New technologies in primaryEnglish teacher trainingShona WhyteEquipe LiDidaBases, Corpus, Langage, UMR6039Université de Ni...
Threefold argument:                      2
1. ICT   new technologies are the only   salvation for FL teaching in   French schoolsShona WHYTE, Nice              whyte...
BUT   only if teacher cognition   research informs trainingShona WHYTE, Nice              whyte@unice.fr   efl.unice.fr    ...
AND                           this research can inform wider                           questions of classroom             ...
Learning to teach with videoconferencing inprimary FL classrooms✤   Special issue of ReCALL on    CALL and CMC Teacher    ...
Plan✤   Introduction✤   Background✤   Project✤   Findings✤   ConclusionShona WHYTE, Nice   whyte@unice.fr   efl.unice.fr   ...
Introduction✤   “1000 visioconférences pour    l’anglais à l’école primaire”✤   VC links for primary EFL    classes✤   lon...
Background                                                      Context    Literature                                     ...
Project                                                      “recipient” “resource”✤   videoconferencing in English betwee...
Project: data✤   pre-training questionnaire (FL, ICT experience)✤   video recordings of VC sessions✤   learner focus-group...
Project: VC set-up                    ✤   whole-class to whole-class communication                    ✤   IWB + VC equipme...
Project: VSR interviews                    ✤   VC videos segmented into activities (opening                        ritual,...
Project: participant profiles  E: “since it’s anew thing I can’t    ✤   coding of interview transcripts      rely onrefere...
Project: participant profiles   “recipient” “resource”      W teaching    V learner                                       ...
Project: teacher concerns1. effective VC teaching                                                  How do different       ...
Findings (1)                     Effective VC teaching    Hangman✤   selected by teacher J as    successful activity✤   re...
Findings (1)                  Effective VC teaching    Teachers value:✤   “what works”✤   collaboration, teamwork✤   learn...
Findings (2)               Second language learning    Bingo✤   selected by teacher J as    unsuccessful activity✤   speak...
Findings (2)             Second language learning    Teachers focus on:✤   “what works”✤   collaboration, teamwork✤   lear...
Findings (2)                Second language learning                                             “Maintenant pour lannée  ...
Findings (3)Teacher & learner participation: 2 patterns         T1                                                        ...
Findings (3)                       Teacher & learner participation    Consequences✤   little or no spontaneous learner-lea...
Conclusion                                                 Teachers can and                                               ...
research can informtraining; development oftraining resources caninform research                           http://unt.unic...
✤   Borg, S. (2009). Teacher cognition and language education. London: Continuum.✤   Cutrim Schmid, E. (2008) Potential pe...
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ICT for primary EFL

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Presentation in Acquisition and Teaching workshop of French higher education English specialists (SAES), Paris, 21/05/11

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ICT for primary EFL

  1. 1. New technologies in primaryEnglish teacher trainingShona WhyteEquipe LiDidaBases, Corpus, Langage, UMR6039Université de Nice-Sophia Antipolis51e Congrès De La SAES, Atelier 24 - Didactique Et Acquisition Des Langues, 21/05/11 1
  2. 2. Threefold argument: 2
  3. 3. 1. ICT new technologies are the only salvation for FL teaching in French schoolsShona WHYTE, Nice whyte@unice.fr efl.unice.fr 3
  4. 4. BUT only if teacher cognition research informs trainingShona WHYTE, Nice whyte@unice.fr efl.unice.fr 4
  5. 5. AND this research can inform wider questions of classroom acquisitionShona WHYTE, Nice whyte@unice.fr efl.unice.fr 5
  6. 6. Learning to teach with videoconferencing inprimary FL classrooms✤ Special issue of ReCALL on CALL and CMC Teacher Education research: enduring questions, emerging methodologies✤ Edited by Nicolas Guichon and Mirjam Hauck✤ September 2011Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 6
  7. 7. Plan✤ Introduction✤ Background✤ Project✤ Findings✤ ConclusionShona WHYTE, Nice whyte@unice.fr efl.unice.fr 7
  8. 8. Introduction✤ “1000 visioconférences pour l’anglais à l’école primaire”✤ VC links for primary EFL classes✤ longitudinal project: ✤ 8 practising primary teachers ✤ 6 monthsShona WHYTE, Nice whyte@unice.fr efl.unice.fr 8
  9. 9. Background Context Literature ✤ generalist teachers✤ Borg (2009): teacher cognition ✤ whole-class teaching, rote learning✤ Cutrim Schmid (2008): IWB for EFL ✤ CER✤ Develotte, Guichon, Kern (2007): VC ✤ centralised recruitment/promotion✤ Gruson (2011): VC in French primary EFL ✤ masters trainingShona WHYTE, Nice whyte@unice.fr efl.unice.fr 9
  10. 10. Project “recipient” “resource”✤ videoconferencing in English between W V pairs of primary classes in the Alpes- Maritimes✤ 8 (6) generalist primary teachers; 2 teacher C E trainers; researcher as participant observer✤ “resource” (experienced EFL teacher) to “recipient” (novice EFL teacher) class J M✤ 6 months: initial training => first VC sessions (Jan-June 10)Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 10
  11. 11. Project: data✤ pre-training questionnaire (FL, ICT experience)✤ video recordings of VC sessions✤ learner focus-group interviews after VC sessions✤ learner drawings of VC experience✤ teacher and trainer contributions to asynchronous discussion group✤ video-stimulated recall interviewsShona WHYTE, Nice whyte@unice.fr efl.unice.fr 11
  12. 12. Project: VC set-up ✤ whole-class to whole-class communication ✤ IWB + VC equipment at front of class; panel of 4-6 speakers at front of class; other pupils observing from desks ✤ session format: opening ritual (date, weather) > vocabulary review > one or two games (bingo, hangman) > story and/or song > close (class debriefing)Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 12
  13. 13. Project: VSR interviews ✤ VC videos segmented into activities (opening ritual, games) and shared online ✤ teachers invited to select successful/failed/ puzzling episodes ✤ 45-90 minute interview with researcherShona WHYTE, Nice whyte@unice.fr efl.unice.fr 13
  14. 14. Project: participant profiles E: “since it’s anew thing I can’t ✤ coding of interview transcripts rely onreferences. Even ✤ teacher orientation: if you look on M: “they only saw internet there’s ✤ teacher (E) the fun side [of theno sample lesson ✤ teaching (J, W) IWB] and they plan” hadn’t noticed the ✤ learner (V) concept we wanted ✤ learning (M) them to learn”V: “they want to ✤ technology (C)show what they know”Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 14
  15. 15. Project: participant profiles “recipient” “resource” W teaching V learner What different concerns do teachers C technology E teacher have? J teaching M learningShona WHYTE, Nice whyte@unice.fr efl.unice.fr 15
  16. 16. Project: teacher concerns1. effective VC teaching How do different teacher concerns affect2. second language learning classroom interaction?3. teacher role and learner participationShona WHYTE, Nice whyte@unice.fr efl.unice.fr 16
  17. 17. Findings (1) Effective VC teaching Hangman✤ selected by teacher J as successful activity✤ remote class sets word (topic: emotions)✤ speakers in J’s class take turns to guess a letterShona WHYTE, Nice whyte@unice.fr efl.unice.fr 17
  18. 18. Findings (1) Effective VC teaching Teachers value:✤ “what works”✤ collaboration, teamwork✤ learner enjoymentShona WHYTE, Nice whyte@unice.fr efl.unice.fr 18
  19. 19. Findings (2) Second language learning Bingo✤ selected by teacher J as unsuccessful activity✤ speakers in J’s class take turns to call out words (body parts)✤ other learners in both classes check offShona WHYTE, Nice whyte@unice.fr efl.unice.fr 19
  20. 20. Findings (2) Second language learning Teachers focus on:✤ “what works”✤ collaboration, teamwork✤ learner autonomyShona WHYTE, Nice whyte@unice.fr efl.unice.fr 20
  21. 21. Findings (2) Second language learning “Maintenant pour lannée prochaine cest ça, cest à dire NOT avoir ce, ce, ben ce vocabulaire cest pas ce vocabulaire mais, cette✤ L2 difficulties capacité à dire […] je voudrais✤ opportunities for FL learning que ça ils laient, pour pouvoir se dégager justement de ces✤ reflection on teaching situations, mais, en anglais” (M)Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 21
  22. 22. Findings (3)Teacher & learner participation: 2 patterns T1 P2 P1 P1 P2 P3 P4 T1 T2 rehearsed performances “triangular” interactions: with no teacher intervention T1-P1-(P2) + T2-P2-(P1)Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 22
  23. 23. Findings (3) Teacher & learner participation Consequences✤ little or no spontaneous learner-learner interaction in FL✤ memorised routines in rehearsed settings✤ learner stress in triangular settingsShona WHYTE, Nice whyte@unice.fr efl.unice.fr 23
  24. 24. Conclusion Teachers can and do self-train with new✤ researcher participation technology, but cannot identify the promotes sharing, affordances of the new tools unless they communication, and receive help in identifying effective language reflection learning practices. Conversely, it is difficult for trainers to discover and pass on such useful✤ specific FL teacher practices without having participated in specifically directed technology training training is essential themselves in the first place.✤ technology training must be embedded in FL contextShona WHYTE, Nice whyte@unice.fr efl.unice.fr 24
  25. 25. research can informtraining; development oftraining resources caninform research http://unt.unice.fr/uoh/learn_teach_FL/Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 25
  26. 26. ✤ Borg, S. (2009). Teacher cognition and language education. London: Continuum.✤ Cutrim Schmid, E. (2008) Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology, Computers & Education, 51: 1553–1568.✤ Develotte, C., Guichon, N., and Kern, R. (2007) «Allo Berkeley? Ici Lyon... Vous nous voyez bien? Etude dun dispositif d’enseignement- apprentissage en ligne synchrone franco-américain à travers les discours de ses usagers. ALSIC, 11 (2): 129-156.✤ Gruson, B. (2011). Analyse comparative d’une situation de communication orale en classe ordinaire et lors d’une séance en visioconférence. Distance et Savoirs, 8: 395-423.✤ Whyte, S. (to appear). Learning to teach with videoconferencing in primary EFL classrooms. ReCALL.Shona WHYTE, Nice whyte@unice.fr efl.unice.fr 26

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