, stagiaires, T1, FC, formateurs de différents pays.

o  Communauté de pratique internationale

o  Un cours / un sujet de recherche

o  Principes et démarches partagés

o  Perspectives différentes et complémentaires o  Etudiants, enseignants, formateurs o  Specificité culturels

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3.1 A glimpse at the SoNetTE concept

o  Cooperative learning and individual support through OER and guided (transnational, multilingual) study groups

o  International communities of practice

o  One course / research topic

o  Shared principles

o  Different perspectives o  Students, teachers, educators o  Cultural views

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Un aperçu des cours offerts par SoNetTE

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3.2 A glimpse of SoNetTE course offerings

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Best practice – quelques exemples

n  Concepte et design du média n  Structure et séquences n  Méthodes n  Aspects interactifs n  Feedback

Potentiel innovateur grâce à la structure de l‘outil

et la démarche de travail collaboratif.

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3.3 Best practice examples

o  Multilingualism “by Design”? n  Concept and media design n  Structure and sequences n  Methods n  Interactive features n  Feedback

o  Principles, Potentials and Priorities in structures,

arrangements and processes

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3.3.1 You Tube, You Teach!

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You Tube, You Teach!

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You tube you teach: L’exploitation de ressources visuelles et audiovisuelles (ressources éducatives libres) pour la classe d’allemand

o  Cours pour étudiants MEEF en Tandem bi-national avec la PH Freiburg o  Objectifs de la formation: -exploiter les ressources (audio)visuelles

-utiliser et créer des ressources (audio)visuelles -améliorer les compétences interculturelles/numériques -construction collaborative de séquences de cours de langue) avec utilisation des outils TICE -mise en pratique en classe de langue -retour et feedback

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Multilingualism in the course design

o  Course design for 4 „MEEFs“ and binational tandems with PH Freiburg o  Course design and resources

o  Tasks and contributions o  Interactions

07.12.16 25 Jena, 09.05.2015

07.12.16 26 Jena, 09.05.2015

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3.3.1 You Tube, You Teach!

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Tandem-binationaux: Réflexion communicative

„Der Meißner-Aufsatz hatte recht… Aber ich glaube, man muss das im Studium wirklich erst mal selbst

ausprobieren. Wie das mit den Fragen eben…

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Binational tandems: Communicative Reflection

„Der Meißner-Aufsatz hatte recht… Aber ich glaube, man muss das im Studium wirklich erst mal selbst

ausprobieren. Wie das mit den Fragen eben…

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From “virtual” cooperations to sustainable results

o  Blended learning o  Task-based learning o  Research-based learning o  Cooperative learning [...] in new and hybrid settings! <-> lessons learned and consequences (participation? interaction? control? assessment?...)

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Lessons learned et perspectives: de la coopération virtuelle à la mise en pratique réelle.

Lessons learned et les conséquences (participation? interaction? MCC? assessment?...) o  Blended learning o  Task-based learning o  Research-based learning o  Cooperative learning

[...] in new and hybrid settings! Exemples: Journée d’études organisée par les étudiants Rencontres entre partenaires tandem E-book

sustainability

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3.3.2 Intercultural Competence

o  Intercultural learning as research topic and incidental learning experience

o  Transnational course – monolingual by design, multilingual through the participants

n  Concept and media design

n  Structure and sequences

n  Methods

n  Interactive features

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3.3.2 Intercultural Competence

o  Basic concepts of ICC: concept map o  The importance of ICC in education: synopsis of “Why intercultural

Education is important in education”

o  3 Teacher’s view on ICC: a research-based task n  conduct an interview using a ready questionnaire n  Add the responses into a common table and analyse the data n  present your analysis in an essay or presentation tool n  peer review at least one other analysis

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3.4 Intercultural Competence

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4. Conclusion

o  Lessons Learned in SoNetTE

o  Chances and Challenges of CALL

o  Affordances and contraints

o  Perspectives

38

Thank you for your attention!

Herzlichen Dank!

Paljon kiitoksia!

Merci!

www.sonette.org

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4. Conclusion

o  Affordances and contraints of CALL

o  Lessons learned in SoNetTE

o  Comments

o  Questions?