1. 8/21/06CALL2006 Monitoring the Learner Monitoring Cross Sector Language Learner Dialogues Jane Hughes Lydia Buravova

2. 8/21/06CALL2006 Monitoring the Learner Project Background CROSSCALL - Cross Sector Computer Assisted Language Learning –Linking school and university language students –German, Spanish, Russian, Mandarin, Arabic Virtual learning environment (WebCT) –Mainly asynchronous discussion –MP3 files to exchange spoken messages Both sides learn

3. 8/21/06CALL2006 Monitoring the Learner Research background Multilingual Internet (** Writing in English) –Netspeak or online written language Language choice (eg Durham, 2003) Code switching, (eg Danet, Herring, 2003 ) Written and oral forms, (eg Warshauer et al) How writers adapt to technical constraints, eg Greeklish Electronic literacy –(How) should language learners be taught online communication in the target language? (Schetzer and Warschauer, 2000; Chen, 2006) Collaboration between native speakers and language learners online (eg Lee, 2004)

4. 8/21/06CALL2006 Monitoring the Learner Example

5. 8/21/06CALL2006 Monitoring the Learner What to monitor? Safety Process of online communication –How relationships developed –Characteristics of language used –Students awareness about language use Register Use of target language and English –Roles and images How the university students see their role The image of themselves that the students create Learning –What students in both sectors learned

6. 8/21/06CALL2006 Monitoring the Learner Observations Developing relationships –Initiating the dialogue –Pattern of questions and answers –Topics discussed –Features of more successful dialogues University student role conceptions –Not teachers –Approach to giving help and making corrections

7. 8/21/06CALL2006 Monitoring the Learner Language use –Mainly informal but some variation Hola! Hi! Hallo, Hey! Guten Tag, Liebe Susan, no address Bis bald, xxx, Liebe Grüße, schreib bald, deine Susan, viel Spass noch in der Schule –English mixed with target language in varying proportions –Errors –Internet and Texting features Seufz, :)), Chats, :D

8. 8/21/06CALL2006 Monitoring the Learner Examples –Student perceptionsStudent perceptions –call-discussionexamples.doccall-discussionexamples.doc

9. 8/21/06CALL2006 Monitoring the Learner Acknowledgements Thanks to: –The language teachers and students at Elliot School, William Ellis School and Weald of Kent Grammar School –The UCL/SSEES university students –The project leader, Terry King –The funders, CfBT and UCL

10. 8/21/06CALL2006 Monitoring the Learner References Chen, C-F. E. (2006). The Development of E-Mail Literacy: from Writing to Peers to Writing to Authority Figures. Language Learning & Technology, Vol.10, No.2, May 2006, pp.35-55 Durham, Mercedes (2003). Language Choice on a Swiss Mailing List. JCMC (Journal of Computer Mediated Communication?), Vol 9, issue 1. Danet, Brenda, Herring, Susan C. (2003). Introduction: The Multilingual Internet. JCMC 9 (1), November 2003 Lee, Lina (2004). Learners Perspectives on Networked Collaborative Interaction with Native Speakers of Spanish in the US. Language Learning & Technology 8(1), January 2004, pp 83-100 Shetzer, H., Warschauer, M. (2000): An Electronic Literacy Approach to Network-based Language Teaching. In Warschauer, M., Kern, R. (Eds.): Network based Language Teaching: Concepts and Practice. New York: Cambridge University Press Mark Warschauer, Ghada R. El Said, Ayman Zohry: Language Choice Online: Globalization and Identity in Egypt