Peer filming in task-based language teacher education

This is a series of three short videos on the topic of peer filming in language teacher education. They were made in connection with the Video in Language Teacher Education (ViLTE) project at Warwick University which showcases different uses of this medium to support new teachers of English as a second or foreign language (ESL/EFL).

Photo by NeONBRAND on Unsplash

My contribution is based on an activity I 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.

Part 1: background to peer filming in language teacher education

Here I look at three types of teacher education: one of my first experiences, which involved temporary EFL instructors in our English department; a second primary school initiative on video-conferencing in tandem exchanges; and two European projects where we used short video clips to illustrate different types of technology integration in the language classroom. This provides some background on video-stimulated recall and peer observation/discussion, both techniques which proved helpful in overcoming difficulties these teachers experienced in making pedagogical changes.

Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3): 271–293. doi.org/10.1017/S0958344011000188

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. London: Bloomsbury.

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.

Part 2:  Peer filming in the secondary EFL classroom in France

Building on the background of task-based language teaching (TBLT), video-stimulated recall (VSR), and peer discussion described in the previous film, here we show the advantages of peer filming in bridging the gap between school and university during the school placements organised for our Masters in Teaching English students at the University of Nice (UNS). This video sets out the five steps involved in peer filming, where the students

  1. design tasks in groups
  2. teach and observe the activity in school
  3. film the activity on their smartphones
  4. share critical incidents at university
  5. write a reflective paper on the experience

In the film we discuss

  • the example of a driving instructor task designed for lower secondary EFL,
  • excerpts from class activities filmed on students’ phones, and
  • feedback from a student teacher who is now a practising teacher. We end with some practical advice for implementing this procedure in initial teacher education, and a link to the next video which offers two possibilities for exploiting peer films for teacher development.

Whyte, S. (2015). Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities. XVII International CALL research conference proceedings, 30-36.

Part 3: Design briefs and critical incidents: preparing tasks and exploiting peer films

This video builds on the three main stages of peer filming: a) the use of a design brief to create classroom tasks, b) the recording of a ‘quick and dirty’ record of the activity in progress, and c) the discussion of critical incidents to consolidate student teacher learning from the process. It then focuses on the first and last dimensions by presenting two frameworks for discussing peer films with student teachers. The first involves criteria for assessing language tasks from a TBLT perspective (Erlam 2013, 2015), while the second takes a more inclusive perspective, focusing on critical incidents (Breen et al 2001). We conclude with some recommendations for this aspect of peer filming in language teacher education.

Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied linguistics, 22(4), 470-501.

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.

Samuda, V. 2005. Expertise in second language pedagogic task design. In Johnson, K. Expertise in language teaching. Basingstoke: Palgrave Macmillan

Whyte, S. (2015). Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities. XVII International CALL research conference proceedings, 30-36.

Overview texts

1 Background
2 Peer Film
3 Design Briefs and Critical Incidents

1_Background2_PeerFilm3_DesignBriefs_CriticalIncidents

ViLT resources

Mackay, J. (2018). IATEFL conference presentation on ViLTE project by Steve Mann

ViLTE project seminar, February 2018

ViLT YouTube channel

 

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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.

 

 

 

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
Cette présentation s’appuie sur trois projets de recherche-action collaborative axés sur la vidéo, utilisée comme outil de communication de classe et/ou comme instrument de recherche et de formation.   Les données comprennent des entretiens semi-structurés appuyés sur une rétroaction vidéo avec enseignants et apprenants d’anglais des premier et second degrés.   Le re-investissement des résultats s’est fait auprès des enseignants participant aux projets, ainsi que dans la formation initiale et continue à des niveaux différents (local, national, européen), en présentiel et à distance.   Ces expériences soulèvent des questions relatives aux prédispositions des enseignants ainsi qu’aux contraintes institutionnelles par rapport à leur formation.