ICT for primary EFL
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Transcript of ICT for primary EFL
51e Congrès De La SAES, Atelier 24 - Didactique Et Acquisition Des Langues, 21/05/11
New technologies in primary English teacher training
Shona WhyteEquipe LiDidaBases, Corpus, Langage, UMR6039Université de Nice-Sophia Antipolis
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Threefold argument:
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Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
1. ICT
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new technologies are the only salvation for FL teaching in French schools
Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
BUT
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only if teacher cognition research informs training
Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
AND
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this research can inform wider questions of classroom acquisition
Shona WHYTE, Nice Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
Learning to teach with videoconferencing in primary FL classrooms
✤ Special issue of ReCALL on CALL and CMC Teacher Education research: enduring questions, emerging methodologies
✤ Edited by Nicolas Guichon and Mirjam Hauck
✤ September 2011
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Shona WHYTE, Nice Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
Plan
✤ Introduction
✤ Background
✤ Project
✤ Findings
✤ Conclusion
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Shona WHYTE, Nice Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
Introduction
✤ “1000 visioconférences pour l’anglais à l’école primaire”
✤ VC links for primary EFL classes
✤ longitudinal project:
✤ 8 practising primary teachers
✤ 6 months
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Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
Background
Literature
✤ Borg (2009): teacher cognition
✤ Cutrim Schmid (2008): IWB for EFL
✤ Develotte, Guichon, Kern (2007): VC
✤ Gruson (2011): VC in French primary EFL
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Context
✤ generalist teachers
✤ whole-class teaching, rote learning
✤ CER
✤ centralised recruitment/promotion
✤ masters training
Shona WHYTE, Nice [email protected] efl.unice.fr
Project
✤ videoconferencing in English between pairs of primary classes in the Alpes-Maritimes
✤ 8 (6) generalist primary teachers; 2 teacher trainers; researcher as participant observer
✤ “resource” (experienced EFL teacher) to “recipient” (novice EFL teacher) class
✤ 6 months: initial training => first VC sessions (Jan-June 10)
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“recipient” “resource”
W V
C E
J M
Shona WHYTE, Nice [email protected] efl.unice.fr
Project: data
✤ pre-training questionnaire (FL, ICT experience)
✤ video recordings of VC sessions
✤ learner focus-group interviews after VC sessions
✤ learner drawings of VC experience
✤ teacher and trainer contributions to asynchronous discussion group
✤ video-stimulated recall interviews
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Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr12
Project: VC set-up
✤ whole-class to whole-class communication
✤ IWB + VC equipment at front of class; panel of 4-6 speakers at front of class; other pupils observing from desks
✤ session format: opening ritual (date, weather) > vocabulary review > one or two games (bingo, hangman) > story and/or song > close (class debriefing)
Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr13
Project: VSR interviews
✤ VC videos segmented into activities (opening ritual, games) and shared online
✤ teachers invited to select successful/failed/puzzling episodes
✤ 45-90 minute interview with researcher
Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr14
Project: participant profiles
✤ coding of interview transcripts
✤ teacher orientation:
✤ teacher (E)✤ teaching (J, W)✤ learner (V)✤ learning (M)✤ technology (C)V: “they want to
show what they know”
M: “they only saw the fun side [of the
IWB] and they hadn’t noticed the
concept we wanted them to learn”
E: “since it’s a new thing I can’t
rely on references. Even
if you look on internet there’s
no sample lesson plan”
Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr15
Project: participant profiles
“recipient” “resource”
W teaching V learner
C technology E teacher
J teaching M learning
What different concerns do teachers
have?
Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
Project: teacher concerns
1. effective VC teaching
2. second language learning
3. teacher role and learner participation
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How do different teacher concerns affect classroom interaction?
Shona WHYTE, Nice [email protected] efl.unice.fr
Findings (1) Effective VC teaching
Hangman
✤ selected by teacher J as successful activity
✤ remote class sets word (topic: emotions)
✤ speakers in J’s class take turns to guess a letter
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Shona WHYTE, Nice [email protected] efl.unice.fr
Findings (1) Effective VC teaching
Teachers value:
✤ “what works”
✤ collaboration, teamwork
✤ learner enjoyment
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Shona WHYTE, Nice Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr
Findings (2) Second language learning
Bingo
✤ selected by teacher J as unsuccessful activity
✤ speakers in J’s class take turns to call out words (body parts)
✤ other learners in both classes check off
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Shona WHYTE, Nice [email protected] efl.unice.fr
Findings (2) Second language learning
Teachers focus on:
✤ “what works”
✤ collaboration, teamwork
✤ learner autonomy
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Shona WHYTE, Nice [email protected] efl.unice.fr
Findings (2) Second language learning
NOT
✤ L2 difficulties
✤ opportunities for FL learning
✤ reflection on teaching
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“Maintenant pour l'année prochaine c'est ça, c'est à dire
avoir ce, ce, ben ce vocabulaire c'est pas ce vocabulaire mais, cette
capacité à dire […] je voudrais que ça ils l'aient, pour pouvoir se
dégager justement de ces situations, mais, en anglais” (M)
Shona WHYTE, Nice [email protected] efl.unice.fr
Findings (3) Teacher & learner participation: 2 patterns
rehearsed performances with no teacher intervention
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T1
P1
P2
T2
P1P2P3P4
T1
“triangular” interactions: T1-P1-(P2) + T2-P2-(P1)
Shona WHYTE, Nice [email protected] efl.unice.fr
Findings (3) Teacher & learner participation
Consequences
✤ little or no spontaneous learner-learner interaction in FL
✤ memorised routines in rehearsed settings
✤ learner stress in triangular settings
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Shona WHYTE, Nice [email protected] efl.unice.fr
Conclusion
✤ researcher participation promotes sharing, communication, and reflection
✤ specific FL teacher training is essential
✤ technology training must be embedded in FL context
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Teachers can and do self-train with new
technology, but cannot identify the affordances of the new tools unless they
receive help in identifying effective language learning practices. Conversely, it is difficult for trainers to discover and pass on such useful practices without having participated in
specifically directed technology training themselves in the first
place.
Shona WHYTE, Nice Shona WHYTE, Nice [email protected] WHYTE, Nice [email protected] efl.unice.fr25
http://unt.unice.fr/uoh/learn_teach_FL/
research can inform training; development of training resources can inform research
Shona WHYTE, Nice [email protected] efl.unice.fr
✤ Borg, S. (2009). Teacher cognition and language education. London: Continuum.
✤ Cutrim Schmid, E. (2008) Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology, Computers & Education, 51: 1553–1568.
✤ Develotte, C., Guichon, N., and Kern, R. (2007) «Allo Berkeley? Ici Lyon... Vous nous voyez bien? Etude d'un dispositif d’enseignement- apprentissage en ligne synchrone franco-américain à travers les discours de ses usagers. ALSIC, 11 (2): 129-156.
✤ Gruson, B. (2011). Analyse comparative d’une situation de communication orale en classe ordinaire et lors d’une séance en visioconférence. Distance et Savoirs, 8: 395-423.
✤ Whyte, S. (to appear). Learning to teach with videoconferencing in primary EFL classrooms. ReCALL.
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