Strategies to engage teachers in telecollaboration projects: insights from th...Kristi Jauregi Ondarra
The document discusses strategies for engaging teachers in telecollaboration projects based on insights from the TILA project. The TILA project aimed to (1) innovate foreign language teaching by encouraging telecollaboration, (2) empower teachers through training, and (3) study the benefits of telecollaboration for language learning and teacher development. The project involved over 200 students and 20 teachers from 8 schools collaborating across 5 languages. It highlighted challenges like scheduling meetings and technical issues, but students reported very positive experiences. Analyzing teacher needs and training was an important part of the project.
2021-06-29_Language Learning in Distance Education in Times of Covid-19: Oppo...Dr Martina Emke
Invited speaker at the Foreign Language Education in Turkey and European Practices: Developments and Suggestions Conference, which was held during June 28-29 by the Board of Education, Ministry of National Education in Turkey.
Training & Accreditation of EMI TeachersRobert O'Dowd
My presentation at Maynooth University's conference on English & Multilingualism in 21st Century Europe: https://www.maynoothuniversity.ie/english-multilingualism-21st-century-europe
Multiculturalism & LfA: Addressing the Challenges by LeeAnn Stone Ed.D.mlang-events
This document discusses challenges and strategies for language programs in universities. The top five challenges are: 1) Keeping students engaged throughout their language courses, 2) Securing support and buy-in from university leadership, 3) Obtaining sufficient resources and funding, 4) Addressing logistical timetabling issues, and 5) Ensuring consistent teaching quality. Overcoming these obstacles will require partnership across different stakeholders, including governments, schools, employers, and students themselves.
British council english_as_a_medium_of_instructionPepe Kazeres
This document summarizes the findings of a study that investigated the growing global phenomenon of English medium instruction (EMI) in 55 countries. The study was conducted by researchers at Oxford University between October 2013 and March 2014. It found that EMI is rapidly expanding in most countries and generally has official government backing, though some exceptions exist. Public opinion on EMI is described as "equivocal" or "controversial" rather than outright opposition. Concerns relate to potential social divisions from limited access and threats to first language/identity. Many countries lack infrastructure for quality EMI like qualified teachers and guidelines. The report calls for further research on key questions around EMI implementation, forms, language use, teacher education, effects on
Luisa Salvati: Meeting the challenges of teaching migrant learnerseaquals
This document discusses challenges in teaching Italian as a second language to migrant learners, including illiterate learners. It presents results of a survey of Italian language teachers on their experiences. Major problems identified include designing differentiated instruction for diverse literacy levels, identifying learner profiles, finding appropriate materials, and managing classroom activities and time. Recommendations include developing assessment and curriculum for pre-A1 levels, providing more teaching hours, and increased teacher training to better meet the needs of illiterate and low-educated learners.
Strategies to engage teachers in telecollaboration projects: insights from th...Kristi Jauregi Ondarra
The document discusses strategies for engaging teachers in telecollaboration projects based on insights from the TILA project. The TILA project aimed to (1) innovate foreign language teaching by encouraging telecollaboration, (2) empower teachers through training, and (3) study the benefits of telecollaboration for language learning and teacher development. The project involved over 200 students and 20 teachers from 8 schools collaborating across 5 languages. It highlighted challenges like scheduling meetings and technical issues, but students reported very positive experiences. Analyzing teacher needs and training was an important part of the project.
2021-06-29_Language Learning in Distance Education in Times of Covid-19: Oppo...Dr Martina Emke
Invited speaker at the Foreign Language Education in Turkey and European Practices: Developments and Suggestions Conference, which was held during June 28-29 by the Board of Education, Ministry of National Education in Turkey.
Training & Accreditation of EMI TeachersRobert O'Dowd
My presentation at Maynooth University's conference on English & Multilingualism in 21st Century Europe: https://www.maynoothuniversity.ie/english-multilingualism-21st-century-europe
Multiculturalism & LfA: Addressing the Challenges by LeeAnn Stone Ed.D.mlang-events
This document discusses challenges and strategies for language programs in universities. The top five challenges are: 1) Keeping students engaged throughout their language courses, 2) Securing support and buy-in from university leadership, 3) Obtaining sufficient resources and funding, 4) Addressing logistical timetabling issues, and 5) Ensuring consistent teaching quality. Overcoming these obstacles will require partnership across different stakeholders, including governments, schools, employers, and students themselves.
British council english_as_a_medium_of_instructionPepe Kazeres
This document summarizes the findings of a study that investigated the growing global phenomenon of English medium instruction (EMI) in 55 countries. The study was conducted by researchers at Oxford University between October 2013 and March 2014. It found that EMI is rapidly expanding in most countries and generally has official government backing, though some exceptions exist. Public opinion on EMI is described as "equivocal" or "controversial" rather than outright opposition. Concerns relate to potential social divisions from limited access and threats to first language/identity. Many countries lack infrastructure for quality EMI like qualified teachers and guidelines. The report calls for further research on key questions around EMI implementation, forms, language use, teacher education, effects on
Luisa Salvati: Meeting the challenges of teaching migrant learnerseaquals
This document discusses challenges in teaching Italian as a second language to migrant learners, including illiterate learners. It presents results of a survey of Italian language teachers on their experiences. Major problems identified include designing differentiated instruction for diverse literacy levels, identifying learner profiles, finding appropriate materials, and managing classroom activities and time. Recommendations include developing assessment and curriculum for pre-A1 levels, providing more teaching hours, and increased teacher training to better meet the needs of illiterate and low-educated learners.
The document outlines an event on language across the curriculum. It includes:
- Presenters from various South African universities who will speak on topics related to language policy and integrating language skills across subjects.
- The program includes talks on language policy, multilingual glossaries, research on the topic, and a practical application in a math classroom.
- The background discusses an international collaboration between universities in Belgium and South Africa to develop a comprehensive program for integrating language across the curriculum in teacher education programs.
7th CBLA SIG Symposium Programme ´Language Assessment and Learning Differences´Eleftheria Pigro
This document provides the program for the 7th CBLA SIG Symposium on "Language Assessment and Learning Differences" hosted by the University of Cyprus. The program includes 4 presentations on topics related to assessing learners with dyslexia and other learning difficulties. It also includes 2 workshops on using formative assessment and peer assessment to help identify and address learning difficulties. The event will take place on November 19, 2015 at the University of Cyprus and includes speakers from Poland, Spain, Greece, and Cyprus.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
This document summarizes a study investigating the role of language proficiency in the academic success of German students studying at a Dutch university. The study examined 139 German students taking an intensive Dutch language course and assessed their proficiency in German, English, and Dutch over time. Test results showed that higher Dutch language proficiency correlated with better academic performance, as measured by course credits and exam grades. While no single factor perfectly predicted Dutch language learning success, higher general educational background and German language skills were slightly better predictors than English skills. The level of proficiency required in both Dutch and English plays an important role in German students' academic achievement in courses taught predominantly in Dutch using English literature.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
Steve Phillips: Internationalisation. Home. Overseas. Botheaquals
This document discusses internationalization in education, specifically internationalization abroad through transnational education (TNE) and internationalization at home.
It provides an overview of TNE, noting that four out of five UK higher education institutions plan to increase their TNE programs, subjects, countries, and student numbers. The top five countries for UK TNE are Malaysia, Singapore, Hong Kong, China, and Oman. While TNE has grown significantly, international student mobility growth has slowed in recent years for most countries except Ireland, New Zealand, Canada, and the USA.
The document also examines internationalizing education at home, noting rebounds in the UK English language teaching industry in 2017 with increases in student numbers and weeks.
ICT (information and communication technologies) can be useful tools to promote English language skills for both teachers and learners. ICTs allow teachers to provide varied materials and fast feedback to students, while helping learners improve their vocabulary, reading, speaking, and writing. Some advantages of ICT include the ability to control presentations, provide novelty and creativity in lessons, and adapt materials to different student needs and language levels. While ICT shows promise, its effective use in language classrooms faces challenges like lack of teacher training and equipment.
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Disserta...William Kritsonis
This document summarizes a dissertation defense presented by Cheng-Chieh Lai on the effectiveness of computer-assisted language learning (CALL) programs for enhancing English learning among students with limited English proficiency. The dissertation included quantitative and qualitative research methods to examine how personal factors influence students' perceived usefulness and ease of use of CALL programs. Major findings indicated native language and age were significant factors influencing perceived usefulness, while gender, education level, and technology experience were not significant factors. Interviews provided perspectives on advantages, disadvantages and roles of CALL programs.
This study aimed to identify essential characteristics for students learning English in a hypermedia modular model. Researchers interviewed 91 students qualitatively to understand their experiences. Key findings included that students need competent computer skills to avoid technological barriers to learning. They must also be able to work collaboratively, be organized and tenacious, and have a sufficient level of English ability. The blended learning model requires greater academic maturity and results in a more extensive workload than traditional face-to-face instruction alone.
An analysis of teachers’ comments about digital textbookKyubok Cho
An analysis of Teachers’ comments about the advantages and issues of improving the use of digital textbooks in Pilot Schools
The purpose of this research is to identify the advantages and issues of improving the use of digital textbooks in schools. For this objective, an online questionnaire was conducted to 134 representative teachers (Director or Head Teacher) of digital textbook pilot schools (elementary and middle schools) in South Korea during October 2015, and 119 teachers responded. The questionnaire contained 5 open-ended questions about the advantages and issues of improving the digital textbooks, classes using digital textbooks and managing the digital textbook pilot school. Results of the content analysis of the comments were categorized into 4 topics (development of students, digital textbook’s contents, digital textbook’s function, change of instruction). Each of the 4 topics included comments involving advantages and improvements.
Though there were comments about digital textbooks’ side effects such as distractibility and eyestrain to students, positive feedback regarding the implement of students’ concentration, interest and self-directed learning attitudes outweighed the negative comments. Also, there were affirmative comments about the variety and volume of digital textbook contents and voices demanding more richness and high quality contents. In addition, there were positive and negative comments about digital textbook’s functions such as search, exam, note, etc.. Some of the comments were not focused on digital textbook’s functions and instead focused on keywords such as LMS (Learning Management System), function of control students’ PC, cloud platform. Pilot school teachers commented about diversification of in-class digital textbook usage (Flipped learning, Collaboration learning, Personalized learning, etc.) and preparation (class design, lesson study, etc.).
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
The document summarizes a study on students' perceptions of learning tourism English in college and the English needs of the hotel industry. Key findings include:
1) Students saw tourism English as important but had varying satisfaction with their courses depending on their university.
2) Private university students felt most prepared in English skills and learning environment while public university students felt least satisfied.
3) Students wanted to improve English, especially speaking, to meet job requirements and preferred more authentic learning and international internships.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This document summarizes a MOOC on individualized learning plans that was conducted using the DIANA pedagogical model. It provides details on the model, which emphasizes socioconstructivist and dialogical learning. 155 students from around the world enrolled in the MOOC, with 6 study groups completing the final assignment. The MOOC evaluated the DIANA model's effectiveness for collaborative knowledge construction in an online environment.
Assure presentation for Korean School ConferenceDaesang Kim
The document provides an overview of the ASSURE instructional design model and its application in K-12 classrooms. It discusses a study that examined 39 instructional technology integration projects developed by teachers across elementary, middle, and high school levels. The study found that teachers used the ASSURE model to develop lessons integrating a variety of technologies for subjects like language arts, social studies, science, and math. The lessons were aimed at diverse learners and incorporated different learning strategies and resources. The study provided insights into how teachers applied the ASSURE model and its impact on student learning outcomes.
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
This document discusses the influence of multimedia technology in English language teaching. It begins by outlining the history of technology use in ELT, from early audio recordings to today's multimedia computers. It then discusses the importance of English in India, both historically and currently. English is used widely in government, business, and higher education. The document also covers teaching English as a second language in India, including the aims of ELT and challenges faced by students from non-English medium schools. It proposes that multimedia technology can help address these challenges and enhance English language acquisition.
Cross-cultural discussions in a 3D virtual environment and their affordances ...Kristi Jauregi Ondarra
This document summarizes research on cross-cultural discussions conducted in a 3D virtual environment. 18 students from the Netherlands and Finland, aged 15-18 and at an intermediate English level, participated. They completed 5 discussion tasks in virtual groups. Data collection included tests, surveys, and interviews. Findings showed participation improved students' discussion skills and reduced anxiety about speaking English. Dutch students interacting with Finnish peers experienced greater gains in confidence and motivation than a control Dutch group. While virtual environments were found engaging, lower proficiency Finnish students benefited more from interacting with similar proficiency peers. The research concluded 3D virtual discussions can improve language skills but proficiency level matching may better support some learners.
PowerPoint gebruikt voor de masterclass Moderne vreemde talen betekenisvol leren, gehouden in de MBO conferentie "Taal op Koers", op 29 oktober in Nieuwegein.
The document outlines an event on language across the curriculum. It includes:
- Presenters from various South African universities who will speak on topics related to language policy and integrating language skills across subjects.
- The program includes talks on language policy, multilingual glossaries, research on the topic, and a practical application in a math classroom.
- The background discusses an international collaboration between universities in Belgium and South Africa to develop a comprehensive program for integrating language across the curriculum in teacher education programs.
7th CBLA SIG Symposium Programme ´Language Assessment and Learning Differences´Eleftheria Pigro
This document provides the program for the 7th CBLA SIG Symposium on "Language Assessment and Learning Differences" hosted by the University of Cyprus. The program includes 4 presentations on topics related to assessing learners with dyslexia and other learning difficulties. It also includes 2 workshops on using formative assessment and peer assessment to help identify and address learning difficulties. The event will take place on November 19, 2015 at the University of Cyprus and includes speakers from Poland, Spain, Greece, and Cyprus.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
This document summarizes a study investigating the role of language proficiency in the academic success of German students studying at a Dutch university. The study examined 139 German students taking an intensive Dutch language course and assessed their proficiency in German, English, and Dutch over time. Test results showed that higher Dutch language proficiency correlated with better academic performance, as measured by course credits and exam grades. While no single factor perfectly predicted Dutch language learning success, higher general educational background and German language skills were slightly better predictors than English skills. The level of proficiency required in both Dutch and English plays an important role in German students' academic achievement in courses taught predominantly in Dutch using English literature.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
Steve Phillips: Internationalisation. Home. Overseas. Botheaquals
This document discusses internationalization in education, specifically internationalization abroad through transnational education (TNE) and internationalization at home.
It provides an overview of TNE, noting that four out of five UK higher education institutions plan to increase their TNE programs, subjects, countries, and student numbers. The top five countries for UK TNE are Malaysia, Singapore, Hong Kong, China, and Oman. While TNE has grown significantly, international student mobility growth has slowed in recent years for most countries except Ireland, New Zealand, Canada, and the USA.
The document also examines internationalizing education at home, noting rebounds in the UK English language teaching industry in 2017 with increases in student numbers and weeks.
ICT (information and communication technologies) can be useful tools to promote English language skills for both teachers and learners. ICTs allow teachers to provide varied materials and fast feedback to students, while helping learners improve their vocabulary, reading, speaking, and writing. Some advantages of ICT include the ability to control presentations, provide novelty and creativity in lessons, and adapt materials to different student needs and language levels. While ICT shows promise, its effective use in language classrooms faces challenges like lack of teacher training and equipment.
Dr. David E. Herrington, Dissertation Chair for Cheng Chieh Lai, PhD Disserta...William Kritsonis
This document summarizes a dissertation defense presented by Cheng-Chieh Lai on the effectiveness of computer-assisted language learning (CALL) programs for enhancing English learning among students with limited English proficiency. The dissertation included quantitative and qualitative research methods to examine how personal factors influence students' perceived usefulness and ease of use of CALL programs. Major findings indicated native language and age were significant factors influencing perceived usefulness, while gender, education level, and technology experience were not significant factors. Interviews provided perspectives on advantages, disadvantages and roles of CALL programs.
This study aimed to identify essential characteristics for students learning English in a hypermedia modular model. Researchers interviewed 91 students qualitatively to understand their experiences. Key findings included that students need competent computer skills to avoid technological barriers to learning. They must also be able to work collaboratively, be organized and tenacious, and have a sufficient level of English ability. The blended learning model requires greater academic maturity and results in a more extensive workload than traditional face-to-face instruction alone.
An analysis of teachers’ comments about digital textbookKyubok Cho
An analysis of Teachers’ comments about the advantages and issues of improving the use of digital textbooks in Pilot Schools
The purpose of this research is to identify the advantages and issues of improving the use of digital textbooks in schools. For this objective, an online questionnaire was conducted to 134 representative teachers (Director or Head Teacher) of digital textbook pilot schools (elementary and middle schools) in South Korea during October 2015, and 119 teachers responded. The questionnaire contained 5 open-ended questions about the advantages and issues of improving the digital textbooks, classes using digital textbooks and managing the digital textbook pilot school. Results of the content analysis of the comments were categorized into 4 topics (development of students, digital textbook’s contents, digital textbook’s function, change of instruction). Each of the 4 topics included comments involving advantages and improvements.
Though there were comments about digital textbooks’ side effects such as distractibility and eyestrain to students, positive feedback regarding the implement of students’ concentration, interest and self-directed learning attitudes outweighed the negative comments. Also, there were affirmative comments about the variety and volume of digital textbook contents and voices demanding more richness and high quality contents. In addition, there were positive and negative comments about digital textbook’s functions such as search, exam, note, etc.. Some of the comments were not focused on digital textbook’s functions and instead focused on keywords such as LMS (Learning Management System), function of control students’ PC, cloud platform. Pilot school teachers commented about diversification of in-class digital textbook usage (Flipped learning, Collaboration learning, Personalized learning, etc.) and preparation (class design, lesson study, etc.).
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
The document summarizes a study on students' perceptions of learning tourism English in college and the English needs of the hotel industry. Key findings include:
1) Students saw tourism English as important but had varying satisfaction with their courses depending on their university.
2) Private university students felt most prepared in English skills and learning environment while public university students felt least satisfied.
3) Students wanted to improve English, especially speaking, to meet job requirements and preferred more authentic learning and international internships.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This document summarizes a MOOC on individualized learning plans that was conducted using the DIANA pedagogical model. It provides details on the model, which emphasizes socioconstructivist and dialogical learning. 155 students from around the world enrolled in the MOOC, with 6 study groups completing the final assignment. The MOOC evaluated the DIANA model's effectiveness for collaborative knowledge construction in an online environment.
Assure presentation for Korean School ConferenceDaesang Kim
The document provides an overview of the ASSURE instructional design model and its application in K-12 classrooms. It discusses a study that examined 39 instructional technology integration projects developed by teachers across elementary, middle, and high school levels. The study found that teachers used the ASSURE model to develop lessons integrating a variety of technologies for subjects like language arts, social studies, science, and math. The lessons were aimed at diverse learners and incorporated different learning strategies and resources. The study provided insights into how teachers applied the ASSURE model and its impact on student learning outcomes.
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
This document discusses the influence of multimedia technology in English language teaching. It begins by outlining the history of technology use in ELT, from early audio recordings to today's multimedia computers. It then discusses the importance of English in India, both historically and currently. English is used widely in government, business, and higher education. The document also covers teaching English as a second language in India, including the aims of ELT and challenges faced by students from non-English medium schools. It proposes that multimedia technology can help address these challenges and enhance English language acquisition.
Cross-cultural discussions in a 3D virtual environment and their affordances ...Kristi Jauregi Ondarra
This document summarizes research on cross-cultural discussions conducted in a 3D virtual environment. 18 students from the Netherlands and Finland, aged 15-18 and at an intermediate English level, participated. They completed 5 discussion tasks in virtual groups. Data collection included tests, surveys, and interviews. Findings showed participation improved students' discussion skills and reduced anxiety about speaking English. Dutch students interacting with Finnish peers experienced greater gains in confidence and motivation than a control Dutch group. While virtual environments were found engaging, lower proficiency Finnish students benefited more from interacting with similar proficiency peers. The research concluded 3D virtual discussions can improve language skills but proficiency level matching may better support some learners.
PowerPoint gebruikt voor de masterclass Moderne vreemde talen betekenisvol leren, gehouden in de MBO conferentie "Taal op Koers", op 29 oktober in Nieuwegein.
This document summarizes a paper about using virtual 3D learning spaces to teach indigenous and minority languages. It discusses two case studies of the Basque and North Sámi languages in Europe. For Basque, a survey of 38 teachers found interest in using virtual environments but also challenges due to technical issues and workload. North Sámi, spoken by up to 30,000 people, faces threats as the language is underrepresented in virtual spaces. Overall, the document discusses the potential benefits of virtual worlds for language revitalization but also epistemological reasons why some indigenous groups may not want their cultures represented in such environments.
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kan...Kristi Jauregi Ondarra
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kansen en uitdagingen
Workshop bij de landelijke studiedag van Levende Talen op 7 november 2014
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
(1) Telecollaboration is becoming increasingly popular in education as a way to enhance meaningful language acquisition, intercultural competence, and motivation, but most research has focused on tertiary education. (2) The TILA project aims to integrate telecollaboration activities in secondary schools across Europe to innovate foreign language teaching, empower teachers, and study the added value of telecollaboration. (3) Initial pilots involved 212 learners, 20 teachers, and 8 schools using synchronous communication tools, and showed telecollaboration has potential but also challenges around support, networks, and promoting independent learning.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
Telecollaboration for Intercultural Language Learning: Lessons LearnedKristi Jauregi Ondarra
This document summarizes a presentation given at the EuroCALL conference in Padova, Italy in August 2015. It discusses the Telecollaboration for Intercultural Language Acquisition (TILA) project, which aimed to integrate telecollaboration activities into secondary school foreign language teaching across Europe. Over three years, the project involved 837 students in telecollaboration sessions using various online tools. Preliminary findings suggest telecollaboration had a positive impact on students' intercultural competence and motivation, with video communication stimulating richer discourse than text chat. However, chat and lingua franca exchanges seemed to produce less anxiety. The project continues researching sustainable ways to integrate telecollaboration into language curricula.
This document discusses intercultural competence and cultural orientations in the workplace. It introduces the Intercultural Development Continuum, which ranges from a monocultural to an intercultural mindset. A monocultural mindset is characterized by denial, defense, and superiority over other cultures. An intercultural mindset involves deep exploration of differences, understanding other perspectives, and adapting one's behaviors. The document provides examples to assess whether a scenario demonstrates a monocultural, transitional, or intercultural orientation. It concludes that developing intercultural awareness allows for diversity to be understood and valued.
This document provides an overview of intercultural competence training. It discusses several key objectives: familiarizing with different cultures' relationships to people, time, and work environments; improving knowledge of intercultural cooperation and business; and understanding etiquette and business rules in various cultures. It then explores some fundamental aspects of culture, including physical contact, work ethic, appearance, language, and norms. The document emphasizes that judgments of what is right are rooted in cultural beliefs, values, and traditions. It also introduces frameworks for understanding cultural differences, such as universalism vs. particularism and individualism vs. communitarianism.
Recursos útiles para el análisis y la creaciónAna Alonso
Este documento presenta varias herramientas digitales para la creación, difusión y enseñanza de la literatura. Describe herramientas gratuitas para crear actividades literarias como mapas conceptuales, nubes de palabras, cuestionarios y juegos. También presenta recursos para el análisis literario como líneas de tiempo, murales, notas e imágenes. Finalmente, proporciona ejemplos de herramientas para la creación literaria como la escritura de relatos, narraciones interactivas y microrrelatos.
Intercultural communication presentationDhan Bharathi
This document discusses intercultural communication and provides examples of cultural differences that necessitate effective intercultural communication. It notes that cultures differ due to various factors like history, education, religion, and ecology. Intercultural communication allows people from different cultures to work together successfully. Globalization and multicultural workforces have increased the need for intercultural communication skills. The document provides dos and don'ts of intercultural communication and examples of different dining etiquettes across cultures. It emphasizes managing cultural diversity as both a challenge and opportunity.
Este documento describe varias herramientas TIC y mundos virtuales que pueden aplicarse a la enseñanza de español como lengua extranjera. Explica el papel del profesor y del alumno, así como los principios del aprendizaje significativo a través de tareas comunicativas y el uso de recursos auténticos y ricos. Además, analiza herramientas como blogs, wikis, Youtube, Voicethread y Facebook y cómo pueden usarse para enriquecer el contexto de aprendizaje y la interacción entre alumnos.
Investigación de procesos de telecolaboración aplicados a la enseñanza de seg...Kristi Jauregi Ondarra
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Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
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European Language Teachers’ beliefs on Intercultural Communicative Competence
1. European Language Teachers’ beliefs on
Intercultural Communicative Competence
Kristi Jauregi Ondarra (Fontys University of Applied
Sciences & Utrecht University)
Martine Derivry-Plard (University of Paris 6)
3. Project goals
• (1) to innovate, enrich and make foreign language teaching
programmes more attractive and effective by encouraging the
implementation of telecollaboration activities in secondary schools
across Europe;
• (2) to empower teachers and innovate teacher training programmes
in order to assist them in developing ICT literacy skills as well as
organisational, pedagogical and intercultural competences to
guarantee adequate integration of telecollaboration practices; and
• (3) to study the added value that telecollaboration may bring to
language learning in terms of intercultural understanding and
motivation amongst younger learners and pedagogic competence
development. 3
5. Consortium Partners
5
P3 U Roehampton (UK)
P4 The Godolphin & Latymer School
P1 Utrecht University (NL)
P2 Berlage Lyceum
P11 3DLES (NL)
P12 Palacky University (CZ)
P5 Steinbeis Transfer Center Language Learning Media
P6 Gymnasium Saarburg (DE)
P9 Université de Paris 3 and Paris 6 (FR)
P10 Collège La Cerisaie
P7 Universidad de Valencia (SP)
P8 IES Clot del Moro
7. Activities undertaken
• Analysis of teachers’ needs
• Development of teacher training
modules and
• Teacher training sessions
• Telecollaboration pilots
7
http://www.tilaproject.eu
https://www.youtube.com/user/TILAprojectEU
http://ec.europa.eu/languages/inspire/tila-project_en.htm
EuroALL 2013
8. Intercultural telecollaboration
within a learning/teaching and research environment
Target
languages
Researchers
Teacher
Trainers
Teachers
Target
Cultures
Learners
9. TILA : an intercultural learning environment
9
6 research institutions providing
2 running modes
6 „national“ cultures
6 educational systems
teacher training
5 target languages
Tandems : language reciprocity
Lingua Franca: a communicative
language mediating 2 target cultures
Challenges
languages are associated with target cultures
(Usually Tandems ie French learners with English learners)
AND
Languages are dissociated with target cultures
(Usually Lingua Franca ie French learners with Dutch learners using
ELF or German as a Lingua Franca or Spanish as a lingua franca)
10.
11. Organising telecollaboration among
teachers : two major challenges
• Use of technology in the classroom, the availability and
appropriateness of the facilities, and technical assistance have
been addressed in a former paper :
• Jauregi, K., Melchor-Couto, S., & Vilar Beltrán, E. (2013). The European Project TILA. In
L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past,
Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal
(pp. 123-128)
• Facilitating intercultural telecollaboration, creating a third
culture for teachers with different teaching cultures to work
together on task planning and task development is going to be
explored.
12. Research
Who are TILA teachers?
What are the views of teachers concerning
intercultural telecollaboration?
• Methodology: ethnographic (multimodal with questionnaires,
interviews, analysis of task descriptions, online interaction …) :
another challenge for ethnography to be online.
• PILOTS (From December to May 2014)
• 2 questionnaires
• Background questionnaire : 15 respondents
• Teachers’ views on telecollaboration for intercultural language
learning : 21 respondents
• Semi-structured Interviews (6 teachers)
13. Teachers’ background
• 70 % female teachers and 30%
male teachers
• experience (0-4 years) to more
than 25 years
• Master’s degree and usually a
teaching license. 90 % work in
state secondary school.
• Their learners are from 12 to 18.
• They teach one language or 2
languages or up to 3 subjects
• 80% have worked in a foreign
country where they have taught
• Lack of support for computer
technologies and Internet .
15 respondents
6 from France
5 from Spain
2 from NL
1 from Germany
1 from the UK
14. Teachers have a pluricultural capital
• 80 % have worked in a foreign country , mainly in Europe (except for the
USA and Vietnam) from less than a year to more than 5 years
• 80 % have taught in a foreign country mainly in Europe (except for North
America) from 1 to more than 10 years
• 50% have French as their first language, others have German, Spanish, Dutch
and Catalan. Just one teacher considers to be bilingual French/English
• 60% teach English, then French, German and Spanish for 13% respectively
and then Catalan
Their trajectories are coherent with their studies as they have studied languages
as a major for their degrees with academic relevance (American Studies, British
history, English literature, English studies, English philology, German Literature,
Didactics of French and Foreign languages)
Studies in languages,
teaching languages abroad and at home
15. TILA teachers How
intercultural
is your
school?
Intercultural competence is an important strudent outcome ++
The intercultural dimension is a priority ++
Partnerships abroad are encouraged +
Colleagues develop partnerships =
Colleagues are willing to get a Language assistant ++
Language assistant are easy to get -
School support intercultural exchanges
-
Colleagues support intercultural exchanges
16. TILA teachers
open and willing to explore
intercultural dimensions
However teaching activities that are most important are :
• 1/ Speaking (53%)
• 2/ Listening and Reading (33% each item)
• 3/ Vocabulary (26%)
• 4/ Culture and Intercultural dimensions (21% each item)
• 5/ Writing (13%)
17. Teachers’ views on the
intercultural dimension
21 respondents to questionnaire
(French & English teachers in Spain, English
teacher, Spanish and German teachers in
France)
18. Teachers’ views on the
intercultural dimension
of TILA
• For Learners
• TILA is ranked 1 (60%) for motivation, and 2 for interactions
and communication (55%) and 3 for Intercultural skills (45%).
• For teachers
• TILA is ranked 1 (40%) for allowing teachers to innovate, then
2 for developing collaboration with teachers from other
countries and developing ICT skills (35%) and 3 for enriching
intercultural competence (30%).
19. Teachers’ views on the
intercultural dimension
Motivation and
the intercultural
dimension are
linked (100%)
Adaptability is
important
(100%)
Learners are
interested in
learning about
other cultures
(85%)
Intercultural and
cultural dimensions
are priorities in the
language and school
curriculum (80%)
Empathy with
others is
important (90%)
20. Teachers’ views on
Intercultural Communicative
Competence (ICC)
• ICC should be developed due to increasing
internationalisation of the world (95%)
• ICC is part of developing intercultural
citizenship and teachers should be trained
(90%)
21. Teachers’ views on
intercultural practices
• ICC is about developing attitudes such as curiosity, openness,
readiness to suspend disbelief about other cultures and belief
about one’s own. It is about relating to Self and Other and
about cultural awareness of differences and similarities (95%)
• ICC is about developing cultural knowledge about one’s own
and one’s interlocutor’s cultures (100%)
• ICC is providing information about daily life and routines
(living conditions, traditions..) (95%)
• ICC is providing knowledge and experience of a variety of
cultural expressions (Literature, music, theatre, film..) (90%)
22. Teachers’ views on
intercultural practices
• ICC facilitates good language learning and teaching,
communicative skills and positive attitudes towards people
from different cultures (85%)
• The native speaker is a good model for learners (75%)
BUT/AND
• The intercultural speaker is a good model for learners (79%)
• ICC is about class collaboration between N/NN speakers (TILA
Tandems) (95%)
BUT /AND
• ICC is about class collaboration between NN speakers of
different countries (TILA lingua franca) (80%)
23. Conclusion
• The Intercultural dimension is a priority for TILA teachers
• It relates to attitudes, knowledge and skills
• It is also linked to motivating young learners in secondary schools
• It is facilitated by technology in conjunction with tasks
• Telecollaboration is seen as a powerful way to innovate in Foreign
language teaching
24. 24
Join us in TILA!
tila@uu.nl
www.tilaproject.eu
@tilaproject
www.scoop.it/tila
Thank you!
Martine Derivry
Kristi Jauregi
Editor's Notes
As for computer technologies and Internet, their use is rare because facilities are scarce, there is no technician to assist them and regulations hamper their use of Internet in the classroom. One says s/he didn’t like using technology in class but they feel confident on the whole to use them. When using these technologies, they rather use the “chats” and “you tube”. Half of them (Spain) outline some school hypocrisy of banning mobile phones in class but not in the schoolyards.
To the questions related to how intercultural you school is, there is the same ambiguity : a willingness for schools and teachers to engage with intercultural perspectives (part of the curriculum, partnerships with other schools, looking for language assistants, developing intercultural competence) and at the same time, realities are : not so easy to get a language assistant and to have support to innovate for intercultural exchanges from school administration.
To the questions related to language teaching, there is a strong interest in the 4 language skills and the cultural dimensions. One teacher outlined the importance of language teachers as educators as they have to make learners think through brainstorming activities.
They are well qualified, working in state secondary schools.
They are eager to experiment in technologies and in the intercultural/cultural dimensions of language teaching.
They do not feel getting all the support they need for integrating technologies in their practices .
To a certain extent, they do not feel getting all the support they need for innovating in intercultural exchanges (lack of language assistants and support in exchanges) but show an openness and willingness to explore more on the intercultural/cultural dimensions of language teaching.
% here are the sum of « agree » and « strongly agree »
% here are the sum of « agree » and « strongly agree »
% here are the sum of « agree » and « strongly agree »
% here are the sum of « agree » and « strongly agree »