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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 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: www.6schools.eu
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?
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”
“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”
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
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?
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
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
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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