Technologically Enhanced Language Learning Pedagogy www.tellp.org Progress to October 2008 and planning for Year 2 Dr Gee Macrory

Today’s presentation Resume of TELLP project Report on progress so far Planning for year 2 of project

Resume of TELLP project Aims Timescale Personnel Outcomes Activities proposed

Aims Central aim: the provision of an innovative context for initial teacher training within a technologically-enhanced, holistic,cross-curricular approach to teaching languages in the primary schools in the three countries (England, France, Spain)(bid,p.13)

Timescale & personnel 2007-2009 Lynda Moore, Head of Primary Programmes, IOE (Project co-ordinator); Gee Macrory (Head of Languages); Languages tutors: Pura Ariza, Cathy Brady & Joanne Mimnagh Lucette Chrétien José Luis Ortega

2008-09 Gee Macrory: Co-ordinator New colleague: Sarah Lister

Which trainees? Primary languages specialists in each country Group 1: 2 sub-groups, (i) those placed for school experience in the 6 project schools, (ii) the larger cohort of primary languages trainees Group 2: generalist primary trainees

Trainee outcomes Primary trainees will be able to identify and critically evaluate (a) the characteristics of a holistic cross-curricular approach to language teaching and learning and (b) the impact of the technology on:

Processes of children’s learning Development of intercultural understanding Children’s motivations School community Wider school curriculum (bid, p.15)

Activities (bid, p.15) Core focus group of the 3 universities’ project is teacher trainees Trainees will: acquire skills of planning effective video-conferencing sessions between international classes gain familiarity with primary pedagogy in the partner countries engage in joint planning (home and abroad) carry our focussed observation of impact of use of technology on children’s learning

Progress to date Tutor observations of VC and issues arising Focus group work with children Preparation of trainees Trainee activities: some examples Trainee perceptions A draft pedagogy

Tutor observations of VC in 6 schools Issues of language use (which language, which skill, linguistic progression, etc) Classroom organisation and management issues Development of intercultural awareness

Focus group work with children All 3 countries Data from KR/SP Very positive about cultural knowledge Increased confidence Awareness of language learning “ you absolutely have to see them”

Preparation of trainees Tasks given to trainees going from England to France and Spain March 08 + from France to England May 08 Introduction to LP

Trainee activities VC in home school and/or on placement abroad – observing and assisting Interviewing children and staff involved Preparation of some material for LP Preparing class for VC

Evaluation of trainee experiences Interviewed trainees in all 6 schools (in-depth, semi-structured, recorded interviews) with reference to criteria on p15 of bid

Trainee perceptions end of year 1 Beneficial for children, especially from a cultural perspective Insights into the language pedagogy issues Trainees beginning to be able to understand the issues to do with CLIL and with cross-curricular approaches to language learning Very keen to use the technology – good ideas Beginning to see implications for curriculum and whole-school planning

A new pedagogy? It is in real time and authentic It involves regular and frequent learner communication It is content-led, rather than language led It involves purposeful communication It involves autonomous learning  (not teacher led) It involves autonomous communication A key element is the teaching and learning of communication strategies (eg repair) There is an important emphasis on pronunciation – aim of being understood There are parallels between teacher/learner (teacher as learner and learner as teacher) It develops metacognitive and metalinguistic awareness and understanding The children see themselves as teachers as well as learners - cooperative language learning that is a two-way process The teacher is not necessarily seen as the only expert There is a clear articulation of: use of L1/L2, initiating/responding and linguistic progression

Implications for year 2: organisational and pedagogic Identify trainees for placements as early as possible (can visit, plan, etc) Provide ICT sessions/LP briefing early at university A greater focus on CLIL Greater independence using the new technologies Use, evaluation and development of the new pedagogy with partic ref to LP

Activities for year 2 Autumn Groups of primary languages trainees to observe new pedagogy + evaluate Tutors evaluate impact of pedagogy: interviewing teachers and children Tutors offer support and training to schools

Spring Spanish trainees come to England in January: 2 on placement; rest of group visits to observe + evaluate MMU trainees abroad 9 March – 3 April: 4 on placement; rest of group visits to observe + evaluate French trainees come to England 27 April – 22 May: 2 on placement; rest of group visits to observe + evaluate

Summer Home placement: trainees incorporate CLIL and use of new technologies into placement Tutor evaluation of trainees’ understanding of new pedagogy

Role of trainees To learn and contribute: active participation in project Devising materials for LP (part of assignment for course) Disseminate to generalist trainees

Role of university tutors Training and support Collection of examples of good practice (possibly through video) Evaluation, dissemination and publication

Dissemination Local seminars International conference at MMU