The document discusses models of telecollaboration used in foreign language education. It describes traditional models like eTandem where learners communicate 50% in their native language and 50% in the target language. New models are emerging like multilateral projects using lingua francas beyond English. An ongoing project called INTENT aims to support telecollaboration in European universities through surveys, training resources, and developing networks of partner institutions. Challenges include convincing administrators of the benefits and assessing student learning in these exchanges.
FanTALES: A Needs Analysis for Multilingual Digital Storytelling Tasks in 21s...Shannon Sauro
Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
Telecollaboration, lingua franca communication, and speaker satisfaction kohn...Kurt Kohn
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics:
- Reaching out beyond the traditional classroom
- Success in lingua franca communication
- Speaker satisfaction and communicative success
- Pedagogical implications
- TILA: “Telecollaboration for Intercultural Language Acquisition”
- TILA sessions in OpenSim and BigBlueButton
- Case study: ELF conversations 2.0
- User experience: pupils and teacher students
- Initial conclusions
FanTALES: A Needs Analysis for Multilingual Digital Storytelling Tasks in 21s...Shannon Sauro
Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
Telecollaboration, lingua franca communication, and speaker satisfaction kohn...Kurt Kohn
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics:
- Reaching out beyond the traditional classroom
- Success in lingua franca communication
- Speaker satisfaction and communicative success
- Pedagogical implications
- TILA: “Telecollaboration for Intercultural Language Acquisition”
- TILA sessions in OpenSim and BigBlueButton
- Case study: ELF conversations 2.0
- User experience: pupils and teacher students
- Initial conclusions
Students selected topics from the book "What Matters: The World's Preeminent Photojournalists and Thinkers Depict Essential Issues of Our Time" by David Elliot Cohen who maintains that "a single image still has the power to change the world." They reserached their topic, composed an interest statement about whay it mattered to them (and should matter to everyone), compiled images and URLs about the topic to post to a blog and facebook group page.
Fall & Winter Vegetable Gardening in King County, Washington, Gardening Guidebook for Washington
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For more information, Please see websites below:
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http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Students selected topics from the book "What Matters: The World's Preeminent Photojournalists and Thinkers Depict Essential Issues of Our Time" by David Elliot Cohen who maintains that "a single image still has the power to change the world." They reserached their topic, composed an interest statement about whay it mattered to them (and should matter to everyone), compiled images and URLs about the topic to post to a blog and facebook group page.
Fall & Winter Vegetable Gardening in King County, Washington, Gardening Guidebook for Washington
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
While I was making this slideshow as an intro to a a hands-on workshop on getting teachers to use web 2 tools in their classrooms, I got a slideshow from Holyrae (see favs) which connected the "why" we should use web 2.0 tools with learning (for me anyway!). Thanx holyrae!
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
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From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/love-is-a-stranger-in-an-open-car-who-tempts-you-in-and-drives-you-far-away/
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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1. Models of Telecollaboration:
The Increasing Prevalence of ELF
(and other Lingua Francas)
Sarah Guth
University of Padova, Italy
1 ELF5, Istanbul, Turkey 13/08/2012
2. Outline
Brief overview of the dominant models of
telecollaboration used in the past decade
INTENT survey: telecollaboration in Europe today
New models of telecollaboration
Challenges for teachers, affordances for learners
ELF beyond English as a lingua franca?
2 ELF5, Istanbul, Turkey 13/08/2012
3. Telecollaboration and ELF
The majority of ELF research has focused on F2F
communication.
The use of ELF (and other languages as a lingua franca)
in online communication, not only written, but
increasingly spoken, is becoming ever more
predominant.
Telecollaboration is the activity of collaborative project
work between groups of learners across time zones and
geographical distance through the use of commonly
available social networking tools, and encompasses the
development of language proficiency, intercultural
communicative competence, and multiliteracies.
3 ELF5, Istanbul, Turkey 13/08/2012
Telecollaboration is an institutionalized form of this
4. „Traditional‟ models
Cultura
institutio institutio
n n
Communication in L1
eTandem
individua individua
l l
Reciprocation: 50% in L1
50% in L2
University telecollaboration
institutio institutio
n n
Mix of L1 and L2 based on
institutional requirements
4 ELF5, Istanbul, Turkey 13/08/2012
5. New needs, new opportunities
FL teacher trainees
Difficulty finding classes of
NSs
Outgoing Erasmus students
Telecollaboration
2.0
Lingua Francas
greater Interent access
more familiarity with tools
5 ELF5, Istanbul, Turkey 13/08/2012
6. An Erasmus Multilateral Project promoting
virtual intercultural exchange between
university classrooms in Europe and beyond.
Universities across Europe are increasingly turning
their attention to the themes of internationalisation,
student mobility and the development of students'
foreign language and intercultural competencies.
The INTENT project (Integrating Telecollaborative
Networks into Foreign Language Higher
Education) aims to support university educators and
policy makers in these areas by developing a
network of telecollaboration for universities in
6 ELF5, Istanbul, Turkey 13/08/2012
Europe and beyond.
7. What are our Aims
Establish a clear overview of the levels of use of
telecollaboration, explore attitudes to the activity among
key stake holders across European Higher Education
Institutions, and identify practical barriers to the take-up
of telecollaboration.
Develop a set of tools, telecollaborative models and
partner networks to overcome barriers and facilitate
telecollaboration practice.
Develop a set of workable solutions to address the lack
of academic recognition which telecollaboration receives
at Higher Education level.
Publish an online training manual with models of
telecollaborative exchange which enable a closer
integration of virtual and physical mobility.
Engage decision makers at institutional, regional and
7 national levels in a collaborative dialogue as to how
ELF5, Istanbul, Turkey 13/08/2012
telecollaboration can be effectively employed as a tool for
8. Main Activities
Survey of online intercultural exchange projects which
are currently being carried out across Europe
6 case studies describing telecollaboration in university
contexts
Virtual platform (www.uni-collaboration.eu) where
educators can find partner classes as well as information
and training for their telecollaborative projects.
Tools for telecollaborative teachers including an e-
portfolio to evaluate students' projects, databanks of
telecollaborative tasks, and case studies which teachers
can use to help them set up their own exchanges.
Regional workshops and an international conference on
the theme of telecollaboration for university education.
8 ELF5, Istanbul, Turkey 13/08/2012
9. The survey
4 versions:
English version: November 17
French version: December 4, 2011
German version: December 4, 2011
Italian version: December 7, 2011
All versions were „closed‟ on January 21, 2012
9 ELF5, Istanbul, Turkey 13/08/2012
10. Respondents
Questionnaires completed:
210 teachers, primarily FL teachers and FL teacher
education teachers
142 universities/HEIs
22 European countries
102 teachers with experience of telecollaboration
108 with no experience of telecollaboration
131 students who had participated in at least one
telecollaboration project
10 ELF5, Istanbul, Turkey 13/08/2012
11. Sts:
configurations
Telecollaboration „models‟ or „configurations‟ based on
open answers:
bilingual exchanges involving discussion of topics in both
bilingual
languages
primarily
monolingal
translation projects
Monolingual
(often not
English)
teacher trainees and foreign language learners
a multi-disciplinary project focusing on conflict resolution
ELF
11 ELF5, Istanbul, Turkey 13/08/2012
12. Teacher
s Bilingual - two languages are used 56%
Monolingual - only one language is
33%
used
Lingua Franca - foreign language for all
20%
partners
Multilingual - more than two languages
10%
are used
0% 10% 20% 30% 40% 50% 60%
Student
A foreign language that we could all
s speak
31%
A combination of our native languages 24%
Only my partners' native language 28%
Only my native language 8%
0% 5% 10% 15% 20% 25% 30% 35%
12 ELF5, Istanbul, Turkey 13/08/2012
14. New Trends in Telecollaboration
Soliya & Exchange 2.0 (US – Europe – Middle East – Asia)
COIL Institute (US – Belize, US – North Korea, US –
Japan, US – Canary Islands, etc.)
Teacher training
Netherlands-Chile using Spanish,
France-USA using French,
Spain-USA using English
Erasmus (pre, during, post)
Padova-Boston, Bilingual
Padova-various countries, multilingual & ELF
„into the wild‟
gaming (e.g. Thorne & Black, learning Russian to game)
blogging (e.g. Guth, using English to blog)
online discussion forums (e.g. Hanna & de Nooy, French)
14 ELF5, Istanbul, Turkey 13/08/2012
15. Challenges for teachers,
affordances for learners
But…
• opportunities to move beyond cultural
comparison of two countries and discuss culture at
• more profound level colleagues, heads of
a difficulties convincing
department and to focus on subject-related content
• opportunities decision-makers that lingua franca
exchanges are valid learning experiencesnature of
• opportunities to focus on the authentic
• assessmentcommunication, e.g. code-switching
lingua franca (what? how?)
• difficulties providing and/or how to manage
(empowering the NNS) recognition (credits) for
participation
miscommunication with words such as
•student belief that only NSor culturally-based
„education‟, „individualism‟ are valid partners
concepts
15 ELF5, Istanbul, Turkey 13/08/2012
16. Discussion
Arguments from the socio-cultural, cultural, ecological, etc.
points of view regarding English as a Lingua Franca should not
only play a greater role in field of ELF, but be expanded to any
use of a language as a lingua franca.
The definition of a linguathen, is a mismatch between“the main
“The problem, franca as a context where
[…] has happened of the (only) English in
objective whatis to make use to the role of language shared by all
interactants, […] in orderthe achieve the fullest it is
the world on to one hand and how communication
possible” (Seidlhofer, as
thought of 2011, p. 18) should include a languages
„a language‟ and all
used as a lingua franca. subject on the other.”
language
English is undoubtedly the most2011, p. 9)
(Seidlhofer, widespread language
currently, but other languages are gaining weight in international
communication, e.g. Spanish, Arabic, and Chinese.
To conclude, the research into ELF from a socio-cultural and
ecological standpoint should invite and welcome research into
other lingua francas if we want to not necessarily transform, but
increase the variety of FL teaching in today‟s globalized context.
16 ELF5, Istanbul, Turkey 13/08/2012
