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Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
Ust philippines may 2011 kc lee for handout
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Ust philippines may 2011 kc lee for handout

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  • 1. “English, Englishes, and Englishing in multilingualand multimedia environments: From theory topractice” May 19-20, 2011
  • 2. Multimedia, multimodal,multilateral, multiplatform KC LEE Centre for English Language Communication National University of Singapore
  • 3.  Technology changes at very fast speed Learning takes time Language Technology …. learning acquisition of language at a faster rate? enhanced learning? better language and communication skills?
  • 4.  Technology changes at very fast speed Learning takes time Language Technology …. learning interference? acquisition of unhealthy communication habits/practices? c u @ *$ - See you at Starbucks F u cn rd ths thn wats th prblm (Crystal, 2008:6) – If you can understand this then what’s the problem
  • 5. Part One – Theoretical1. Evolution of technology in language education2. Key assumptions, issues and challenges3. Sustainability of using technologies and mediaPart Two - Practical1. Implications2. Incorporating technology into language courses3. An organic approach
  • 6. Internet Wifi, 3G, 4G, Web Software (CDs) (early) 2.0 little or no high interactivity, high interactivity, interactivity, low medium high accessibility accessibility accessibility chat, skype, blog,drills, structured practices email, discussion wiki, twitter, second (asynchonous) forum (asynchonous) life (synchronous)
  • 7.  Is technology shaping how language is taught or learned? Are language acquisition theories guiding use of technology in the language classroom? Can both inform each other for an optimum learning experience?
  • 8. InternetSoftware (CDs) Web 2.0 (early)Patterndrills and Variety of tasks In addition tostructured practices and activities that linking information behaviorist help lower anxiety, and learners, increase motivation provides (through opportunities for interaction) engagement and Combination of participation cognitive and (Warshauer & affective learning Grimes, 2007) humanistic social constructivist (Bruffee, 1993; Vygotsky, 1978)
  • 9.  learners interact to create and negotiate meaning in a meaningful, effective way ◦ quality of written output – maturity of thoughts, organization and fluency (Beauvois, 1998; Blackstone, 2007; Lee, 2009; Leppanen & Kalaja, 1995; Pellettieri, 2000; Sengupta, 2001) ◦ group dynamics (Warschauer, Turbee & Roberts,1996) ◦ participation rate (Chun, 1994; Kern, 1995; Sengupta, 2001; Sullivan & Pratt, 1996; Warschauer, 1996)
  • 10.  learners interact to create and negotiate meaning in a meaningful, effective way ◦ reducing stress (Beauvois, 1998) ◦ building of confidence (Skinner and Austin, 1999) ◦ collaborative learning (Bump, 1990; Pychyl, Clarke & Abarbanel, 1999; Shive, 1999; Soh & Soon, 1991)
  • 11.  learners interact to create and negotiate meaning in a meaningful, effective way ◦ “more time to process and monitor the interlanguage, synchronous network-based communication fosters the negotiation of meaning and form-focused interaction” (Pellettieri, 2000:83) ◦ “electronic discussion can be a good environment for fostering use of more formal and complex language, both lexically and syntactically” (Warschauer, 1996:22).
  • 12.  scaffolded learning zone of proximal development (Vygotsky, 1978) learners develop their cognition (and linguistic competence) by interacting and communicating with people within their knowledge community
  • 13. Technology LearnerTeacher Pedagogy Potential Risks
  • 14. Different purpose New or Accessibility, additional portability, features mobility Fast Technology Compatibilitychanging
  • 15. Discourse/ Language use Quality of “mode switch”communication Learner
  • 16. ConfidenceCompetence/ Experience Knowledge Teacher
  • 17. Theories and Quality of new assumptions technology are priority Sound and Tension –solid empirical social tool for research academic (insufficient ) purpose Pedagogy
  • 18.  “technology is NOT a guarantee for the better … it may actually hinder [L2] development if, as teachers, we are only guided by mindless innovation” (Negueruela-Azarola, 2009: 245)
  • 19.  framework grounded in theories and assumptions ◦ how individuals engage with their surroundings and community in creating meaning and in enhancing learning ◦ an interactive interface which provides a participatory and interaction platform that allows and encourages learners to build upon what they already know through working within similar learner and learning communities ◦ accessibility of platform
  • 20.  Commercially available comprehensive programmes Free tools on the internet for specific purpose Social networking tools for interaction
  • 21.  Rosetta Stone (http://www.rosettastone.com/)
  • 22.  Livemocha (http://www.livemocha.com/)
  • 23.  Second life (http://secondlife.com/)
  • 24.  NUS Second Life (https://u.nus.edu.sg/secondlife/default.aspx )
  • 25.  Podcast (portable broadcast) http://courseware.nus.edu.sg/e- daf/podcast/lag1201_0910_1.htm
  • 26.  Audacity (http://audacity.sourceforge.net/)
  • 27. chat twitter skype Social Wiki, networking discussiongoogle docs tools forum blog facebook
  • 28.  Discussion forum
  • 29.  Chat, Skype
  • 30.  Wiki (collaborative writing)
  • 31.  Google docs (collaborative writing)
  • 32.  Twitter
  • 33.  facebook
  • 34.  Personal Learning Environment (PLE) Mobile learning (m-learning) Corpus-driven and collocation-driven tools
  • 35.  individualized learning environment empowerment of choices in learning Virtual Learning Environment (VLE) Personal Learning Environment (PLE) Language Management System (LMS)
  • 36.  SymbalooEDU
  • 37.  NUS SymbalooEDU (http://edu.symbaloo.com/mix/e-celc)
  • 38. Organic approach“The organic metaphor sees second language acquisition more like growing a garden than building a wall. From such a perspective, learners do not learn one thing perfectly, one item at a time, but numerous things simultaneously (and imperfectly).” (Nunan, 1995:102)
  • 39. Organic approach to integration of technology into language learning environment, community – meaningful communication and effective learning ecosystem eclectic and dynamic
  • 40. KC LeeCentre for English Language CommunicationNational University of SingaporeEmail: elcleekc@nus.edu.sg

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