1. Technologically Enhanced Primary Language Learning Project by Gee Macrory CILT Initial Teacher Education Conference 12-13 September 2008

2. Project details Project title: Technologically Enhanced Language Learning Pedagogy Comenius Multilateral Projects Ref: 134244-2007-UK-COMENIUS- CMP www.mmu.ac.uk/tellp (coming soon!) www.mmu.ac.uk/tellp

3. Personnel Gee Macrory, Pura Ariza, Cathy Brady and Lynda Moore, MMU José Luis Ortega, Universidad de Granada Lucette Chrétien, Université de Poitiers TDA support Jo Clark, Stretford High School

4. 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.

5. 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

6. Trafford

7. Granada

8. Niort

9. Shared curriculum examples Our schools - Where is our school? - Who is in my class? - School subjects - Timetable routines Our way of life Locality

10. Technologically enhanced activities Video-conferences: whole class presentations; partner-partner exchanges; question- answer sessions; information gap activities (eg completing a blank map) Learning platform: http://gateway01.lpplus.net http://gateway01.lpplus.net

11. 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

12. Language issues - Which language? - Spontaneity/scripted - Initiation/response - Ask/answer - Accuracy/communication - Pronunciation - Communication strategies - Impact on L1

13. Focus group work with children 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”

14. Resume of TELLP project (3 universities) Aims Timescale Outcomes Activities

15. 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)

16. 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

17. 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:

18. Processes of children ’ s learning Development of intercultural understanding Children ’ s motivations School community Wider school curriculum

19. Activities 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

20. 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

21. Trainee perceptions so far 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

22. 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?

23. Development of project: trainees 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

24. Implications for next year Identify trainees for placements as early as possible (can visit, plan, etc) Provide ICT sessions/LP briefing early at university Involve wider group of trainees Offer whole-school briefing to project schools about the university project