Technologically Enhanced Language Learning Pedagogy Research findings and implications for pedagogy PGCE Primary MFL 8 Dec 09

Findings Impact of technology on children’s language learning Impact of project on trainee perceptions Implications for effective pedagogy

Children’s language learning: intercultural understanding Differences and similarities: “he eats pizza and watches TV just like me” Affective factors: “they are our friends…they are in France but they are our friends as well” The role of technology: “ you absolutely have to see them ” Some possible differences between countries

Motivation Motivated by the friendships and the intercultural aspects: “you get to talk to people round the world” Motivation: “a better way to learn a language” “really interesting” “really good communicating” “fun” “exciting” Confidence: “really nervous the first time” “The more we use it, the easier it gets”; “It’s ok to get it wrong”

Desire to learn: “if they say a word then you’ve got to understand it”; “I think it’s really good, they are away from where you live, on another island, it’s really good, your ears get pricked up so you learn loads more” “It’s part of our life and it’s better than anything actually”

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” - “ it think it’s good because if we say a word wrong we shouldn’t feel embarrassed because they are learning English and they might pronounce things 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” - “If it’s a conversation shouldn’t we make it a bit more friendly?” - “I think they are doing too much for us, we should do it ourselves” Role of actual teacher – still a learner too: “ I thought teachers knew everything”

Trainees “this has made me re-evaluate what it means to be a languages teacher” “it’s exciting – I want to try it!” “It’s fantastic to be involved” “oh no not more ICT is what I thought at first, but now I think it’s great”

Issues raised Using the technology Planning and preparation time Role of teacher

Effective pedagogy: some issues Language use: L1, L2 Meaning and form Spontaneity of language use Independence in language learning Communication strategies

Turntaking Interacting Repair NV communication Paralinguistics See grid with examples

Lesson planning Incorporate - Technology - Communication strategies - Self-assessment

The good communicator checklist Did I …………… Start off the conversation okay? How did I do it? Show my partner that I understood? How? Show my partner when I didn’t understand? How? Ask my partner to repeat when I didn’t understand? Speak clearly so my partner could follow me? Use body language to communicate? Look at my partner’s body language to help me understand? Did I point to objects, use flashcards to be understood? Did I ask my classmates for help to find the right way to say what I meant? Did I finish the conversation okay? © J. Clark, JL Ortega, L.Chrétien & G.Macrory 2009