YouTube You Teach: audiovisual resources for language education

YouMT241216Tube You Teach is a course for second/foreign language teachers on using audiovisual resources in the language classroom. Offered to French pre-service secondary school teachers of English, German and Spanish, it comprises 8 modules using a variety of digital tools to explore different teaching methods, some rules for online collaboration, and resources for language teaching with images, audio and video resources.


University of Nice St Jean campus

YTYT was offered at the University of Nice to undergraduate and masters in education students from October to December 2015 using the university platform Jalon. This Moodle-like environment allows teachers to plan modules with files, links, and activities which can be opened to course participants progressively. It also gives the possibility of creating forums and internal links to the university podcast platform UNSPod and Microsoft online tools via OneDrive. Some eighty students participated: undergraduate, first and second year Masters in German; first and second year Masters in English; second year Masters in Spanish on both Nice and Toulon campuses.

Course modules included
1. introduction: video selfie, forum contributions, comments on Video for All (translated by English students into French for other participants)
2. Foreign language teaching methods: collaborative research and write-up in multilingual groups using One-Drive
3. Digital tools: collection of image, audio and video applications on Padlet pages in language groups.
4. Online resources: searching, tagging, filtering and sharing audiovisual resources for secondary school language teaching using curation tools ( in language groups
5. Rights and responsibilities for online collaboration: safety and copyright; commenting on external resources
6. Teaching/learning activities: design (and implementation) of classroom activity (lesson, unit) involving audiovisual resources for target population
7. Reflective writing: report on teaching/learning activity; tutorials for selected digital tools
8. Evaluation and feedback: reflection on work accomplished and course experience.

First year Masters students

First year English Masters students

Different participants were involved in different ways in this course, with undergraduates and first-year Masters students focusing on digital tool affordances and the design of teaching activities, and student-teachers in their second year of the Masters programme implementing activities in class. Some students presented their work at a workshop associated with the SoNetTE project final meeting, while others shared with peers in final face-to-face sessions.

Transnational settings and multilingual approaches in CALL Teacher Education

IMG_1497Bianka Fuchs (Université Nice Sophia Antipolis),
Stina Hacklin (University of Eastern Finland, Finland)
Christine Schmider (Université Nice Sophia Antipolis)
Shona Whyte (Université Nice Sophia Antipolis)
Katja Zaki (Pädagogische Hochschule Freiburg )

Multilingual CALL: Multilingual Language Learning with Digital Media in Primary and Secondary Classrooms, Frankfurt, February 17-18, 2016


The digital revolution and migratory movements are two of the main phenomena that have been changing and shaping Europe’s foreign language classrooms in recent years. Learning and teaching environments are characterized by hybridity in many forms: by an increased cultural and linguistic heterogeneity on one hand, and a wide range of potential multimedia arrangements on the other, though these need not be seen independently from each other. In order to prepare future teachers for those dynamic challenges and possibilities, an awareness of difference – and the correlated necessity of pedagogical and methodological differentiation, with or without CALL practices – is one of the key components of any competence model in teacher education.

In this context, the focus of our paper will rest on the perspective of future language teachers and their awareness of CALL tools – starting, however, with their role as “learners” throughout their professional development in teacher education settings. Consequently, we aim to discuss multilingual and multimodal CALL practices (cf. Levy 1997) in a transnational web 2.0 environment, which ought to enable student teachers to explore what they are later expected to adapt and apply – such as working with digital tools and tandem arrangements in their own teaching.

We begin with a short overview of the EU-LLP-Project SoNetTE (Social Networks in Teacher Education) which aims to virtually bring together teacher education students and in-service teachers in order to experience and develop research-based educational concepts through the use of CALL tools. The combination of an integrative CALL approach (cf. Bax & Chambers 2006) and differentiated study groups makes it possible for some 90 future teachers of English, Spanish, French and German to take part in a transnational blended learning environment, in which they study in subject groups and binational tandems (e.g., how to use audio-visual materials and correlated digital tools in the foreign language classroom).

On the basis of two case studies, we then aim to illustrate how these learning collaborations may be beneficial in many dimensions of a competence-oriented teacher education programme (cf. Hubbard 2002; Fitzpatrick-Davies 2003). The first is cultural: how the virtually multicultural learning environments create linguistic and cultural immersion contexts where future teachers gather a lot of knowledge of the target language and culture studied – as well as an reflective view on their own. The second is intercultural: the emphasis rests on how the topic in focus, too, is always discussed, negotiated and creatively re-constructed with learners (and future teachers) from other European settings, once again fostering key competences such as changes of perspective, a tolerance of ambiguity and critical judgement. Finally, we will discuss how the use of different multimedia tools which future teachers use in their role as learners in the course promises not only a profound insight, but also a reflective use of multimedia tools in their own future classroom – for and with linguistically and culturally heterogeneous learning groups, be it within national borders or beyond.



Transnational learning environments – digital media and multilingual practices – CALL in foreign language education – collaborative learning and virtual tandems.


Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 34(4), 465-479.
Fitzpatrick, A., & Davies, G. (2003). The impact of new information technologies and Internet on the teaching of foreign languages and on the role of teachers of a foreign language. International Certificate Conference, Frankfurt. Retrieved from http://ec. europa. eu/languages/documents/doc495_en. pdf (October 11, 2012).
Hubbard, P., & Levy, M. (2006). The scope of CALL education. Teacher education in CALL, 3-20.

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press.