Technologically Enhanced Primary Language Learning MMU: MFL team
Project details Project title: Technologically Enhanced Language Learning Pedagogy Comenius Multilateral Projects Ref: UK-COMENIUS- CMP
Personnel Gee Macrory, Project Manager José Luis Ortega, Universidad de Granada Lucette Chrétien, Université de Poitiers TDA support Jo Clark, Stretford High School
Background to project TDA: 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
Shared curriculum examples Our schools - Where is our school? - Who is in my class? - School subjects - Timetable routines Our way of life Locality
Technologically enhanced activities Video-conferences: whole class presentations; partner-partner exchanges; question- answer sessions; information gap activities (eg completing a blank map) Learning platform:
Video footage of VC What is your immediate reaction? To what extent do you think that this pedagogic approach can develop the children’s intercultural understanding? How might this pedagogic approach make a contribution to a cross-curricular or CLIL approach to language teaching? How might it help to make teachers feel more European in outlook ?
Children’s views All 3 countries - Very positive about cultural knowledge - Increased confidence - Teacher learning - Awareness of language learning “ you absolutely have to see them ” “ you have to speak a traditional kind of English” “it must be funny when we pronounce a word wrong”
“Want to have conversations not a play” “It’s ok to get it wrong” We learn new words from each other” “The more we use it, the easier it gets” “Ears pricked up so you have to learn more” “Really want to be able to choose what to do”
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
Development of project: effective pedagogy Possible characteristics –real time + authentic –regular + frequent learner communication –content-led, rather than language led –purposeful communication –autonomous learning (not teacher led) –autonomous communication –communication strategies (eg repair) –pronunciation – aim of being understood –parallels between teacher/learner (teacher as learner and learner as teacher) –metacognitive and metalinguistic awareness & understanding –children as teachers - cooperative language learning –teacher not as expert –clear articulation of: use of L1/L2, initiating/responding etc (progression) What are the potential problems and issues?
Learning Platform facility Resources How best to use?
Teacher trainees Core focus group of the 3 universities ’ project is teacher trainees Trainees: - 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
Trainee activities Preparation/introduction at home university VC in home school and/or on placement abroad – observing and assisting Interviewing children and staff involved Preparing class for VC
Trainee perceptions so far School links Technology CLIL
Future of project: Evaluation of emerging pedagogy Close analysis/comparison of trainees’ perceptions in the 3 countries + develop research into French-Spanish link Involvement of trainees as active contributors to the project Increase independence in VC sessions – trainees in lead Use of related technologies: digi blues Develop LP pedagogy