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

Trafford

Granada

Niort

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”

Resume of TELLP project (3 universities)

Aims Timescale Outcomes Activities

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