Negotiating multimodal tasks with young EFL learners

Shona Whyte
Euline Cutrim Schmid

AILA World Congress, 27 July 2017, Rio de Janeira, Brazil

Outline

Workshop 14

  • B: Language teaching and learning
  • 9: Educational technology and language learning

Time: Thursday, 27/07/2017: 6:00pm – 7:00pm · Location: Queluz V

  • live video communication (VC) in English as a lingua franca in French and German primary schools
  • spoken interaction using interactive whiteboard (IWB), with large-scale class projection of an audio/video feed and screen-sharing of an IWB file containing movable objects
  • communication in small groups: one learner in each class interacted with a partner in the remote class, each supported by other learners in their own classroom
  • challenges of VC with young beginners: technical issues; materials and activity design; classroom implementation
  • frameworks for analysing classroom interaction and modelling technology integration which have implications for the language classroom and teacher education
  • analysing how learners exploit the communicative affordances of the multimodal VC environment multimodal discourse analysis: speech, gaze and gesture

Abstract

Cognitive-interactionist approaches to instructed second language acquisition stress the role of meaningful exchanges in interlanguage development (Ortega, 2007); and in today’s highly connected world, such exchanges can occur via telecollaboration between classrooms in different countries. This study investigates the affordances of one such communicative opportunity: live video communication (VC) in English as a lingua franca in French and German primary schools. Spoken interaction between classes is supported through the technical affordances of the interactive whiteboard (IWB), with large-scale class projection of an audio/video feed and screen-sharing of an IWB file containing movable objects. The primary EFL classes communicated in small groups: one learner in each class interacted with a partner in the remote class, each supported by other learners in their own classroom. Previous research has highlighted the challenges of VC with young beginners in terms of (a) technical issues, (b) materials and activity design, and (c) classroom implementation; it has produced frameworks for analysing classroom interaction and modelling technology integration which have implications for the language classroom and teacher education (Cutrim Schmid & Whyte, 2014; Whyte, 2015). However, a close analysis of actual learner interaction is so far missing from this research programme, hence understanding of how learners orchestrate and exploit the communicative affordances of the multimodal VC environment remains limited. The present study seeks to address this shortcoming by investigating a series of short live exchanges between young learners in two VC tasks using multimodal discourse analysis (Collentine, 2009; Dooly & O’Dowd, 2012; Holt, Tellier & Guichon, 2015). Video recordings from each side of the exchange are combined and transcribed using multimodal annotation software. Analysis permits comparisons across learners, across tasks and over time of learners’ use of speech, gaze and gesture to harness different features of this environment in the negotiation of learning tasks.

Handout

VCHandout_AILA17

 

iTILT-related publications

Cutrim Schmid, E. (2017). Teacher Education in Computer-Assisted Language Learning: A Sociocultural and Linguistic Perspective. London: Bloomsbury.

Cutrim Schmid, E. (2015). Bridging the gap between school and university in CALL teacher education. In Reis, C., & Santos, W. (Eds.). Formação de Professores de Línguas em Múltiplos Contextos: Construindo Pontes de Saberes e Agenciamentos. Coleção Educação e Linguagem. Campinas: Editora Pontes, 76-101.

Cutrim Schmid, E., & Whyte, S. (2015). Teaching young learners with technology. In Bland, J. (Ed.). Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 year olds. London: Bloomsbury.

Cutrim Schmid, E., & Whyte, S. (Eds.) (2014a). Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury. [link]

Cutrim Schmid, E. & Whyte, S. (2014b). Ongoing professional development in IWB mediated language teaching: evening up the odds. In Cutrim Schmid, E., & Whyte, S. (Eds.) Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury. [link

Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in State School Settings: Teacher Responses to Socio-constructivist Hegemonies. Language Learning and Technology, 16(2): 65-86.

Hillier, E., Beauchamp, G., & Whyte, S. (2013). A study of self-efficacy in the use of interactive whiteboards across educational settings: a European perspective from the iTILT project. Educational Futures, 5 (2), 3-22 [PDF]

Whyte, S. (2015). Implementing and Researching Technological Innovation in Language Teaching: The Case of Interactive Whiteboards for EFL in French Schools. Basingstoke: Palgrave Macmillan. [link]

Whyte, S. (2015). Capítulo 5 – Aprendendo a ensinar com a vídeo conferência em salas de aula de língua estrangeira do ensino primário (Learning to teach with videoconferencing in primary foreign language classrooms). In Reis, C., & Santos, W. (Eds.). Formação de Professores de línguas em múltiplos contextos: construindo pontes de saberes e agenciamentos. Coleção Educação e Linguagem. Campinas: Editora Pontes.

Whyte, S. (2014). Theory and practice in second language teaching with interactive technologies. In Cutrim Schmid, E., & Whyte, S. (Eds.) Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. Bloomsbury. [link]

Whyte, S., & Cutrim Schmid, E. (to appear). Classroom technology for young learners. In Garton, S., & Copland, F. (Eds.) Routledge Handbook of Teaching English to Young Learners. Routledge.

Whyte, S., & Cutrim Schmid, E. (2014).  A task-based approach to video communication with the IWB: a French-German primary EFL class exchange.  In Cutrim Schmid, E., & Whyte, S. (Eds.). Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury. [link]

Whyte, S., & Alexander, J. (2014). Implementing tasks with interactive technologies in classroom CALL: towards a developmental framework. Canadian Journal of Learning and Technology, 40 (1), 1-26. PDF

Whyte, S., Beauchamp, G., & Alexander, J. (2014). Researching interactive whiteboard use from primary school to university settings across Europe: an analytical framework for foreign language teaching. University of Wales Journal of Education, 17, 30-52. [link]

Whyte, S., Cutrim Schmid, E., & Beauchamp, G. (2014). Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. AILA World Congress, Brisbane.

Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2014). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project.  Computer Assisted Language Learning, 27 (2), 122-148 doi: 10.1080/09588221.2013.818558

Whyte, S. (2013). Orchestrating learning in the language classroom: the IWB as digital dashboard. Babylonia, 2013(3), 55-61. [link]

Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL, 23(3), 271-293.

 

CALL and CMC references

Caws, C., & Hamel, M. J. (2017). Learner Computer Interactions: New insights on CALL theories and applications. Philadelphia, PA: Benjamins.

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 21-39. PDF

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80. PDF 

Collentine, K. (2009). Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication. Language Learning and Technology, 13(2), 68-87. PDF

Corona, V. (2017). An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona. Qualitative approaches to research on plurilingual education, 170-188. PDF

Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50-80.

Guichon, N. , & Cohen, C. (2016). Multimodality and CALL. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 509 – 521). Abingdon, UK : Routledge.

Guichon, N. , & Wigham, C. R. (2016). A semiotic perspective on webconferencing supported language teaching. ReCALL , 28 (1), 62 – 82.

Helm, F., & Dooly, M. (2017). Challenges in transcribing multimodal data: a case study. Language learning & technology, 21(1), 166-185.

Holt, B.,  Tellier, M., & Guichon, N. (2015). The use of teaching gestures in an online multimodal environment: the case of incomprehension sequences. Gesture and Speech in Interaction 4th Edition, Sep 2015, Nantes, France.

Moore, E., & Dooly, M. (Eds.). (2017). Qualitative approaches to research on plurilingual education/Enfocaments qualitatius per a la recerca en educació plurilingüe/Enfoques cualitativos para la investigación en educación plurilingüe. Research-publishing.net. PDF

Smith, B. (2017). Methodological innovation in call research and its role in SLA. Language Learning and Technology, 21(1), 1-3.

 

 

 

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Vidéo et visio en apprentissage des langues médiatisé par les technologies (ALMT)

Communication à la Journée d’études ICAR 2, Université de Lyon et Université d’Ottawa
08/11/13

Vidéo et visio :  des outils de médiatisation de l’activité au service  de la collaboration et de la formation

Résumé
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