“English, Englishes, and Englishing in multilingualand multimedia environments: From theory topractice” May 19-20, 2011
Multimedia, multimodal,multilateral, multiplatform KC LEE Centre for English Language Communication National University of Singapore
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?
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
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
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)
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?
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)
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)
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)
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).
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
Theories and Quality of new assumptions technology are priority Sound and Tension –solid empirical social tool for research academic (insufficient ) purpose Pedagogy
“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)
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
Commercially available comprehensive programmes Free tools on the internet for specific purpose Social networking tools for interaction
Rosetta Stone (http://www.rosettastone.com/)
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)
Organic approach to integration of technology into language learning environment, community – meaningful communication and effective learning ecosystem eclectic and dynamic
KC LeeCentre for English Language CommunicationNational University of SingaporeEmail: firstname.lastname@example.org