Technology And Language Learning Dic08 Con Trainees Ugr
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Technology And Language Learning Dic08 Con Trainees Ugr

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Info for trainees going to Manchester (MMU) January 09

Info for trainees going to Manchester (MMU) January 09

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Technology And Language Learning Dic08 Con Trainees Ugr Technology And Language Learning Dic08 Con Trainees Ugr Presentation Transcript

  • Technologically-enhanced Language Learning Pedagogy Technology and Language Learning José Luis Ortega UGR
  • Video-conferencing and language learning
  • Implications for trainees
    • 1 Spanish trainee in each of the two schools here and in the linked schools in Spain
    • opportunity to support the KS class involved in both countries
  • Collaborative technologies in languages initiative (CTLI)
    • www.tda.gov.uk
    • The collaborative technologies in languages initiative ( CTLI ) project is an international project in which six primary schools, three initial teaching training (ITT) institutions and local authorities and regional governments in England, France and Spain are working together using a shared curriculum to develop and improve the teaching and learning of languages.
  • Who is involved?
    • King’s Road Primary School, Trafford
    • Seymour Park Primary School, Trafford
    • CEIP San Miguel, Granada
    • Cristo de la Yedra, Granada
    • École élémentaire de Frontenay Rohan Rohan, Poitiers
    • École élémentaire de Magné, Poitiers
    • Manchester Metropolitan University
    • Universidad de Granada
    • IUFM Poitou-Charentes
    • Trafford local authority
    • Junta de Andalucía
    • Académie Niort
    • Académie Poitiers - Rectorat
    • Maire de Magné
    • Maire de Frontenay Rohan Rohan
  • CTLI : 2 Comenius funded projects
    • Six Schools Project
    • Technology Enhanced Language Learning Pedagogy (TELLP)
    • MMU: Gee Macrory, Cathy Brady & Pura Ariza
    • UGR: José Luis Ortega & Brigitte Urbano
  • Six Schools Project
    • video-conferencing between 3 countries
    • a learning platform (The Gateway) : www.6schools.eu (need account/user name and password)
    • CLIL methodology
    • shared curriculum
    • KS2 classes
  • Technology Enhanced Language Learning Pedagogy (TELLP)
    • This project has as its 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 of the three countries. This teacher training context will allow the trainees to develop a deeper understanding of the need to integrate language teaching into the primary curriculum and how to exploit new technologies to support this.
  • Implications for trainees
    • 4 trainees placed in the 2 schools (2 French, 2 Spanish) here and in the linked schools in France and Spain
    • trainees will support video-conferencing and devise activities involving learning platform, interview children and investigate CLIL
  • … .and back here?
    • trainees will work with the home schools on final placement
    • we aim to provide an opportunity for all trainees to visit the project schools
    • likewise, all English trainees will visit their video-conferencing project school
  • TRAINEES ABROAD ON PLACEMENT (A20-23)   PART A: TRAINEES ROLES AND RESPONSIBILITIES   TRAINEES PLACED IN THE PROJECT SCHOOLS   BY THE END OF THE PLACEMENT THE TWO SPANISH TRAINEES WILL HAVE:   OBSERVED VIDEO CONFERENCING AND THE LEARNING PLATFORM IN ORDER TO IDENTIFY EFFECTIVE CLASSROOM ORGANIZATION AND MANAGEMENT STRATEGIES SPECIFIC TO THE USE OF THE TECHNOLOGY AND ITS COMMON COMMUNICATION TOOLS: E-MAIL CHATTER WEBCAM CONFERENCING SHARE NOTES DISCUSSION BOARD ASSISTED WITH A VIDEO CONFERENCING SESSION LED A VIDEO CONFERENCING SESSION INDEPENDENTLY DELIVERED A LESSON USING THE LEARNING PLATFORM (LP) PLANNED, DELIVERED AND EVALUATED A LESSON BASED ON THE LP AND HAVE UPLOADED THE APPROPRIATE RESOURCES PLAN AND TEACH A CLIL LESSON (TO BE ADAPTED LATER TO USE IN THE SCHOOL IN THEIR HOME COUNTRY)
    • All of the above activities to be conducted in the trainees’ first language – i.e. Spanish.
    •  
    • Trainees will:
    •  
    • Reflect on the methodology of CLIL
    • Observe and critique the different approaches to teaching languages
    • Evaluate the effective characteristics that have been identified
    •  
    • As a result of school experience and university input and support, primary trainees will be able to identify and critically evaluate (a) the characteristics of a holistic cross-curricular (CLIL) approach to language teaching and learning and (b) the impact of the technology
    • on the processes of children’s language learning
    • on development of intercultural understanding
    • on children’s motivation as indicated by their own perceptions
    • on the school community
    • on the wider school curriculum
    •  
    • When evaluating the impact of technology on the above points, the differential impact of each of the communication tools needs to be identified.
    • 2) All Spanish trainees will:
    • Reflect on the methodology of CLIL
    • Observe and critique the different approaches to teaching languages
    • Evaluate the effective characteristics that have been identified for the new pedagogy
    •  
    • As a result of school experience and university input and support, primary trainees will be able to identify and critically evaluate (a) the characteristics of a holistic cross-curricular (CLIL) approach to language teaching and learning and (b) the impact of the technology:
    • on the processes of children’s language learning
    • on development of intercultural understanding
    • on children’s motivation as indicated by their own perceptions
    • on the school community
    • on the wider school curriculum
    •  
    • Trainees will reflect on their development as European teachers, identify similarities and differences between systems and identify aspects of these that offer children and colleagues the opportunity to develop intercultural awareness. Trainees will be expected to consider the potential impact of the project on their future teaching career.
    • The emergent pedagogy’s characteristics:
    • It is in real time and authentic
    • It involves regular and frequent learner communication
    • It is content-led, rather than language led
    • It involves purposeful communication
    • It involves autonomous learning  (not teacher led)
    • It involves autonomous communication
    • A key element is the teaching and learning of communication strategies (eg repair)
    • There is an important emphasis on pronunciation – aim of being understood
    • There are parallels between teacher/learner (teacher as learner and learner as teacher)
    • It develops metacognitive and metalinguistic awareness and understanding
    • The children see themselves as teachers as well as learners - cooperative language learning that is a two-way process
    • The teacher is not necessarily seen as the only expert
    • There is a clear articulation of: use of L1/L2, initiating/responding and linguistic progression