Presentation of the ECML elang project

1. Insert title here:

2. Digital literacy for the teaching
and learning of languages
Christian Ollivier, University of Reunion Island
Catherine Jeanneau, University of Limerick

3. Team
● Partners
○ Christian OLLIVIER, université de La Réunion (FR)
○ Ulrike HOFMANN, Fachhochschule Salzburg (AT)
○ Catherine JEANNEAU, University of Limerick (IE)
○ Katerina ZOUROU, Web2Learn (GR)
● Canadian associate partners
○ Marie-Josée Hamel, University of Ottawa
○ Catherine Caws, University of Victoria
● European associate partners
○ Marie-Thérèse Batardière, University of Limerick (IE)
○ Terry Lamb, FIPLV (UK)
○ CEBS (AT)
○ Pauline Ernest (projet ICT-REV)
● ECML consultant: Marisa Cavalli

4. Objectives and products
● Objectives
○ Promote digital literacy for language teaching and learning
○ Develop an approach for language teaching and learning including
digital resources and tools, linking together:
■ tasks involving various social interactions
■ the use and development of competences through the use of digital
tools and resources
● Products
○ Pedagogical framework (download)
○ Online training modules (Moodle platform - Log in as a guest)
○ Guide for trainers
○ Webinars
○ "On demand" training sessions

5. Target audience
● Language teachers/trainers
● Trainers of trainers
● Stakeholders
● People involved in language education

6. Pedagogical framework
Socio-interactional approach

7. Action-oriented approach and rehearsal
tasks
You now live in a new house.
Write a note to a friend about
the house. Say:
- where your house is
- which room you like best
and why.
Write 25-35 words.
Write the note on the answer
sheet.
7

8. Who are we really communicating with?
LEARNER
TEACHER
?
8
FRIEND

9. Preparing
yourself is
good…
Living life is
even better
Real-world tasks
within the socio-
interactional
approach

10. Real-World tasks?

11. Dual focus: double authenticity
Tasks grounded in real-life
○ Social interactions beyond the
educational context
○ On the web 2.0
○ Real socio-interactional challenges
○ Socio-interactional authenticity
Tasks in teaching & learning contexts
○ Social interactions within the
educational context
○ In a secure space
○ Real socio-educational challenges
○ Educational authenticity
(INTER)ACTING
LEARNING

12. Let’s talk philosophy ...

13. Co-enunciation
Speaking is not saying something
to someone but rather, it is saying
something with someone else
about something
(Grillo, 1997, p. 63)
The socio-interactional approach: going
beyond the obvious
Relational constraint
Being able to communicate [...] is a
skill requiring, above all, a
communication competence that
guarantees the performed acts are
adequate in relation to the context
of communication
(Grillo, 2000, p. 257)
13
I speak to you with my ears because I can only signify if I understand
you. My voice is listening to you. When I am speaking, I am listening to
you, I am speaking what I suppose you understand out of my words.
(Jacques 2000, p. 63)

14. What’s a task?

15. The socio-interactional approach, tasks
and autonomy
Social interactions
Aim / Intention
Performing the task
Output /
Outcome
Internalresources
Externalresources:human,
technologicalordigital
resources

16. A small change goes a long way
WHAT DOES NOT CHANGE
Preparation as for target //
rehearsal tasks
No Internet access required in
the classroom
WHAT CHANGES
Social interaction
(target audience, social
contract...)
Challenge of real
communication-
go beyond simulation, rehearsal

17. More specifically?
The example of WikiVoyage

18. Example
You are going to write tourist information on your native city
and share it on WikiVoyage with English-speaking tourists. By
doing this you will participate in the construction of a digital
tourist guide.
Social interaction Intention
Action
Outcome/Output

19. Steps to carry out the task
● Be aware of the social interactions involved
○ Who are we talking to? With whom (in mind) do we write?
■ What are the expectations of this audience in terms of content and
form?
○ What is the explicit social contract of the site?
● Analyse similar productions
● Question one’s knowledge
● Deepen this knowledge
● Write
● Revise
● Publish

20. Autonomy and digital resources

21. Autonomy
● Be aware of the learning objectives or rationale for action
● Take into consideration all the constraints at play while trying to
achieve these objectives (especially the constraints linked to the
socio-interactional context).
● Select relevant strategies and actions
○ Be aware of your own knowledge and skills
○ Define your own limitations in order to access external resources
to overcome these limitations.
■ Being autonomous # doing everything on your own.
● Use these external resources efficiently
● Critically assess both actions and resources
● Reflect on your own autonomy development

22. Example for written production

23. Task
You are going to write some tourist information in a foreign
language about your hometown. This will be shared on the
matching version of the WikiVoyage site. You will thus contribute to
further develop this online travel guide.
You will particularly focus on adding some recommendations in the
‘Eat’ and ‘Drink’ sections.

24. Taking social interactions into account
● Reflect on:
○ the target-audience
○ expectations as a writer, in terms of
■ content
■ form
● Write a list of quality criteria
● Inquire about the ‘social contract’
○ Consult the web site pages that define social conventions and
rules
■ The traveller comes first
■ Guiding principles
● Complete your list of quality criteria

25. Cognitive processes and resources
● Planning
○ Content
■ Think of a restaurant, a pub… you could recommend
■ Write down what you know / want to say about this venue...
■ Search information to complement what you have/know:
● Use search engines: Google, Qwant…
○ Form
■ Search for similar texts
● on the web site
● on other sites: Wikitravel, Tripadvisor for instance
■ Identify
● the type of content
● reusable structures

26. Cognitive processes and resources
● Write your text using
○ dictionaries (including contextual): Linguee
○ machine translators (DeepL)
○ dictation tools ("Voice typing" in Google Docs)
● Revise your text using
○ Grammar checker: SpellCheckPlus
○ Search engines (to check an expression)
○ Human proofreading
■ FR: Orthonet
■ Learner communities: Babbel…
● Monitoring/Controlling
○ Collaborative work on shared documents (GDrive, Framapad)

27. Digital literacy

28. Model
(Aviram & Eshet-Alkalai, 2006 ; Eshet-Alkalai, 2004; Beetham, 2015; Killen, 2015; Jisc,
2014; Martin & Grudziecki, 2006)

29. Digital literacy and citizenship
● Technology literacy
○ Knowing digital resources and how to use them
● Meaning-making literacy
○ Knowing how to create and disseminate information
○ Media literacy
○ Information literacy: search, find and evaluate information to use it
● Interaction literacy
○ CMC literacy
○ Collaboration literacy
○ Participation literacy
● Ethical and critical framework

30. TO BE A
(DIGITAL) CITIZEN
BOTH LEARNER AND USER
AUTONOMOUS AND
COMPETENT
DIGITAL LITERATE

31. http://www.ecml.at/e-lang
Log in as a guest

32. Vers une littératie
numérique pour
l’enseignement-
apprentissage des
langues
Digital literacy for the
teaching and learning of
languages
● Christian Ollivier (coord.), U. de La
Réunion
○ ollivier.reunion@gmail.com
○ http://www.christianollivier.eu
● Catherine Caws, UVictoria
● Marie-Josée Hamel, UOttawa
● Catherine Jeanneau, ULimerick
○ catherine.jeanneau@ul.ie
● Ulrike Szigeti, FH Salzburg
● Katerina Zourou, Web2Learn
http://www.ecml.at/e-lang