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Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Against PPP: updating pedagogy through interactive teaching with technologiesITILT multiplier event 28 June 2017 Shona Whyte
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Why change? Let’s step back from practical questions of technology and pedagogy to address this simple question. I compare presentation-practice-production (PPP) and task-based language teaching (TBLT) approaches, using examples from French iTILT teachers at primary, secondary, and university levels to illustrate differences and show how innovative, reflective, and open practice can save time and add value in language education.
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Plan
• speaker background
• project background
• theoretical background
• teaching implications
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
language
• monolingual English background
• French, German undergraduate studies
• anglophone in France
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
teaching
• English language, translation (LLCE)
• English for special purposes (ESP)
• young learners
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
research• PhD Linguistics (second
language acquisition)
• CALL (computer-assisted language learning)
• teacher education (HDR didactique de l’anglais)
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
teacher education• pre-service language teacher
preparation
• international projects & teacher education groups
• social media & open educational practices
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Plan
• speaker background
• project background
• theoretical background
• teaching implications
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
iTILT
• interactive TECHNOLOGY: first iTILT project (2011-13)
• interactive TEACHING: current ITILT project (2014-17)
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
EU lifelong learning project
• 2011-2013
• http://itilt.eu
website with video examples of IWB-
supported classroom practice with
additional materials
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Development of the project
IWB Training
Data Collection Website
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
class filming
learner reflections
teacher interviews
DATA COLLECTION
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
6 languages
Dutch English French Spanish Turkish Welsh
7 countries
Belgium France
Germany Netherlands
Spain Turkey
UK
44 teachers, 81 films, 267 clips
primary secondary university vocational
4 educational levels
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
QUICK searchwho is at the IWB?
which tools are used?
for which teaching objectives?
IWB tools and features
IWB user: teacher or learner?
Language teaching objectives
Task orientation
balance between embedding and
activity clear preferencefor learner use of
IWB
balanced use of IWB for skills and subskills general preference
for pedagogical exerciseslimited range of
tools and features used
much more speaking + listening than reading
+ writing
focus on basic features:
images + sounds; pen + drag/drop
individual learner at IWB,
not pairs or groups
strong focus on vocabulary, also pronunciation
some task-like goals and outcomes but language focus on
accuracy rather than appropriatenessrare use for grammar
Limited range of basic featuresused to teach oral skills and vocabulary
with individual learners at the IWB working on pedagogical exercises
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
implications• practical/technical, pedagogical and reflective
dimensions of technology integration
• “slow burner” approach to teacher education
• collaborative reflection may stimulate innovation
• action research model to integrate classroom learning, teaching and teacher education
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
ERASMUS+ project
website with video examples of task-based language
teaching with various technologies
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
20 teachers, 25 tasks, 100 clips
5 languages
English French
German Turkish Welsh
3 educational levels
primary secondary university
Belgium France
Germany Netherlands
Turkey UK
6 countriestablets
smartphones video
3 technologies
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Development of the project
TBLT Training
Data Collection Website
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
My learners must cover a certain part of a larger programme and take high-stakes examinations
Is this true of you?
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
My school has purchased textbooks so I have to use them.
Yes?
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
My school wants me to use technology and participate in class exchanges
Yes?
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
I have to respect rules regarding internet safety and privacy laws
Yes?
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Everyone wants• change• evidence of learning• reflective, collaborative, even open practices …
Yes?
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
European projects like iTILT may add to these tensions instead of relieving them
mais non …
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Plan
• speaker background
• project background
• theoretical background
• teaching implications
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
PPP: presentation, practice, production
• Byrne 1976
• Teaching Oral English, Byrne 1986
Presentation
Language features are selected and sequenced in advance for explicit instruction, involving contextualised presentation followed by clarification of meaning, form and use.
Practice
Controlled practice of the feature is provided (e.g. in gap-fill exercises, ‘closed’ speaking practice activities and oral drills)
Production
Opportunities for use of the feature is provided through free production activities that attempt to simulate real-world usage (spoken or written) such as in role-plays, discussions and email exchanges.
Arguments in favour of PPP
• PPP reflects well how many of us expect to be taught a new skill (even if we don’t learn language like other skills)
• It stands to reason that demonstrations or presentations should precede practice, and that slow, careful practice should precede more automated, fluent practice.
• PPP is often culturally much closer to learner and teacher expectations than alternative lesson frameworks based on for example task-based learning
• PPP has dominated the organisation of the majority of mainstream ELT coursebooks ever since Abbs and Freebairn used it for their Strategies series in the 1970s
Task-based language teaching (TBLT)
• Long
• Ellis
• Skehan
• Willis
What is a task?
• a task is a workplan
• the plan engages learners in authentic language use
• the task includes materials to help learners achieve an outcome
• the outcome is specified in communicative, not linguistic terms
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
linguistic difficulties
• he and she • his and her • the copula is• lexis: play the cello, wrestling, horse-riding • I don’t know/I don’t understand• simple present 3rd person singular “s” he lives• the preposition in• is versus it’s• live/love• /h/ his, he, her; (h)old; his/is
Second language acquisition research suggests
• language learning is best achieved not by treating language as an ‘object’ to be dissected into bits and learned [..], but as a ‘tool’ for accomplishing a communicative purpose.
• ‘learning’ does not need to precede ‘use’, but rather occurs through the efforts that learners make to understand and be understood in achieving a communicative goal.
• the interactions resulting from the performance of tasks in a classroom resemble - in many respects - those found in child language acquisition in the home
Potential problems
• teachers do not always have a clear understanding of what a ‘task’ is and as a result the tasks end up as ‘practice’ rather than affording opportunities for genuine communication
• there may be tension between the need to get the students talking and the need to maintain class discipline
• teachers’ lack of confidence in their own L2 oral ability and the fear that TBLT places too much emphasis on oral communication
• teachers are also wary of adopting TBLT in situations where they need to prepare students for high-stakes tests that emphasize grammatical accuracy rather than communicative effectiveness
• TBLT threatens the established role of teachers by re-positioning them as co-communicators rather than as sources of knowledge about the L2
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
An example of TBLT
• a French university-level course
• undergraduate English
• media and communication
• learners used digital media as both a topic and a means of communication
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Story slam• undergraduate English majors
(L1 French, level B1-B2)
• 1h30 per week over a 12-week semester.
• one task: a story slam (storytelling competition)
• storytellers all prepare short personal stories on the same theme and tell them live one after the other
• winners go through to grand slam
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
General TBLT criteria Story slam activities
1• meaning takes precedence
over form • there is a gap in knowledge
• story has to fit guidelines (5 minutes, conflict/resolution format, true story, no notes) • audience has not heard story
2 learners use their own resources
• complete freedom to tell story in own words • no imposed or pre-taught vocabulary or grammatical structures
3 there is an outcome • advance planning focuses on story• story is told live to audience
4 there is a link to the real world• The Moth organisation runs story slams in English in many countries• storytelling is an activity also commonly conducted in L1
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
The class listened as each storyteller told their story. The students used their smartphones to record their
performances. A panel of judges used a grading rubric on paper to
record their individual assessments of each story. After all the stories had been told, the judges summed their individual grades for each storyteller to identify the two best stories, whose tellers went on to a grand slam
in the final class session (for extra credit).
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
This story slam task allowed students to participate in a regular language
activity which people also engage in in their native language for entertainment
and other social reasons.
Our classroom task was judged in terms of its real-world outcome.
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
However, in addition to feedback on the task outcome, the students also needed
feedback on their language use to make the most of this opportunity for language
learning.
For this, we needed post-task activities to provide feedback and encourage
reflection.
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Resources Activities Other possibilities
Soundcloudaudio sharing platform
learners created their own accounts, uploaded their story audio and shared with the teacher
Free account creation, use pseudonym or private setting if desired, hide/delete when course is over. Also possible to share with others.
Google formssurvey & quiz application
learners entered name, e-mail and direct link to recording on SoundCloud
Easy to create form and save responses to spreadsheet. Avoids problem of searching for student work, overloaded inbox. Timestamp to check submission time.
Gmail canned responsesmail.google.com=> Settings > Labs > Canned responses
Teacher composed canned response with link to pronunciation feedback page, space for individual feedback, and grade
Helps to avoid forgetting repeated details, and maintain level of feedback during grading process
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
Task-based language teaching involves embedding teaching and learning
activities in a wider, meaningful context
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
expect learners to understand and produce more, but don’t insist on accuracy at first
instead spend time on exposing learners to rich language input and providing opportunities
for interaction
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
consider how language is learned and how the teacher can support learning, rather than
what you should teach explicitly
Multiplier Event PH Schwäbisch-Gmünd, Germany 28 June 2017
http://www.itilt2.eu
Shona [email protected]
http://efl.unice.fr