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Presentation Day 1 CALLing on Ethiopia at ASLU in Adama, Ethiopia.

Transcript of Adama day 1_done

  • 1. CALLing onEthiopia:Computer AssistedLanguageLearning at Sarah Guth, UniversityAdama UniversityLanguage CenterDay 1 Francesca Helm, Dept. ofPolitical ScienceUniversity of Padova, Italy

2. Part 1Personal IntroductionsBrief History of CALL Theory & Practice 3. What are we doing here? 4. Introductions: Sarahs story Course websites: provide info1999-2004 Student group websites: share info Give students access to students in other parts of the 2005-worldpresent Use of Web 2.0 to give students access to authenticcontexts of use (e.g. blogs, forums, Facebook), updated 2007-present information, and many different online resources 5. Introductions: FrancescasstoryMA in TESOL by distance learning with Institute of Education, University of London1996-2000 Online Education and Training Course, worked as facilitator Started doing exchanges between students in Italy and the2000- US, then Guatemala, Jordan, Holland, Kuwait, Palestine present Collaborate with Soliya as coordinator for Padova, facilitatortraining, facilitator and now coach. Using blogs with2008- students for English courses at Faculty of Political Science. present 6. Introductions: your story? Do you use CALL? If so, how? Sincewhen? What benefits do you think it can offer? Why are you here? What do you hopeto learn during these workshops? 7. Why use CALL?What they say, or originally said: To cut costs To reduce number of teachers To cater for a growing number of studentsWhat CALL practioners know: To increase access to education To enhance the learning experience To innovate and change Because technology is now part of our life 8. Key words in online education authenticityconnectivity flexibility interactivity explorationaccessibilitymultisensorycollaboration communityAdapted from G.Kearsley: Learning and Teaching in Cyberspace 9. What can we use CALL for?Some educational uses of technology: publishing and disseminating information retrieving information communicating collaborating developing online literacies 10. What is literacy? Basic human right: reading and writing In todays society we have new literacies: Computer literacy Internet literacy Information literacy Multimedia literacy Participation literacy 11. SLA/FLRESEARCHTECHNOLOGICALDEVELOPMENT SCALL 12. A brief history: stage 1Computer as Tutortechnology Mainframe computers, mostly available only atinstitutions and not in peoples homes Behaviouristic approach researchlearning takes place through mechanicalproduction, memorization and repetition of givengrammar patterns repetitive language drills which aimed at helping practice learners master the foreign grammar andvocabulary by responding to the stimuli madeavailable through technology 13. A brief history: stage 2 Computer as Tool to stimulate learningtechnology Advent of personal computers and increasing multimediacapabilities of software programs researchCommunicative approach focus on the actual use of language forms in context computer as a means to access, gather and processinformation through hands-on experiments, hypothesis practice testing and problem-solving to stimulate students discussion,writing, or critical thinking: learner as researcher, teacher asfacilitator 14. A brief history: stage 3Computer for communication Advent of the World Wide Web and the Internet in the 1990stechnology Advent of Web 2.0 in the first decade of the 21st Century Greater access to computers and broadband Sociocognitive approach/socioconstructivism researchlearning takes place through social interaction in authenticcontexts NBLT : language teaching that involves the use ofcomputers connected to one another in either local or practice global networks the machine serves to support collaborative activity andenhance the learning process both on-line, during theinteraction, and off-line, in reflective practices 15. Today, in 2012? Althoughpractices from all 3 stages are still in use, during the next few days we will focus on the types of activities that characterized stages 2 and 3, i.e.: Using the computer to access resources Using the computer to access other people 16. PART 2How to integrate CALL into the classroom: Blends & Tools 17. Is blended coffee better? Manycoffee manufacturers claim that their blends of Ethiopian coffee with beans from other places, such as Yemen or Colombia, is better than pure Ethiopian coffee.Is the blend better? We cant argue about coffee, but in theforeign language classroom, it often is. 18. Blending classroom & lab Whatcan you do in a lab that you cantdo in a classroom? What can you do better in a classroomrather than in a lab? 19. Blending F2F and online Canyour students only attend, lets say,one F2F lesson a week? And do they haveInternet access? Or, are there things that are just as welldone autonomously online? Or, do you want to develop yourstudents ability to communicateeffectively online? 20. Tools: whats changed (expensive) proprietary software forlanguage practice Resources on the Internet(expensive) software for creating WebcontentsResources on the InternetFree Web-based tools for creating contents 21. The changing nature of the WebWeb 2.0 users produce and share content the wisdom of the crowds (Surowiecki, 2005) websites where knowledge and content are created and shared 22. Benefits access and produce real language real audience: increased responsibility new tools: increased autonomy, competence andconfidenceIn your opinion,proactive learningwhat might the improved information literacy improved reflective and criticalbe? skillsbenefits thinking improved participation literacy potential for informal learning 23. Challenges technical challenges: broadband, computer access, etc. tools dont necessarily appeal to all students In your opinion, whattime consuming for students and teacherslearning how to effectively collaborate mightstable challengesthe not all tools arebe?assessment: process or product? individual or group? teacher needs basic skills in e-tutoring empowering students means teacher giving up control 24. PART 3How to develop CALL tasks 25. Have we forgotten anything? Whatis our main aim? To help students learn Dont be dazzled by technology Remember basic pedagogical practice In a structured institutional context, tasksare a good way to ensure we are workingtowards our main aim 26. A practical example Learning aims: improve listening for intermediate learners discuss and reflect on culture How:find a web-based audio/video students can access on their own 27. Step 1: Explore Surf the Web for appropriate materials, thisinvolves: Choosing appropriate key words (such as?) Evaluating the websites you find (based on whatcriteria? So, we eventually found a website which metthese criteria: Site hosted by a respectable organization thatopenly shares inspiring talks on the Web Videos can be downloaded and embedded inother webpages, such as blogs Subtitles available in numerous languages,translation in some and interactive tapescript 28. Step 2: Develop a taskWord association & discussionListening Discussion & with guidingwritingquestions 29. Step 3: What tools? Wordassociations: google forms Comprehension and discussion questions:course blog Video: embedded in course blog, link towebsite (where it can also bedownloaded) Student reflection and discussion: first ascomments to the blog, then classdiscussion 30. Recycling language Listening skills Reading questions/writing answers Reading peer commentsSpeaking during class discussionWriting your own single story 31. Pre-task 32. AfricaNigeriaUSAPre- taskVillaggi, savana, elefanti Guerra, calcio, petrolio Repubblicani,povert, terzo mondo,sud, Africa, nerohamburger, Wall Streetinfibulazioneafrica, nigerfastfood, gran canion, 11deserto, povert. egitto povert, guerra, quartosettembredeserto, safari, animali mondoobama, 4 luglio, footballselvaticiminiere di diamanti, fastfood, NYC, obama,Mandela, safari, piramidiguerre interne,Martin Luther King,tanzania safari desertodispotismo schiavit, zio SamGazzella, Povert, guerra povert quartoobama oceano worldSolidarietmondotrade centertrib, riti magici Povert, Immigrazione, Statua della Libert,corno ghanaFangoDollaro, Obamapoverta povert, capanne mc donalds, new yorkpovert,acqua,savana povertstelle strisce hamburgerColore, Leone, Soleguerra hamburgerZebra, deserto, Maroccoscuro,altezza,bandiera hot dog,new york,gossippelle scura, deserto,Poveri, Fame, Aids girlpovertAids, caldo, missioniNewYork, Disney,Savana - Caldo - Animali rifugiati polaitci,Macchinesahara persecuzioni New York, hamburger,favelas, vestiti, capanneFame - Povert California Diversitorgoglio nazionale nero baracche malaria 33. Pre- taskPreparatory questions: What is a story teller? What kind of stories did you use to read? Do you remember any of them in particular? What is raffia? A roommate? What do the following verbs mean? to patronize, topity, to assume. 34. TaskRead these comprehension questions before you watch thevideo, and then try to answer them: What was Adichies single story about books when she was a child? How did this change? What was her single story about Fide, their domestic helper? How did that change? What was her university room mates single story about Africa? What is the origin of this single story about Africa that permeates the US, according to Adichie? When did she begin to identify herself as African? What did the American professor say about her novel? What was Adichies single story about Mexicans? Where did it originate? nkali is an igbo word which relates to power. How does "nkali" relate to a single story? Why does she imply the American student seem to think that all Nigerian men are physical abusers? What is the problem with stereotypes? What are the consequences of a single story? How does she suggest we can reject the single story? GO 35. Post-taskDiscussion and/or on the course blog Write your own single story you have or had about aplace or people, or that you have experiencedfrom other people towards you. Where did this single story originate? 36. Silvia 21 ottobre 2012 10:26My single story is about the stereotypes of one of my Norwegian familyabout the Italians.I lived one year in Norway and there I had two host families. This summerone of them came to visit my family and me.They lived in my house for five days, they tried to live as if they whereItalians, they strongly wanted to try this experience; but they came herewith a single story of the Italian family and the Italian way of live. Theythought that Italian children where spoiled and not able to think bythemselves. They believed that all the Italian women were submitted bytheir husbands, that all the Italian men were totally dependent from theirmothers also when they had left their family houses and so never readyto become good fathers or responsible mates.I could perceive that they felt pity for my mother just because she use tocook dinner and to wash the dishes, they where abrupt with my fatherand they where enables to see that he helped my mom in many otherways. They were angry with my brother because in their opinion he wasspoiled just because my sister and I like to play with him and to cuddlewith him, he is just ten years old and we are over twenty both so for us itsnormal to take care of him; in Norway parents dont have muchphysical contact with their children and they not use to hug or kiss themso they believed that to receive hug for my brother meant to neverbecame a strong man.