New Challenges for Multilingualism in Europe,

Dubrovnik, 2010Gee Macrory, Manchester Metropolitan University, UK,

Lucette Chrétien, Université de Poitiers, France,

José Luis Ortega Martín, Universidad de Granada, Spain

Technologically Enhanced Language Learning in Primary Schools in England, France and Spain:

developing linguistic competence in a technologically enhanced

classroom environment

Project details

Project title: Technologically Enhanced Language Learning Pedagogy

Comenius Multilateral Projects Ref: 134244-2007-UK-COMENIUS-

CMP www.tellp.org

Early language learning: the current context• Introduction of primary languages in UK, France and

Spain• UK: National Languages Strategy 2002; primary

languages 2010 Johnstone, 2001: ‘a different rationale’ Key factors: international dimension, cross-curricular/CLIL

approaches and ICT,global dimension in education The European context - Lisbon strategy - EC Action Plan 2004-06- Common European Framework of Reference for

Languages- European teacher competences

Background to project

Teacher Development Agency in UK: Collaborative technologies in languages initiative (CTLI)

International project: six primary schools, three initial teaching training (ITT) institutions and local authorities and regional governments in England, France and Spain working together using a shared curriculum to develop and improve the teaching and learning of languages.

The Six Schools Project

2 schools in each of Trafford (Greater Manchester), Granada and Niort

Linked by video-conferencing and a learning platform

Shared CLIL-focussed curriculum

Trafford

Granada

Niort

Learning platform: the Gateway

www.6schools.eu

TheThe school

Reception area

Log in

Staffroom

Classroom

Library

Garden

Shared curriculum examples

Our schools Our way of life Locality Healthy eating Recycling

Technologically enhanced activities Video-conferences: whole class

presentations; partner-partner exchanges; question- answer sessions; information gap activities (eg completing a blank map)

Learning platform: www.6schools.eu

Some methodological issues

Role of descriptive studies (Lamy & Hampel, 2007)

Relationship between research and pedagogy

Relationship between technology /CMC (Computer Mediated Communication) and SLA (Second Language Acquisition) (see Chapelle, 2007; Blake 2007): interactionist/sociocultural perspectives

Data collection

3 countries: same research methodology

Observations by range of people Focus group work with children Interviews with trainees and teachers Questionnaire data from trainees

Results

Impact of technology on children’s language learning

Implications for effective pedagogy

Children’s language learning: intercultural understanding

Differences and similarities Affective factors: “they are our friends” The role of technology:“ you absolutely

have to see them”

Motivation

Motivation: “a better way to learn a language” “really interesting” “really good communicating”

Confidence: “really nervous the first time” “The more we use it, the easier it gets”; “It’s ok to get it wrong”

(see Kinginger, 1998; Yamada, 2009; but see BECTA, 2004)

Processes of language learning (1):reciprocity Reciprocal nature of learning:

- “ you have to speak a traditional kind of English”

- “We learn new words from each other”

- “it’s real communication”,

- “it must be funny when we pronounce a word wrong”

Processes of language learning (2): learner autonomy

From anxiety to desire for independence

- “Want to have conversations not a play”

- “ Really want to be able to choose what to do” Role of actual teacher – still a learner too: “ I

thought teachers knew everything” (see Macrory & Beaumont, 2007)

Some pedagogic considerations

Which technological tools? Classroom management and

organisation Planning for participation Linguistic issues

Linguistic/methodological issues

L1 and L2: the ‘target language space’ Linguistic competence and intercultural

understanding Oracy and literacy Register Purpose and use Content Communication strategies

Implications for theory

Implications for SLA (Chapelle, 2007:107)“Technology dramatically extends and changes the

breadth and depth of exposure that learners can have with the target language. As a consequence all approaches to SLA that theorize a role for input need to consider the way that technology changes linguistic input and how learners’ access to new forms of input might affect acquisition.”

Towards a research agenda

Appropriate pedagogy: autonomy, reciprocity and communication strategies

Language development as emergent phenomenon and the role of the teacher

Possible differences in different country contexts

Sustainability and implications for teacher education

References

Blake, R. (2007) New trends in using technology in the language curriculum. Annual Review of Applied Linguistics, 27, 76-97.

Chapelle,C.A. (2007) Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114.

Johnstone, R. (2001) ‘Languages at primary school as a matter of national and international policy. What can research tell us about the key conditions of success?’ BAAL/CUP Seminar, Young Language Learners: Towards A Research Agenda. University of Manchester, 15 June 2001.

Kinginger, C. (1998) Video-conferencing as access to spoken French. The Modern Language Journal, Vol 82/4, p502–513

Lamy, M & Hampel, R. (2007) On-line Communication in Language Learning and Teaching. Basingstoke: Palgrave Macmillan.

Macrory, G. & Beaumont,M. (2007) Anglo-French partnerships in primary languages: implications of school links for learning, teaching and training’, Francophonie, Autumn 2007.

Yamada, M. (2009) The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication. Computers & Education, Vol 52, p820-833