technologically enhanced primary language learning project by gee macrory cilt initial teacher...
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Technologically Enhanced Primary Language Learning Project by Gee Macrory
CILT Initial Teacher Education Conference
12-13 September 2008
Project details
Project title: Technologically Enhanced Language Learning Pedagogy
Comenius Multilateral Projects Ref: 134244-2007-UK-COMENIUS-
CMP www.mmu.ac.uk/tellp (coming soon!)
Personnel
Gee Macrory, Pura Ariza, Cathy Brady and Lynda Moore, MMU
José Luis Ortega, Universidad de Granada
Lucette Chrétien, Université de Poitiers TDA support Jo Clark, Stretford High School
Background to project
TDA: Collaborative technologies in languages initiative (CTLI)
International project: six primary schools, three initial teaching training (ITT) institutions and local authorities and regional governments in England, France and Spain working together using a shared curriculum to develop and improve the teaching and learning of languages.
The Six Schools Project
2 schools in each of Trafford (Greater Manchester), Granada and Niort
Linked by video-conferencing and a learning platform
Shared CLIL-focussed curriculum
Shared curriculum examples
Our schools- Where is our school?- Who is in my class?- School subjects- Timetable routines Our way of life Locality
Technologically enhanced activities Video-conferences: whole class
presentations; partner-partner exchanges; question- answer sessions; information gap activities (eg completing a blank map)
Learning platform: http://gateway01.lpplus.net
Tutor observations of VC in 6 schools
Issues of language use (which language, which skill, linguistic progression, etc)
Classroom organisation and management issues
Development of intercultural awareness
Language issues
- Which language?- Spontaneity/scripted- Initiation/response- Ask/answer- Accuracy/communication- Pronunciation - Communication strategies- Impact on L1
Focus group work with children All 3 countries- Very positive about cultural knowledge- Increased confidence- Teacher learning- Awareness of language learning
“ you absolutely have to see them”
“ you have to speak a traditional kind of English”
“it must be funny when we pronounce a word wrong”
Aims
Central aim: the provision of an innovative context for initial teacher training within a technologically-enhanced, holistic, cross-curricular approach to teaching languages in the primary schools in the three countries (England, France, Spain)
Which trainees?
Primary languages specialists in each country
Group 1: 2 sub-groups, (i) those placed for school experience in the 6 project schools, (ii) the larger cohort of primary languages trainees
Group 2: generalist primary trainees
Trainee outcomes
Primary trainees will be able to identify and critically evaluate (a) the characteristics of a holistic cross-curricular approach to language teaching and learning and (b) the impact of the technology on:
Processes of children’s learning Development of intercultural
understanding Children’s motivations School community Wider school curriculum
Activities
Core focus group of the 3 universities’ project is teacher trainees
Trainees will:- acquire skills of planning effective video-
conferencing sessions between international classes
- gain familiarity with primary pedagogy in the partner countries
- engage in joint planning (home and abroad)- carry our focussed observation of impact of use of
technology on children’s learning
Trainee activities
Preparation/introduction at home university
VC in home school and/or on placement abroad – observing and assisting
Interviewing children and staff involved Preparing class for VC
Trainee perceptions so far
Beneficial for children, especially from a cultural perspective
Insights into the language pedagogy issues Trainees beginning to be able to understand
the issues to do with CLIL and with cross-curricular approaches to language learning
Very keen to use the technology – good ideas Beginning to see implications for curriculum
and whole-school planning
Development of project: effective pedagogy Possible characteristics
– real time + authentic
– regular + frequent learner communication
– content-led, rather than language led
– purposeful communication
– autonomous learning (not teacher led)
– autonomous communication
– communication strategies (eg repair)
– pronunciation – aim of being understood
– parallels between teacher/learner (teacher as learner and learner as teacher)
– metacognitive and metalinguistic awareness & understanding
– children as teachers - cooperative language learning
– teacher not as expert
– clear articulation of: use of L1/L2, initiating/responding etc (progression) What are the potential problems and issues?
Development of project: trainees
Evaluation of emerging pedagogy Close analysis/comparison of trainees’ perceptions
in the 3 countries + develop research into French-Spanish link
Involvement of trainees as active contributors to the project
Increase independence in VC sessions – trainees in lead
Use of related technologies: digi blues Develop LP pedagogy
Implications for next year
Identify trainees for placements as early as possible (can visit, plan, etc)
Provide ICT sessions/LP briefing early at university
Involve wider group of trainees Offer whole-school briefing to project
schools about the university project