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CALLing on Ethiopia:Computer Assisted Language Learning at Adama UniversityDay 1

Sarah Guth, University Language Center

Francesca Helm, Dept. of Political Science

University of Padova, Italy

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Part 1

Personal IntroductionsBrief History of CALL Theory & Practice

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What are we doing here?

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Introductions: Sarah’s story

1999-

2004

• Course websites: provide info• Student group websites: share info

2005-

present

• Give students access to students in other parts of the world

2007-

present

• Use of Web 2.0 to give students access to authentic contexts of use (e.g. blogs, forums, Facebook), updated information, and many different online resources

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Introductions: Francesca’s story

1996-

2000

• MA in TESOL by distance learning with Institute of Education, University of London

• Online Education and Training Course, worked as facilitator

2000-

present

• Started doing exchanges between students in Italy and the US, then Guatemala, Jordan, Holland, Kuwait, Palestine

2008-

present

• Collaborate with Soliya as coordinator for Padova, facilitator training, facilitator and now coach. Using blogs with students for English courses at Faculty of Political Science.

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Introductions: your story?• Do you use CALL? If so, how? Since

when?

• What benefits do you think it can offer?

• Why are you here? What do you hope to learn during these workshops?

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Why use CALL?What ‘they ‘ say, or originally said: To cut costs To reduce number of teachers To cater for a growing number of students

What 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

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Key words in online education

flexibility

accessibility

connectivity

communitycollaboration

exploration

interactivity

multisensory

authenticity

Adapted from G.Kearsley: Learning and Teaching in Cyberspace http://home.sprynet.com?~gkearsley?chapts.htm

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What can we use CALL for?Some educational uses of technology: publishing and disseminating

information retrieving information communicating collaborating developing online literacies

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What is literacy? Basic human right: reading and writing In today’s society we have new

literacies: Computer literacy Internet literacy Information literacy Multimedia literacy Participation literacy

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CALL

TECHNOLOGICAL

DEVELOPMENTS

SLA/FL RESEARCH

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A brief history: stage 1Computer as Tutor

• Mainframe computers, mostly available only at institutions and not in people’s homestechnology

• Behaviouristic approach• learning takes place through mechanical production, memorization and repetition of given grammar patterns

research

• repetitive language drills which aimed at helping learners master the foreign grammar and vocabulary by responding to the stimuli made available through technology

practice

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A brief history: stage 2Computer as Tool to stimulate learning

• Advent of personal computers and increasing multimedia capabilities of software programstechnology

• Communicative approach• focus on the actual use of language forms in contextresearch

• computer as a means to access, gather and process information through hands-on experiments, hypothesis testing and problem-solving to stimulate students' discussion, writing, or critical thinking: learner as researcher, teacher as facilitator

practice

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A brief history: stage 3Computer for communication

• Advent of the World Wide Web and the Internet in the 1990s

• Advent of Web 2.0 in the first decade of the 21st Century• Greater access to computers and broadband

technology

• Sociocognitive approach/socioconstructivism• learning takes place through social interaction in authentic

contextsresearch

• NBLT : «language teaching that involves the use of computers connected to one another in either local or global networks»

• the machine serves to support collaborative activity and enhance the learning process both on-line, during the interaction, and off-line, in reflective practices

practice

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Today, in 2012? Although practices 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

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PART 2

How to integrate CALL into the classroom:Blends & Tools

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Is blended coffee better? Many coffee 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 can’t argue about coffee, but in the foreign language classroom, it often is.

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Blending classroom & lab What can you do in a lab that you can’t

do in a classroom? What can you do better in a classroom

rather than in a lab?

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Blending F2F and online Can your students only attend, let’s say,

one F2F lesson a week? And do they have Internet access?

Or, are there things that are just as well done autonomously online?

Or, do you want to develop your students’ ability to communicate effectively online?

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Tools: what’s changed(expensive) proprietary software for

language practice

Resources on the Internet(expensive) software for creating Web

contents

Resources on the InternetFree Web-based tools for creating contents

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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

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Benefits access and produce real language

real audience: increased responsibility

new tools: increased autonomy, competence and confidence

proactive learning

improved information literacy

improved reflective and critical thinking skills

improved participation literacy

potential for informal learning

In your opinion, what might the

benefits be?

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Challenges technical challenges: broadband, computer access, etc.

tools don’t necessarily appeal to all students

time consuming for students and teachers

learning how to effectively collaborate

not all tools are stable

assessment: process or product? individual or group?

teacher needs basic skills in e-tutoring

empowering students means teacher giving up control

In your opinion, what might the challenges be?

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PART 3

How to develop CALL tasks

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Have we forgotten anything? What is our main aim? To help students learn

Don’t be dazzled by technology Remember basic pedagogical practice In a structured institutional context,

tasks are a good way to ensure we are working towards our main aim

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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

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Step 1: Explore Surf the Web for appropriate materials, this involves:

Choosing appropriate key words (such as…?) Evaluating the websites you find (based on what

criteria…? So, we eventually found a website which met these

criteria: Site hosted by a respectable organization that openly

shares inspiring talks on the Web Videos can be downloaded and embedded in other

webpages, such as blogs Subtitles available in numerous languages, translation

in some and interactive tapescript

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Step 2: Develop a task

Word association

& discussion

Listening with

guiding questions

Discussion & writing

prepare

reflection/focus on form

info

rm

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Step 3: What tools? Word associations: google forms Comprehension and discussion

questions: course blog Video: embedded in course blog, link to

website (where it can also be downloaded)

Student reflection and discussion: first as comments to the blog, then class discussion

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Recycling languageListening skills

Reading questions/writing answers

Reading peer comments

Speaking during class discussion

Writing your own single story

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Africa Nigeria USA

Villaggi, savana, elefantipovertà, terzo mondo, infibulazionedeserto, povertà. egittodeserto, safari, animali selvaticiMandela, safari, piramiditanzania safari desertoGazzella, Povertà, Solidarietàtribù, riti magicicorno ghana poverta'povertà,acqua,savanaColore, Leone, SoleZebra, deserto, Maroccopelle scura, deserto, povertàSavana - Caldo - Animalisaharafavelas, vestiti, capanne

Guerra, calcio, petroliosud, Africa, neroafrica, nigerpovertà, guerra, quarto mondominiere di diamanti, guerre interne, dispotismoguerra povertà quarto mondoPovertà, Immigrazione, Fangopovertà, capannepovertà guerrascuro,altezza,bandieraPoveri, Fame, AidsAids, caldo, missionirifugiati polaitci, persecuzioniFame - Povertà – Diversitànero baracche malaria

Repubblicani, hamburger, Wall Streetfastfood, gran canion, 11 settembreobama, 4 luglio, footballfastfood, NYC, obama,Martin Luther King, schiavitù, zio Samobama oceano world trade centerStatua della Libertà, Dollaro, Obamamc donald's, new yorkstelle strisce hamburgerhamburgerhot dog,new york,gossip girlNewYork, Disney, MacchineNew York, hamburger, Californiaorgoglio nazionale

Pre-task

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Preparatory 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,

to pity, to assume.

Pre-task

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Read these comprehension questions before you watch the video, and then try to answer them:

What was Adichie’s 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 mate’s 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 Adichie’s 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

Task

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Discussion and/or on the course blog …

Write your own 'single story' you have or had about a place or people, or that you have experienced from other people towards you. Where did this

single story originate?

Post-task

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Silvia 21 ottobre 2012 10:26My single story is about the stereotypes of one of my Norwegian family about the Italians.I lived one year in Norway and there I had two host families. This summer one of them came to visit my family and me.They lived in my house for five days, they tried to live as if they where Italians, they strongly wanted to try this experience; but they came here with a single story of “the Italian family and the Italian way of live”. They thought that Italian children where spoiled and not able to think by themselves. They believed that all the Italian women were submitted by their husbands, that all the Italian men were totally dependent from their mothers also when they had left their family houses and so never ready to become good fathers or responsible mates.I could perceive that they felt pity for my mother just because she use to cook dinner and to wash the dishes, they where abrupt with my father and they where enables to see that he helped my mom in many other ways. They were angry with my brother because in their opinion he was spoiled just because my sister and I like to play with him and to cuddle with him, he is just ten years old and we are over twenty both so for us its normal to take care of him; in Norway parents don’t have much physical contact with their children and they not use to hug or kiss them so they believed that to receive hug for my brother meant to never became a strong man.