Outils numériques pour l’enseignement des langues

Une formation sur le numérique pour les langues de spécialité au Pôle langues à Paris 2 avec l’accent sur quelques outils gratuits simples et des exemples de mise en oeuvre dans des activités pédagogiques qui visent une communication spontanée et le travail collaboratif, et permettent un feedback individualisé par l’enseignant.

 

Outils numériques pour travailler en langues dans le supérieur

Des tutoriels courts avec un bref descriptif, lien internet, idées pédagogiques, puis petit guide de prise en main ; également des outils comparables et un mot sur les inconvénients éventuels.

Exemples de pratique

1. Un projet de storytelling

Donner des retours individuels et collectifs sur une production orale en utilisant

2. Re-écriture d’un conte

Partage de ressources libres et rédaction collaborative sur Google Docs

Pour aller plus loin

Mieux comprendre l’enseignement-apprentissage par tâches

Monter un projet télécollaboratif

Les ressources et les pratiques éducatives libres (REL, PEL)

  • Déclaration de Paris sur les ressources éducatives libres 2012 PDF
  • Kurek, M. & Skowron, A. (2015). Going open with LangOER. PDF

 

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ITILT: Interactive Teaching In Language with Technologies

Abstract

iTILT, Interactive Teaching in Languages with Technology, is a professional development project to support interactive approaches to language teaching with classroom technologies.  The project builds on a previous project involving 44 teachers of 6 languages at 4 different educational levels in 7 countries, all using the IWB for language teaching. An open educational web resource was developed which includes over 250 video clips of IWB-mediated language teaching practice (http://itilt.eu); we also published a collective volume with case studies of IWB use in language education (Cutrim Schmid & Whyte, 2014) and a research monograph focusing on collaborative action research in a task-based framework (Whyte, 2015).

The new three year project moves beyond the IWB to focus on developing effective teaching and learning of second languages with a wider range of new and emerging interactive technologies (such as tablets, smartphones and video). It involves supporting teachers in task-based approaches to technology integration though observation, reflection and sharing via an online community of practice.

We will briefly present ways to exploit iTILT’s currently available resources in teacher education and continuing professional development (Koenraad et al., 2013) and report on the interim results of the new project, including examples of technology-mediated language tasks.

LPM Saarland: Links to slides, resources, and activities from webinar, 21 November 2016

itiltwebinar_tag

Shona Whyte, Université Nice Sophia Antipolis, France.
Ton Koenraad, TELLConsult, Netherlands

Outline

  1. iTILT: interactive technologies in language teaching itilt.eu

ITILT logo 600DPI RGB PNG

2.Task-based language teaching

  • Criteria for TBLT
  • ITILT video examples (video selfie exchange, video report, video communication)

3. ITILT 2: Interactive Teaching In Languages with Technology www.itilt2.eu

ITILTnewLOGOillu

 

 

 

 

LPM Saarland: Links to slides, resources, and activities from webinar, 21 November 2016, including

  • presentation slides
  • 90 minute webinar recording (Adobe Connect)
  • video feedback activities with participant input (Padlet)
  • links to participant background questionnaire (Google Forms – see below)

Top tools for learning 2016

Screen Shot 2016-09-05 at 17.20.58

I recently responded to an online poll of educators’ tools for learning and saved my responses to kick off a class on learning technologies for language teachers.

These are my picks; here’s why. (They are all free.)

Getting started

LastPass

LastPass is a password manager that saves your passwords online and lets you access them from one master password (the *last pass*word you’ll need from now on). It can generate secure passwords, but I don’t risk this (if you have connectivity problems you can’t retrieve these from memory). Instead I create my own passwords with a keyword system and save them to LastPass.

I suggest this as my first tool for learning because it’s the obvious first hurdle to using almost any platform, tool, or application and I find until students or trainees are confident logging in and out of multiple sites it’s difficult to build up confidence or expertise.

An associated tool is Xmarks, which lets you synchronise bookmarks across browsers and devices, which I also find useful for moving between machines, though if you share computers it might not be so relevant.

Google apps

Once you have your password manager set up, my next recommendation is Google Drive, where you have e-mail (Gmail), online storage (Google Drive), online wordprocessing (Google Docs) and spreadsheets (Google Sheets), as well as Calendar, Slides, and Forms (for online surveys, questionnaires, and tests). Also worth a look are Sites for building your own websites or getting learners to do so, and Communities for working with groups.

I find these work well for planning my teaching, administration (attendance, grades), giving feedback on student writing (Docs), or collecting links to sound files, for example (Forms). We have run telecollaborative projects on G-Drive, using a private folder to save student-teacher video selfies, with sub-folders for class tandems to share their learners’ productions and prepare collaborative papers and presentations.

If you have multiple Google accounts it’s worth associating one account with one browser (work gmail on Firefox, home gmail on Chrome, for example) to avoid problems signing in and out. I have never found the offline functionality anything close to effective, so only for use with good internet connectivity.

Writing and feedback

Google Docs

As noted, Google docs is useful for your own writing, but also for use with learners. They can edit their own documents, prepare translations in groups, or submit work for evaluation and you can set access to private (sign-in), public (no sign-in) or an intermediate option with files accessible via link (no sign-in).

I find the Docs interface (there is also one for Sheets, etc) less easily navigable than Drive. Also be aware that you need a computer for full functionality – on smartphones and tablets comments are not accessible, for example.

Evernote

Evernote is very useful for taking notes offline and saving all sorts of bits and pieces which you can tag and sort into Notebooks or leave unorganised to search. The search function is great and it works offline. There’s an app for your phone but the free version limits the number of devices you can connect.

Collaboration and sharing

Dropbox

After Google apps perhaps the single most useful tool, Dropbox lets you save files and synchronise across devices. I use it to save teaching materials (slides, handouts) but also for collaborative research writing with colleagues in other countries. Accessible offline, syncs in the background, usable like a drive or folder on your own computer.

One thing to be careful about: the default drag and drop which copies a file from one drive to another in other circumstances moves the file on Dropbox. So if you download a file from a shared folder you delete that file for others. Doesn’t work well on an external drive; you must save your local version on your local hard drive.

Weebly

This free website platform lets you make your own website with images, media, and other links very easily and intuitively. It has the advantages over Google sites of a) letting you create classes with your students’ names and e-mails, and b) making comments on pages easy to see.

Audio and video

VideoLAN

For language teachers, you need the digital audio player VLC, which plays any format you can imagine.

SoundCloud

This open platform is a good place to share audio files, which you or your learners can upload and save privately, share to a select audience, or open to the world. With adult learners you can outsource the recording (smartphones), uploading (SoundCloud), and sharing (Google Forms) so you can focus on the feedback.

Social media

Twitter

I use the microblogging site to find and communicate useful resources for teaching (educator blogs, tools, pedagogical resources) and research (conference and journal calls for papers, new publications).

Scoop.it

I save the references in my tweets to curated sites to help keep track, though the service for the free version of Scoop.it has fallen off and it may not be worth starting there now.

Low-tech classroom teaching

Finally, special mention for technology you can use in class without technology: with Plickers, learners hold up paper cards to answer pre-set or spontaneous multiple choice quizzes, and the teacher records them via smartphone.

CrowdWish lesson plan (Rachael Roberts)

A great example of a communicative lesson plan, using authentic resources to stimulate discussion. There is a grammar focus, but it comes from the topic and activities, rather than constituting the starting point of the lesson. Link to video and transcript provided, CC licence – what more could we ask?

elt-resourceful

genieLampHeart

A free downloadable lesson, about a new online service, CrowdWish, which invites people to post their wishes on their website. Every day people vote on the most popular wish, and CrowdWish will grant it!  Students start by discussing some wishes taken from the site, then read a short text about what the site aims to do (so don’t tell them at the start of the lesson!)  There is then a focus on some useful idioms, before going on to watch a video in which the founder of the site, ‘pitches’ his idea. Students then look at the grammar used with ‘wish’, particularly at the use of ‘would’ when you want someone else to change their behaviour. Finally the students come up with their own wishes and vote on them, like on the site. You could even try and grant the top wish if you’re feeling creative..

The lesson would be…

View original post 34 more words

Concevoir des activités pour échanges à distance

IMG_0561La tâche dans l’enseignement-apprentissage des langues : concevoir des activités pour échanges à distance
CRDP Amiens, webinaire pour enseignants de langue (collège, lycée)

Webinaire : le jeudi 15 mai 19:00-20:30

Espace de collaboration (Padlet)

 

Résumé de la communication :

Depuis plus de dix ans déjà, l’approche actionnelle est devenu la méthode incontournable qui sous-tend les programmes en langues vivantes dans les collèges et lycées français.  Comme dans bon nombre d’autres pays européens, le Cadre européen de référence pour les langues (CECRL) est omniprésent dans les manuels d’élèves, dans la formation initiale et continue des enseignants, et dans les textes de l’Education Nationale relatifs à l’enseignement des langues.  Cette approche prend appui sur une notion clef : la tâche – “un ensemble d’actions réalistes pour aboutir à une production langagière.” (Narcy-Combes, 2006). Mais quel types d’action peut-on envisager ?

Ce webinaire prend comme point de départ la notion de tâche en enseignement-apprentissage des langues.  Après une brève présentation de la tâche dans le cadre d’une approche communicative et des principes acquisitionnels qui justifient son utilisation, nous examinerons des exemples concrets d’activités de classe tirés de manuels de classe ou construits à partir de ressources authentiques.

Nous identifierons ainsi les caractéristiques essentiels de l’enseignement par la tâche afin de permettre aux enseignants de

  • créer leurs propres tâches d’apprentissage
  • sélectionner parmi les possibilités qui leur sont ouvertes et adapter des activités plus traditionnelles
  • mettre en oeuvre des tâches pour encourager des échanges spontanés
  • évaluer la participation et les résultats du travail des apprenants.

Dans le webinaire – comme dans la classe de langue – nous cherchons à mettre en place des activités d’apprentissage efficaces et motivantes pour tirer profit des technologies dont on dispose et innover dans nos pratiques de classe.

Making learning happen: interactivity and interaction

After a frustrating couple of days battling with organisational and practical/technical issues only tangentially related to the teaching and research activities I enjoy, yesterday brought an unexpected respite.  I taught a class on a teacher education topic I love, with a group of motivated, capable trainees, and we had a rare moment of technical serendipity – the server let us boot and surf on the lab computers, our SMART board was glitch-free, and everyone had their e-mail addresses to hand.

We worked on interaction and communication in teaching languages to young beginners, using the interactive whiteboard (IWB) as an example.  We were able to view all the resources I had earmarked and tackle all the activities I had planned in plenary, small group, and larger group configurations.  On reflection afterwards, though, I wonder if I joined the dots across the various parts of the afternoon to make my main argument clear.  Leaving room for participants to draw their own conclusions is one thing, following your own inner logic without explanation is another.

My session outline was this:

  1. introduction
    What is interactive learning? What do we mean by interaction in the second (foreign) language classroom? Why is interaction important?
  2. the interactive whiteboard
    – the basics
    – the iTILT project: manual, resources
    – IWB practice examples
  3. interactivity framework: from drilling and display activities to simulation and communication
    – analysing interactivity and interaction
    – live communication with young learners

We began with examples from the twenty-odd participants enrolled in this inservice EFL course – all generalist primary teachers who teach all subjects to pupils aged 4 to 10.  I wanted examples of “great things” that had happened in their classrooms – as learners or as teachers.  They mentioned

  • the satisfaction when 6 year-old new readers point out words in the street during field trips
  • the motivation and pleasure in learning from a charismatic, humorous university lecturer
  • the pride in an overweight pupil’s achievement in dieting and being able to run for 10 minutes
  • the sense of comradeship and collaboration during interschool events and performances

The common themes seem to be the sense of achievement and pleasure in learning, both of which can feed into any discussion of communicative language teaching and classroom interaction.

I shared some videos of good moments in my own language teaching experience with young learners

  • very young learners reciting “One, two, buckle my shoe” in pairs to the camera, with evident enjoyment and fair success
  • a class reconstruction of the story “Two Monsters” where one pupil amazed my by putting together this long string: “red monster and blue monster throw big stone”
  • a pupil’s retelling of his version of this story to the class using his own drawings for support

All the examples showed me as the teacher that learning was taking place; with the hindsight of the teacher trainer, the second two seemed more communicative and interactive, and probably more conducive to actual language learning.  And this should have led to a short discussion of my introductory questions

  • What is interactive learning?
    Learning by doing, participating in an activity that makes sense to participants: reciting a rhyme being less interactive than trying to retell a story
  • What do we mean by interaction in the second (foreign) language classroom?
    Using the target language to express meaning and convey it to others, as opposed to naming objects, for example
  • Why is interaction important?
    Many (most?) theories of language acquisition are based on interaction with language samples, or attempting to understand and convey meaningful messages (again, rather than memorising and reproducing individual sounds, words or sentences).

In the second part of the 3-hour session, participants worked in small groups to apply an interactivity framework (which I am developing in research with Euline Cutrim Schmid) to examples of language teaching at the IWB collected in the iTILT project.  This framework encourages teachers to consider different types of interaction among teachers and learners and the functions each might have in language learning and teaching.

In parallel, groups of 7 participants took turns at hands-on activities at the IWB.  Most were new users, so we started with a bottom-up approach where the board is used for free writing, and words then moved, grouped, resized, using colour, shape and handwriting recognition tools.  Then we took the opposing, top-down perspective, using iTILT teaching resources to show how full teaching sequences can be prepared for classroom implementation.

Again, while these activities seemed to run smoothly and participants were all able to e-mail their analyses of an IWB video and appreciate some of the basic affordances of the tool, perhaps the bigger picture of language interaction was lost.  My recent research findings as well as experiences in training teachers to use this tool have convinced me that pedagogical practice is much more important than technical know-how.  On the other hand – and quite unsurprisingly – teachers tend not to be open to pedagogical change until the technical aspects are under control.  Thus we all focus on the tool, and its purpose – to support target language interaction with young learners, in this case – takes second place.

If only initial tech enthusiasm could immediately provoke methodological epiphany …

I did my best to plant the seed, though, with a closing example of video communication in a primary tandem project which shows how technology can provide both opportunities and support for genuine communicative interaction.