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Technologically Enhanced Primary Language Learning

Technologically Enhanced Primary Language Learning. MMU: MFL team. Project details. Project title: Technologically Enhanced Language Learning Pedagogy Comenius Multilateral Projects Ref: 134244-2007-UK-COMENIUS-CMP www.tellp.org. Personnel. Gee Macrory, Project Manager

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Technologically Enhanced Primary Language Learning

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  1. Technologically Enhanced Primary Language Learning MMU: MFL team

  2. Project details • Project title: Technologically Enhanced Language Learning Pedagogy • Comenius Multilateral Projects • Ref: 134244-2007-UK-COMENIUS-CMP • www.tellp.org

  3. Personnel • Gee Macrory, Project Manager • José Luis Ortega, Universidad de Granada • Lucette Chrétien, Université de Poitiers • TDA support • Jo Clark, Stretford High School

  4. Backgroundto 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.

  5. 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

  6. Trafford

  7. Granada

  8. Niort

  9. Shared curriculum examples • Our schools • Where is our school? • Who is in my class? • School subjects • Timetable routines • Our way of life • Locality

  10. Technologically enhanced activities • Video-conferences: whole class presentations; partner-partner exchanges; question- answer sessions; information gap activities (eg completing a blank map) • Learning platform: www.6schools.eu

  11. Video footage of VC • What is your immediate reaction? • To what extent do you think that this pedagogic approach can develop the children’s intercultural understanding? • How might this pedagogic approach make a contribution to a cross-curricular or CLIL approach to language teaching? • How might it help to make teachers feel more European in outlook?

  12. Children’s views • 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”

  13. “Want to have conversations not a play” • “It’s ok to get it wrong” • We learn new words from each other” • “The more we use it, the easier it gets” • “Ears pricked up so you have to learn more” • “Really want to be able to choose what to do”

  14. 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

  15. 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?

  16. Learning Platform • www.6schools.eu • Email facility • Resources • How best to use?

  17. Teacher trainees • Core focus group of the 3 universities’ project is teacher trainees • Trainees: • 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

  18. 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

  19. Trainee perceptions so far • School links • Technology • CLIL

  20. Future of project: • 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

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