An introduction to computer-assisted language learning (CALL) and task-based language teaching (TBLT) for student teachers in our Masters in Teaching English programme at the University of Nice. I’ve linked to a number of examples of CALL projects and classroom technology use, as well as references to other resource sites and a short annotated bibliography. Feedback welcome!
Technology-mediated CALL in your classroom
an example of a technology-mediated task: storytelling with second year students of English, Media & Communication.
- the teacher prepares introductory lesson using a Moth story with transcript prepared on storyscribe
- students talk in class, record on smartphones, then upload a recording to SoundCloud
- the teacher creates a Google Form to collect SoundCloud links (see also Form tips here)
- the teacher creates a generic message on gmail for individual feedback
- the teacher makes a webpage for general feedback including resources for further study (WordPress, Google sites or Weebly)
NB: play safe (learner/parental authorisation) and play fair (copyright/creative commons). Voir également cette présentation en 180 secondes en français.
Technology-mediated CALL to connect classrooms
The French primary class makes a set of video selfies to send to a partner class in Germany, using English as a lingua franca. The German class does the same, and each class watches their partners’ videos to identify the pupils in a group photo.
- Tablet technology: to make and share their video selfies, the learners used the iPad camera
- Online sharing: for exchanging videos, the teachers used Google Drive and Gmail.
- Classroom exploitation: to watch the videos, the teachers used
- a laptop computer (with projector)
- an IWB.
- Video-stimulated recall: to facilitate discussion of classroom activities, the teacher educator used
- camera, microphone, tripod
- iMovie video editing application
- Vimeo video sharing platform (http://vimeo.com).
Technology for professional development
This activity was designed for first year students in our Masters in Teaching English programme at the University of Nice. It involves peer filming, where student teachers watch each other teach an activity in a secondary school EFL class and make video recordings using their smartphones. They then select an episode for discussion in their university class, and write up their analysis in a reflective paper.
Digital tools for the language classroom
- digital resources
- digital tools
- digital networks
12 tools plus 1: Basic tools for language education
Going open with LangOER: advice for using and sharing open educational resources
Task-based language teaching
Musicuentos Black Box video series (YouTube) – a set of presentations explaining classroom implications of second language research
PPP or TBLT? (slideshare) – explaining the difference between presentation-practice-production (PPP) and task-based language teaching (TBLT)
Language educators in ELT
EFL Classroom 2.0 (D Deubelbeiss)
TESOL teaching and learning website (P Chappell)
1. Goals for language education
- Kramsch, C. (2018). Is there still a place for culture in a multilingual FL education? Langscape Journal, 1. doi 10.18452/19039
A recent discussion of critical approaches to foreign language education tackling intercultural and symbolic competence and multilingual practices, including criticism of stereotypical attitudes to FL culture in textbooks. Read some extracts here.
- Unsworth, S., Persson, L., Prins, T., & De Bot, K. 2014, An investigation of factors affecting early foreign language learning in the Netherlands. Applied Linguistics.
Research on young and very young learners of English in the Netherlands (summary)
- Whyte, S. (2016). Who are the specialists? Teaching and learning specialised language in French educational contexts. Recherches et pratiques pédagogiques en langue de spécialité, 35(3) [link]
Modern foreign languages, second language research and languages for specific purposes: what are the intersections and what does this mean for language teaching and learning?
This article discusses pedagogical goals in language education and gives suggestions for how teachers can create conditions for language acquisition to occur using classroom technologies.
2. Language teacher education
- Bland, J. (Ed.). (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. London: Bloomsbury.
A collective volume on ELT with younger learners focusing on research and practice in key areas of language education.
- Cutrim Schmid, E., & Whyte, S. (Eds.) (2014). Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury.
This book offers a collection of classroom case studies showing how different language teachers integrated the interactive whiteboard into communicative approaches in a variety of contexts (ages, languages, proficiency levels).
- Edwards, C., & Willis, J. R. (Eds.). (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.
A collection of action/exploratory research projects conducted by graduate students in language education to address questions and problems arising in their own teaching contexts. A good source for replication for student-teachers new to classroom research.
- Whyte, S. (2015). Implementing and Researching Technological Innovation in Language Teaching: The Case of Interactive Whiteboards for EFL in French Schools. Basingstoke, UK: Palgrave Macmillan.
A study of 9 French EFL teachers (4 primary, 2 lower secondary, 2 upper secondary, and 1 teacher educator) learning to integrate interactive technologies in their classrooms through an extended collaborative action research project. It seeks to explain differences in uptake of new pedagogical and technological affordances.
3. Task-based language teaching
- Anderson, J. (2016). ‘Why practice makes perfect sense: The past, present and future potential of the PPP paradigm in language teacher education’. ELTED, 19: 14-21.
- Ellis, R. (2013). Task-based language teaching: Responding to the critics. University of Sydney Papers in TESOL, 8(1), 1-27.
- Erlam, R. (2015). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research.
- Erlam, R. (2013). Listing and comparing tasks in the language classroom: Examples of Willis and Willis’s (2007) taxonomy in practice. The New Zealand Language Teacher, 39,7-14.