”From language laboratory to computerised classroom”

- some reflections based on a teachers personal experience

Claus Mathiesen, language teacher 1974-76 Military Language Course in

Denmark (Russian) 21 months, Tactical Interrogation

1978 Military Language Course (Polish, West Germany, BSprA) 3 months, West Germany

1979 Started teaching in the defense 1979-89 Static Cold War approach

(Polish, Russian) tactical interrogation (selected students) signal intelligence (”normal” students)

Claus Mathiesen, language teacher 1989-99: Hectic adaption to a constantly

changing reality (exploding need for interpreters for military cooperation activities, weapons control regimes etc.) 1994: University degree in Polish and Russian

1999 – first Russian class trained as military interpreters graduated 1999-2003: Defence Attaché (Poland, Ukraine)

2003-2008: Continued development of interpreters training (Russian) courses paused in Spring 2008

Lecturing at the University of Copenhagen

language laboratory (1997-98)

a ”computerised” teachers control board

each student having a computer at his disposal at the table in the classroom

Sanako digital language laboratory all connected in an network linked to

a dataserver (big ”hard disc”)

Moving from the concept of ”digital language laboratory” to ”computerised classroom” (1)

1. phase: digitalising teaching materials –>

no substantial change in teaching form main areas of concern (AoC):

”keeping up” with the technological challenges (practical/conceptual)

preventing students from cheating and other unauthorised use of different software blocking the internet(!)

Moving from the concept of ”digital language laboratory” to ”computerised classroom” (2)

2. phase: possibilities and advantages of using a

larger number of features from the ”digitalised world” explored in a dialectic proces (students <-> teachers) -> dimensioning way(s) of teaching

AoC: loss of control of delivering information loss of control of correctiong errors doubts about the ”efficency” of uncontrolled

learning

Moving from the concept of ”digital language laboratory” to ”computerised classroom” (3)

3. phase: new forms of teaching (teacher =

facilitator) -> dimensioning the way of producing and using

the teaching materials AoC:

continued ”inventivness” in developing teaching materials supporting active and highly motivated student work not involving the teacher as a direct part of the proces

controlling results/effectivness of this ”free style” learning proces

language laboratory – CLASSROOM with COMPUTERS (2007-8)

free access to the internet Officepackage

Word – editor letters for other languages available easy switching – cyrillic, arabic etc.

Power Point (to structure, to visualise) Language Laboratory (Sanako) various media players (audio/video) mailfunction various software and applications

WHY all this fuzz? (Danish) students want to be in action

(all the time!) individually in smaller groups

students want challenging tasks variation is important!

students want to experience, that their individual knowledge and skills are being used in the class let the students find the answers!

Students ”hot’s” and ”not’s” students don’t want to listen to the

teacher ”preaching” and the teachers preaches normally

don’t ”reach the target” even when repeated!!

students expect the teacher to initiate the working proces

students expect, that the teacher can be consulted

students expect praise (don’t forget!!)

Problem areas:Teachers ”words of wisdom” and”control of progress”

the teacher must find alternative ways to transfer key information write it down and hand it out as part of

the students preparation control of progress has to be

organised in alternative ways regular, short and effective

(computerised testing etc.) useful as guidance to further work (as

well for students as for the teacher)

The involvment of IT ”escalates”

Basic Language Course (LC) mainly ”classic” use af Language

laboratory facilities and training Medium level LC

as BLC, but enhanced use of audio- and videomaterial (adapted and authentic, practicing the use of internet ressources in the target language, more complex tasks

Advanced, specialised LC comprehensive use of all IT facilities,

including ”live” material (TV) and materials produced by the students (PowerPoint presentations etc.)

Use of the IT facilites

Integration of other items

than language in the language

teaching process

Further development increasing customisation and

individualisation of teaching materials increasing variation of individual and

groupbased workstyles increasing virtuality towards more and

more quasirealistic language training environments as one of several approaches to learning

increasing accessability improving means of quality control

(”milestones” and end goals)

Conclusive remarks don’t resist technological innovations

your students will expect you to take advantage of them anyway

explore their advantages and possibilities with an eye on eventual weakpoints not many innovations are created to

specifically support teaching don’t worry – be happy!!

it’s fun!!!