New Challenges for Multilingualism in Europe, Dubrovnik, 2010 Gee 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: UK-COMENIUS- CMP

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 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

The The 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:

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, Chapelle,C.A. (2007) Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 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 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 Yamada, M. (2009) The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication. Computers & Education, Vol 52, p