iTILT training: French participants

An iTILT teacher training session at a primary school in Antibes, near Nice, this month involved primary teachers and teacher trainers involved with language education and technology training, as well as newly-qualified secondary EFL teachers.
IMG_1463
Training materials included

  • the pilot version of the iTILT training manual, with its focus on task-based language teaching (TBLT)
  • the iTILT website, with

    • practice examples (video clip, description, participant commentaries, related clips, tags)
    • quick/advanced search functions, manuals in several languages, and sample IWB teaching resources
  • new video training materials developed in collaboration with our German iTILT partners in Schwäbisch-Gmünd.

We explained that this second iTILT project uses the same approach to teacher education, involving class films, learning focus group interviews, and video-stimulated recall session with participating teachers.  However, based on the first project’s results, we now have a focus on a new objective:

  • How can we encourage more interactivity and interaction in the IMG_1467foreign language classroom?

The goal is thus to consider not tools, but rather pedagogical factors.

During our review of the first iTILT project activities and findings, we examined two video examples in particular: the magic schoolbag (primary EFL, FR), hotel furniture (vocational French, DE).

The new project involves a teacher who was also part of the first one: here we see her in the same classroom at the same board as she used in iTILT 1.

The French project teachers are working on video communication in English as a lingua franca using class sets of iPads (primary) and iPods (secondary) to exchange short videos with partner classes abroad, as well as some live videoconference sessions.
IMG_1468

In keeping with our goal of developing TBLT approaches, the focus is on developing activities which include

  • emphasis on making meaning and exchanging messages
  • an information gap or other cognitively challenging premise
  • the opportunity for learners to use their own linguistic resources
  • a particular outcome for each task.

La visio-communication en langues vivantes : avantages pour l’apprentissage, repères pour l’enseignement.

Echanges et jumelages numériques : enjeux et défis
CRDP Amiens, 11 décembre

La visio-communication en langues vivantes : avantages pour l’apprentissage, repères pour l’enseignement.

Des liens

  • Les tweets de la journée
  • Les recherches en enseignement-apprentissage des langues avec les technologies interactives (English, français) http://sco.lt/4oP4uf 

Bibliographie

Arnold, T., Cayley, S. and Griffith, M. (2002), ‘Video conferencing in the classroom. Communications technology across the curriculum’. Available online at: http://www.athena.bham.org.uk/pdfs/VCintheClassoomAll.pdf.

Camilleri, M., Sollars, V., Poor, Z., Martinez del Pinal, T. and Leja, H. (2000), Information and Communication Technologies and Young Language Learners.  ECML, Council of Europe.

Comber, C., Lawson, T., Gage, J., Cullum-Hanshaw A. and Allen, T. (2004), Report for Schools of the DfES Videoconferencing in the Classroom Project, University of Leicester and University of Cambridge.

Council of Europe (2001), Common European Framework of Reference for Languages: learning, teaching, assessment, Cambridge: Cambridge University Press.

Cutrim Schmid, E. and Whyte, S. (2012), ‘Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies’, Language Learning & Technology, 16, (2), 65-86. PDF

Develotte, C., Guichon, N. and Kern, R. (2007), ‘Allo Berkeley? Ici Lyon… Vous nous voyez bien? Etude d’un dispositif d’enseignement- apprentissage en ligne synchrone franco-américain à travers les discours de ses usagers’, ALSIC, 11, (2), 129-156.

Ellis, R. (2013), ‘Task-based language teaching: Responding to the critics’, University of Sydney Papers in TESOL, 8, 1-27. PDF

Favaro, L. (2012), ‘Web-Videoconferencing, a Tool to Motivate Primary School Children Learning a Foreign Language: Two Case Studies’, Language education, 1, (2). Available online at: http://edizionicf.unive.it/index.php/ELLE/article/view/249/220.

Favaro L. (2011), ‘Videoconferencing as a tool to provide an authentic foreign language environment for primary school children: Are we ready for It?’, in G.  Rata (ed.), Academic Days in Timisoara: Language Education Today, Newcastle Upon Tyne, Cambridge Scholars Publishing.

Gruson, B. (2011), ‘Analyse comparative d’une situation de communication orale en classe ordinaire et lors d’une séance en visioconférence’, Distances et Savoirs, 8, (3), 395-423.

Gruson, B. and Barnes, F. (2012a), ‘Case study investigation of CMC with young language learners’, Journal of e-Learning and Knowledge Society, 8, (3).

Gruson, B. and Barnes, F. (2012b), ‘What is the impact of video conferencing on the teaching and learning of a foreign language in primary education?’, Eurocall Review, 20(1). Available online at: http://www.eurocall-languages.org/review/20/papers_20/15_gruson.pdf.

Guichon, N. and Nicolaev, V. (2011), ‘Influence de certaines caractéristiques des tâches d’apprentissage sur la production orale en L2 [Influence of certain characteristics of learning tasks on oral production]’, Interagir et Apprendre en Ligne, 61-76.

Jauregi, K., and Bañados, E. (2008), ‘Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs’, ReCALL, 20, (2), 183-207.

Le Bian, P. (2007), ‘Compte-rendu et analyses d’échanges linguistiques entre des écoliers brestois et des écoliers anglais grâce à un système de visioconférence [Summary and analysis of language exchanges between Brest and English pupils via videoconferencing]’. Available online at: http://sanquer.brestecoles.net/images/dossiervisiosite3b.

Le Bian, P. (2010), ‘École primaire: la visioconférence au service de l’enseignement des langues [Primary school: videoconferencing for teaching languages]’. Available online at: http://www.cndp.fr/agence-usages-tice/temoignages/ecole-primaire-la-visioconference-au-service-de-l-enseignement-des-langues-1180.htm.

Macedo-Rouet, M. (2009), ‘La visioconférence dans l’enseignement [Videoconferencing in teaching]’, Distances et Savoirs, 7, (1), 65-91.

Macedo-Rouet, M. (2010), ‘Visioconférence: comment organiser les échanges? [Videoconferencing: how should exchanges be organised?]’. Available online at: http://www.cndp.fr/agence-usages-tice/que-dit-la-recherche/visioconference-comment-organiser-les-echanges-28.htm.

Macrory, G. (2010), ‘Technology-enhanced language learning pedagogy (TELLP)’, 134244-2007-UK-COMENIUS-CMP. Final report to EACEA. Available online at: http://eacea.ec.europa.eu/llp/projects/public_parts/documents/comenius/acc_mes_final_report_2007/com_mp_134244_tellp.pdf.

Macrory, G., Chrétien, L. and Ortega-Martín, J. L. (2012a), ‘Technologically enhanced language learning in primary schools in England, France and Spain: developing linguistic competence in a technologically enhanced classroom environment’, Education 3-13, 40, (4), 433-444.

Macrory, G., Chrétien, L. and Ortega, J. (2012b), ‘Technology-enhanced language learning pedagogy (TELLP): a project report and handbook for teachers’. Available online at: http://www.tellp.org/docs/project_outcomes/TELLP%20Book.pdf.

O’Dowd, R. (2010), ‘Online foreign language interaction: Moving from the periphery to the core of foreign language education?’, Language Teaching, 44(3), 368-380. Available online at: http://www3.unileon.es/personal/wwdfmrod/LTJ.pdf.

Pritchard, A., Hunt, M., and Barnes, A. (2010), ‘Case study investigation of a videoconferencing experiment in primary schools, teaching modern foreign languages’, Language Learning Journal, 38(2), 209-220.

Wang, Y. (2004), ‘Supporting synchronous distance language learning with desktop videoconferencing’, Electronic Version, Language Learning & Technology, 8, 90-121. Available online at: http://llt.msu.edu/vol8num3/wang/default.html.

Wang, Y. (2006), ‘Negotiation of meaning in desktop videoconferencing-supported distance language learning’, ReCALL, 18, (1), 122-145.

Whyte, S. (2011a). Learning theory in university foreign language education: the case of French universities. Arts and Humanities in Higher Education, 10 (2), 213-34.

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

Whyte, S., & Cutrim Schmid, E. (in press).  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. Advances in Digital Language Learning and Teaching (Series editors: Michael Thomas, Mark Warschauer & Mark Peterson). Bloomsbury.

Websites

MustLearnIT Using ICT for special subject distance learning in multigrade schools:

http://mustlearnit.cti.gr/

TELLP Technologically-Enhanced Language Learning Pedagogy:

http://www.tellp.org/

Plan 1000 Visioconférences:

http://eduscol.education.fr/numerique/dossier/archives/visioconference/politique-langues-ecole/france/plan-1000-visioconferences

Transcriptions:

http://www.audiotranskription.de/english/downloads-en.html

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.