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Presentation Day 1 CALLing on Ethiopia at ASLU in Adama, Ethiopia.
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CALLing on Ethiopia:Computer Assisted Language Learning at Adama UniversityDay 1
Sarah Guth, University Language Center
Francesca Helm, Dept. of Political Science
University of Padova, Italy
Part 1
Personal IntroductionsBrief History of CALL Theory & Practice
What are we doing here?
Introductions: Sarah’s story
1999-
2004
• Course websites: provide info• Student group websites: share info
2005-
present
• Give students access to students in other parts of the world
2007-
present
• Use of Web 2.0 to give students access to authentic contexts of use (e.g. blogs, forums, Facebook), updated information, and many different online resources
Introductions: Francesca’s story
1996-
2000
• MA in TESOL by distance learning with Institute of Education, University of London
• Online Education and Training Course, worked as facilitator
2000-
present
• Started doing exchanges between students in Italy and the US, then Guatemala, Jordan, Holland, Kuwait, Palestine
2008-
present
• Collaborate with Soliya as coordinator for Padova, facilitator training, facilitator and now coach. Using blogs with students for English courses at Faculty of Political Science.
Introductions: your story?• Do you use CALL? If so, how? Since
when?
• What benefits do you think it can offer?
• Why are you here? What do you hope to learn during these workshops?
Why use CALL?What ‘they ‘ say, or originally said: To cut costs To reduce number of teachers To cater for a growing number of students
What CALL practioners know: To increase access to education To enhance the learning experience To innovate and change Because technology is now part of our life
Key words in online education
flexibility
accessibility
connectivity
communitycollaboration
exploration
interactivity
multisensory
authenticity
Adapted from G.Kearsley: Learning and Teaching in Cyberspace http://home.sprynet.com?~gkearsley?chapts.htm
What can we use CALL for?Some educational uses of technology: publishing and disseminating
information retrieving information communicating collaborating developing online literacies
What is literacy? Basic human right: reading and writing In today’s society we have new
literacies: Computer literacy Internet literacy Information literacy Multimedia literacy Participation literacy
CALL
TECHNOLOGICAL
DEVELOPMENTS
SLA/FL RESEARCH
A brief history: stage 1Computer as Tutor
• Mainframe computers, mostly available only at institutions and not in people’s homestechnology
• Behaviouristic approach• learning takes place through mechanical production, memorization and repetition of given grammar patterns
research
• repetitive language drills which aimed at helping learners master the foreign grammar and vocabulary by responding to the stimuli made available through technology
practice
A brief history: stage 2Computer as Tool to stimulate learning
• Advent of personal computers and increasing multimedia capabilities of software programstechnology
• Communicative approach• focus on the actual use of language forms in contextresearch
• computer as a means to access, gather and process information through hands-on experiments, hypothesis testing and problem-solving to stimulate students' discussion, writing, or critical thinking: learner as researcher, teacher as facilitator
practice
A brief history: stage 3Computer for communication
• Advent of the World Wide Web and the Internet in the 1990s
• Advent of Web 2.0 in the first decade of the 21st Century• Greater access to computers and broadband
technology
• Sociocognitive approach/socioconstructivism• learning takes place through social interaction in authentic
contextsresearch
• NBLT : «language teaching that involves the use of computers connected to one another in either local or global networks»
• the machine serves to support collaborative activity and enhance the learning process both on-line, during the interaction, and off-line, in reflective practices
practice
Today, in 2012? Although practices from all 3 stages are
still in use, during the next few days we will focus on the types of activities that characterized stages 2 and 3, i.e.: Using the computer to access resources Using the computer to access other
people
PART 2
How to integrate CALL into the classroom:Blends & Tools
Is blended coffee better? Many coffee manufacturers claim that
their blends of Ethiopian coffee with beans from other places, such as Yemen or Colombia, is ‘better’ than pure Ethiopian coffee.
Is the blend better?
We can’t argue about coffee, but in the foreign language classroom, it often is.
Blending classroom & lab What can you do in a lab that you can’t
do in a classroom? What can you do better in a classroom
rather than in a lab?
Blending F2F and online Can your students only attend, let’s say,
one F2F lesson a week? And do they have Internet access?
Or, are there things that are just as well done autonomously online?
Or, do you want to develop your students’ ability to communicate effectively online?
Tools: what’s changed(expensive) proprietary software for
language practice
Resources on the Internet(expensive) software for creating Web
contents
Resources on the InternetFree Web-based tools for creating contents
The changing nature of the WebWeb 2.0
users produce and share content
the ‘wisdom of the crowds’ (Surowiecki, 2005)
websites where knowledge and content are created and shared
Benefits access and produce real language
real audience: increased responsibility
new tools: increased autonomy, competence and confidence
proactive learning
improved information literacy
improved reflective and critical thinking skills
improved participation literacy
potential for informal learning
In your opinion, what might the
benefits be?
Challenges technical challenges: broadband, computer access, etc.
tools don’t necessarily appeal to all students
time consuming for students and teachers
learning how to effectively collaborate
not all tools are stable
assessment: process or product? individual or group?
teacher needs basic skills in e-tutoring
empowering students means teacher giving up control
In your opinion, what might the challenges be?
PART 3
How to develop CALL tasks
Have we forgotten anything? What is our main aim? To help students learn
Don’t be dazzled by technology Remember basic pedagogical practice In a structured institutional context,
tasks are a good way to ensure we are working towards our main aim
A practical example Learning aims:
improve listening for intermediate learners
discuss and reflect on culture How: find a web-based audio/video
students can access on their own
Step 1: Explore Surf the Web for appropriate materials, this involves:
Choosing appropriate key words (such as…?) Evaluating the websites you find (based on what
criteria…? So, we eventually found a website which met these
criteria: Site hosted by a respectable organization that openly
shares inspiring talks on the Web Videos can be downloaded and embedded in other
webpages, such as blogs Subtitles available in numerous languages, translation
in some and interactive tapescript
Step 2: Develop a task
Word association
& discussion
Listening with
guiding questions
Discussion & writing
prepare
reflection/focus on form
info
rm
Step 3: What tools? Word associations: google forms Comprehension and discussion
questions: course blog Video: embedded in course blog, link to
website (where it can also be downloaded)
Student reflection and discussion: first as comments to the blog, then class discussion
Recycling languageListening skills
Reading questions/writing answers
Reading peer comments
Speaking during class discussion
Writing your own single story
Africa Nigeria USA
Villaggi, savana, elefantipovertà, terzo mondo, infibulazionedeserto, povertà. egittodeserto, safari, animali selvaticiMandela, safari, piramiditanzania safari desertoGazzella, Povertà, Solidarietàtribù, riti magicicorno ghana poverta'povertà,acqua,savanaColore, Leone, SoleZebra, deserto, Maroccopelle scura, deserto, povertàSavana - Caldo - Animalisaharafavelas, vestiti, capanne
Guerra, calcio, petroliosud, Africa, neroafrica, nigerpovertà, guerra, quarto mondominiere di diamanti, guerre interne, dispotismoguerra povertà quarto mondoPovertà, Immigrazione, Fangopovertà, capannepovertà guerrascuro,altezza,bandieraPoveri, Fame, AidsAids, caldo, missionirifugiati polaitci, persecuzioniFame - Povertà – Diversitànero baracche malaria
Repubblicani, hamburger, Wall Streetfastfood, gran canion, 11 settembreobama, 4 luglio, footballfastfood, NYC, obama,Martin Luther King, schiavitù, zio Samobama oceano world trade centerStatua della Libertà, Dollaro, Obamamc donald's, new yorkstelle strisce hamburgerhamburgerhot dog,new york,gossip girlNewYork, Disney, MacchineNew York, hamburger, Californiaorgoglio nazionale
Pre-task
Preparatory questions: What is a story teller? What kind of stories did you use to read? Do you remember any of them in particular? What is raffia? A roommate? What do the following verbs mean? to patronize,
to pity, to assume.
Pre-task
Read these comprehension questions before you watch the video, and then try to answer them:
What was Adichie’s single story about books when she was a child?How did this change?What was her single story about Fide, their domestic helper?How did that change?What was her university room mate’s single story about Africa?What is the origin of this single story about Africa that permeates the US, according to Adichie?When did she begin to identify herself as African?What did the American professor say about her novel?What was Adichie’s single story about Mexicans? Where did it originate?“nkali” is an igbo word which relates to power. How does "nkali" relate to a single story?Why does she imply the American student seem to think that all Nigerian men are physical abusers?What is the problem with stereotypes?What are the consequences of a single story?How does she suggest we can reject the single story?GO
Task
Discussion and/or on the course blog …
Write your own 'single story' you have or had about a place or people, or that you have experienced from other people towards you. Where did this
single story originate?
Post-task
Silvia 21 ottobre 2012 10:26My single story is about the stereotypes of one of my Norwegian family about the Italians.I lived one year in Norway and there I had two host families. This summer one of them came to visit my family and me.They lived in my house for five days, they tried to live as if they where Italians, they strongly wanted to try this experience; but they came here with a single story of “the Italian family and the Italian way of live”. They thought that Italian children where spoiled and not able to think by themselves. They believed that all the Italian women were submitted by their husbands, that all the Italian men were totally dependent from their mothers also when they had left their family houses and so never ready to become good fathers or responsible mates.I could perceive that they felt pity for my mother just because she use to cook dinner and to wash the dishes, they where abrupt with my father and they where enables to see that he helped my mom in many other ways. They were angry with my brother because in their opinion he was spoiled just because my sister and I like to play with him and to cuddle with him, he is just ten years old and we are over twenty both so for us its normal to take care of him; in Norway parents don’t have much physical contact with their children and they not use to hug or kiss them so they believed that to receive hug for my brother meant to never became a strong man.