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ENGLISH-LANGUAGE-LAB-DIGITAL-LANGUAGE-LAB-TEACHERS-DONT-BE-A-SUPERVISOROBSERVER

"The Common European Framework of Reference for Languages (CEFR)is a widely recognized framework used to assess and describe language proficiency levels.

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ENGLISH-LANGUAGE-LAB-DIGITAL-LANGUAGE-LAB-TEACHERS-DONT-BE-A-SUPERVISOROBSERVER

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  1. byEnglishLanguageLab ENGLISHLANGUAGELAB /DIGITAL LANGUAGELAB. TEACHERSDON’TBEA SUPERVISOR/OBSERVER WhatisLanguageLab: LanguagelabisacombinationofHardwareandtechnology. Insimplewords, Hardwareandsoftware. It’sacomputerorLaptopandsoftwareinstalledonitandaninputdevicesuchasMike. LanguagelabisaCombinationofComputerswithMikeandsoftwarewhichcoversalltheknowledge. Languagelabsarebasicallyself-learningworkstations. Thesoftwareitselfisdividedorclassifiedas suggestedbymanyrenewedexpertorganizationslikeCambridgeEnglishandotherstandards CommonEuropeanFrameworkofReference (CEFR) forlanguageshavedefinedthestructureof software, howitshouldbe, andlevelsofsoftware. Theyareclassifiedintodifferentlevelsandhavea patterntolearningEnglishstudents. Thewholepurposeofthelanguagelabistoallowthestudenttoplaywiththesoftware, learnand practice. CommonEuropeanFrameworkofReferenceforLanguages (CEFR): TheCommonEuropeanFrameworkofReferenceforLanguages (CEFR)isawidelyrecognizedframework usedtoassessanddescribelanguageproficiencylevels. Languagelabsaredesignedandbuiltonthese guidelines. Theframeworkandflowarealreadyavailableinthesoftware. Thereisnoneedfortheteacher torestructureorreframethelearningflowofthestudent. Letthesoftwaretaketheroleofmentororguide. TheseGuidelinesnevertoldteacherstostandbehindandmonitororshadowthestudent. Thesetypes ofmonitoringareagainsttheguidelinesofanylanguagelab. LanguageLabisatypeofDigital / Virtual Teacher, anditdoesnotandshouldnotbemonitored, controlled, orshadowedbytheteacher. TheMainPurposeofLanguageLab: Unfortunately, thepurposeoflanguagelabsisnotmetinINDIA, becausetheschoolshaveahabitof monitoringstudentsandkeepingthemundertheirradar. Labsaremeanttodoexperimentsand practice. Whentheteacherismonitoringthestudentcompletelyitwillmakethestudentnervous, andthe studentdevelopsdisinterestorfear. ThemainpurposeoflanguagelabistomakethestudentfreefromfearofEnglishbutwiththeteacher’s toomuchmonitoringandintervention, thestudentwillloseinteresttolearnthelanguage.

  2. LanguagelabsinschoolsofIndia: LanguagelabsinschoolsinIndiacanserveasvaluableresourcesforlanguagelearningandskill development. HerearesomewaysinwhichlanguagelabscanbeutilizedinIndianschools: 1. ListeningandSpeakingPractice: Languagelabsprovidestudentswithopportunitiestopractice listeningandspeakingskills. Theycanaccessaudioandvideomaterials, dialogues, andrecorded conversationsinthetargetlanguage. Studentscanengageininteractiveexercises, role-plays, and simulationstodeveloptheiroralcommunicationabilities. 2. PronunciationandPhonetics: Languagelabsoffertoolsandsoftwaretopracticepronunciationand phonetics. Studentscanlistentonativespeakers, imitatesounds, andreceiveinstantfeedbackontheir pronunciation. Thishelpsimprovetheirspeakingaccuracyandintelligibility. 3. VocabularyandGrammarExercises: Languagelabsprovideavarietyofinteractiveexercisesand languagelearningsoftwaretoenhancevocabularyandgrammarskills. Studentscanengagein vocabularygames, grammardrills, andlanguagepuzzlestoreinforcetheirunderstandingoflanguage structures. 4. Self-pacedLearning: Languagelabsallowstudentstolearnattheirownpaceandcatertoindividual learningstyles. Theycanaccesslanguagelearningmodules, onlineresources, andinteractivesoftware topracticeandreinforcelanguageskills. Self-pacedlearninginlanguagelabspromotesstudent autonomyandenableslearnerstotakeownershipoftheirlanguage-learningprocess. 5. DigitalAssessments: Languagelabscanfacilitateonlineassessmentsandquizzestoevaluatestudents’ languageproficiencyandprogress. Theseassessmentscanbealignedwithlanguagelearning objectivesandstandards, providingteacherswithinsightsintostudents’ strengthsandareasfor improvement. 6. LanguagelabsinIndianschoolsprovideawiderangeofbenefits, includinglisteningandspeaking practice, pronunciationimprovement, vocabularyandgrammarexercises, accesstoauthentic resources, self-pacedlearning, digitalassessments, collaborativelearning, teachertraining, andsupport. Theselabsenhancelanguagelearningoutcomesandcontributetotheoveralllanguageproficiencyof studentsinIndia.

  3. CEFRLevelsBasedLanguageLearning: WhatThey Are TheCommonEuropeanFrameworkofReferenceforLanguages (CEFR) isawidelyrecognizedframework usedtoassessanddescribelanguageproficiencylevels. Itprovidesacommonreferencepointforlanguage learners, teachers, andinstitutionstounderstandandcomparelanguageskillsacrossdifferentlanguages andcontexts. Languagelabs, includingdigitallanguagelaboratories, canbehighlybeneficialinthecontext ofCEFR-basedlanguagelearning. Here’showtheyrelatetoeachother: 1. AssessmentandPlacement: Languagelabscanfacilitatetheassessmentandplacementoflearners accordingtotheirCEFRproficiencylevels. Throughvariouslanguageexercises, interactivetasks, and assessmentsavailableinthelanguagelab, learnerscandemonstratetheirlanguageskillsandbeplaced atanappropriatelevelwithintheCommonEuropeanFrameworkofReferenceforLanguages. 2. SkillDevelopment: Language-Labsprovideastructuredandinteractiveenvironmentforlearnersto practiceanddeveloptheirlanguageskillsalignedwiththeCEFRlevels. Thelabsofferarangeof multimediaresources, exercises, andcommunicationtoolstosupportthedevelopmentofalllanguage skills: listening, speaking, reading, andwriting. Learnerscanengageininteractiveactivities, suchas dialogues, role-plays, andpronunciationexercises, Etc. 3. Self-pacedLearning: Digitallanguagelabsoftenallowlearnerstoworkattheirownpace, whichisin linewiththeself-directedlearningapproachemphasizedintheCEFR. Learnerscanaccessavarietyof materialsandexercisessuitablefortheircurrentproficiencylevel, enablingthemtoprogressaccording totheirindividualneedsandgoals. 4. AuthenticLanguageUse: CommonEuropeanFrameworkofReferenceforLanguagesemphasizesthe importanceofexposuretoauthenticlanguageuse. Languagelabscanprovidelearnerswithaccessto authenticaudioandvideomaterials, suchasinterviews, speeches, movies, andnewsbroadcasts. Theseresourcesallowlearnerstodeveloptheirlisteningcomprehensionskillsandbecomefamiliarwith real-worldlanguagecontexts, helpingthemprogressthroughtheEuropeanproficiencylevels. 5. Self-assessmentandProgressTracking: Languagelabsoftenofferfeaturesforlearnerstoself-assess theirlanguageskillsbasedontheCommonEuropeanFrameworkofReferencedescriptors. Learners canevaluatetheirproficiencyineachskillareaandmonitortheirprogressovertime. Thisself- assessmentaspectalignstofocusonlearnerautonomyandself-reflection. 6. IndividualizedInstruction: Digitallanguagelabscanprovidepersonalizedandadaptivelearning experiences, cateringtothespecificneedsandgoalsofindividuallearners. Throughdataanalysisand algorithms, thelabscanoffertailoredcontentandexercisesbasedonlearners’ strengths, weaknesses, andcurrentCEFRproficiencylevels. Thisindividualizedinstructionsupportslearnersintheirlanguage developmentjourneyandpromotesprogresswithintheEuropeanframework. So, languagelabs, bothtraditionalanddigital, cansupportCEFR-basedlanguagelearningbyproviding assessmenttools, skilldevelopmentresources, authenticlanguagematerials, self-assessmentfeatures, and individualizedinstruction. Theycontributetocreatingarichandinteractivelearningenvironmentthataligns withtheprinciplesandgoalsoftheCEFR. Insummary, EnglishlanguagelabscanplayatransformativeroleinruralareasofIndiabyprovidingaccess toqualitylanguagelearningresources, interactivelearningexperiences, virtualcommunicationplatforms, andteachersupport. TheselabscanempowerlearnerstoimprovetheirEnglishlanguageproficiency, therebyopeningupopportunitiesforeducation, employment, andsocialmobility.

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