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Language Learning & Technology with Young Learners
This document discusses using technology for language learning, particularly with young learners. It outlines some benefits of incorporating technology such as accessing information, exposure to language, and communicating with other learners. However, it cautions that technology should serve pedagogical aims and not be used just for its "wow factor". It provides examples of how different language skills can be developed using webtools and technologies, such as using voice recordings for interviews, stories and gap fills.
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Language Learning & Technology with Young Learners
- 1. Language Learning &TechnologyLanguage Learning & Technology for Young Learnersfor Young Learners Graham Stanley, 20Graham Stanley, 20thth May 2017May 2017 http://the9988.deviantart.com/art/Map-of-the-Internet-1-0-427143215
- 2. 1.1 Getting toknow you1.1 Getting to know you A – You are a journalist.A – You are a journalist. Use the voice recorder on your mobileUse the voice recorder on your mobile phone and interview Bphone and interview B B – You are a teacherB – You are a teacher being askedbeing asked about the use of technology in theabout the use of technology in the classroomclassroom Change partners & change rolesChange partners & change roles Listen back to the interviews. WriteListen back to the interviews. Write A profile of the teacher and use direct quotesA profile of the teacher and use direct quotes
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- 4. http://www.flickr.com/photos/brizzlebornandbred/5107883856 Why technology?Why technology? TechnologypermeatesTechnology permeates every aspect of our livesevery aspect of our lives Technology can inspire creativity andTechnology can inspire creativity and bring new opportunities to students,bring new opportunities to students, connecting them to new ideas andconnecting them to new ideas and people they otherwise might notpeople they otherwise might not have methave met
- 5. Some benefitsSome benefits oflearning technologyof learning technology Accessing informationAccessing information Exposure to languageExposure to language EntertainmentEntertainment Creating textCreating text Publishing learner workPublishing learner work Communicating with other learnersCommunicating with other learners Creating communityCreating community Managing and organising learningManaging and organising learning
- 6. Pedagogy vs technologyPedagogyvs technology Don’t be seduced by the ‘wow factor’Don’t be seduced by the ‘wow factor’ Don’t let pedagogy be pushed to the sidelinesDon’t let pedagogy be pushed to the sidelines Technology should serve the language aimsTechnology should serve the language aims A principled approachA principled approach:: WhyWhy use it? Will learning be enhanced?use it? Will learning be enhanced? WhoWho is it for? Appropriate to learners age?is it for? Appropriate to learners age? WhatWhat is it best used for?is it best used for? WhereWhere should it be used? In class? At home?should it be used? In class? At home? WhenWhen should it be used?should it be used? HowHow to use it?to use it?
- 7. Language LearningLanguage Learning withWebtoolswith Webtools 1. Integrating technology1. Integrating technology 2. Building community2. Building community 3. Vocabulary3. Vocabulary 4. Grammar4. Grammar 5. Listening5. Listening 6. Reading6. Reading 7. Writing7. Writing 8. Speaking8. Speaking 9. Pronunciation9. Pronunciation 10. Project work10. Project work 11. Assessment and evaluation11. Assessment and evaluation
- 8. 3.7 Alien vocabulary3.7Alien vocabulary •Work in pairs and use a cameraphoneWork in pairs and use a cameraphone •You are visiting aliens on anYou are visiting aliens on an ethnographic mission to Earthethnographic mission to Earth •Your mission is to film and document anYour mission is to film and document an interesting object made by human beingsinteresting object made by human beings •The video will be sent back to your planet in orderThe video will be sent back to your planet in order to build a database of the Earthto build a database of the Earth •You have been living in the body of a human forYou have been living in the body of a human for some time, but the beings on your planet looksome time, but the beings on your planet look different and have very different bodies anddifferent and have very different bodies and culture. So, you need to describe everything veryculture. So, you need to describe everything very well so the beings at home understand.well so the beings at home understand.
- 9. 4.1 Audio gap-fills4.1Audio gap-fills •In groups, choose a grammar item(s)In groups, choose a grammar item(s) •Write some example sentencesWrite some example sentences •Record the sentences using a phone but sayRecord the sentences using a phone but say ‘blank’ instead of the actual grammar item‘blank’ instead of the actual grammar item •When recording, take turns when saying theWhen recording, take turns when saying the sentencessentences •Person with the phone changes tables and playsPerson with the phone changes tables and plays the recordingsthe recordings •Others guess the missing grammar item(s)Others guess the missing grammar item(s) •Learners could transcribe the sentencesLearners could transcribe the sentences
- 10. 5.8 Online classroomguest5.8 Online classroom guest •You are going to interview a friend from anotherYou are going to interview a friend from another country and find out as much as possible about thecountry and find out as much as possible about the person asking Yes/No questionsperson asking Yes/No questions •Brainstorm questions in groupsBrainstorm questions in groups •Now ask the questions to the guest invited to joinNow ask the questions to the guest invited to join the class via Skype/Zoom/etc.the class via Skype/Zoom/etc. •Write a profile of the guest using the informationWrite a profile of the guest using the information you foundyou found •Write a thank you email/card to the guest, whichWrite a thank you email/card to the guest, which the teacher will sendthe teacher will send
- 11. 5.9 Recorded stories5.9Recorded stories •Work in groups. What type of storyWork in groups. What type of story are you going to tell?are you going to tell? Romance Science-Fiction ComedyRomance Science-Fiction Comedy Fairy Tale Historical MysteryFairy Tale Historical Mystery •Decide on…Decide on… Main character(s) (name? age? where from? etc)Main character(s) (name? age? where from? etc) •Use voice recorder – Each person takes a turn toUse voice recorder – Each person takes a turn to tell the story. Record your bit then pass on thetell the story. Record your bit then pass on the phone.phone. •Listen back to the story when finishedListen back to the story when finished •Write up the story and add details to it / change itWrite up the story and add details to it / change it to make it betterto make it better
- 12. 9.9 Voice recognition9.9Voice recognition •Do you use voice recognition software?Do you use voice recognition software? •What is it used for?What is it used for? •Would you use it in class?Would you use it in class? •If you would, what for?If you would, what for? Activity:Activity: AlexaAlexa
- 13. 9.14 Re-recording speeches9.14Re-recording speeches •Listen to part of a speech (20-30s)Listen to part of a speech (20-30s) •Write down exactly what you hearWrite down exactly what you hear •Listen again to the intonation and pauses andListen again to the intonation and pauses and mark them on your textmark them on your text •Concentrate on rising and falling intonation andConcentrate on rising and falling intonation and mark with arrowsmark with arrows •Now try saying it using the same intonation andNow try saying it using the same intonation and pausespauses •Make a recording of yourself and compare withMake a recording of yourself and compare with the originalthe original
- 14. BREAKBREAK Augmented Reality /QR CodesAugmented Reality / QR Codes •If you have a smartphone, look for the appIf you have a smartphone, look for the app Aurasma and download itAurasma and download it wifiwifi ceibalceibal password =password = C3ib4L.2007C3ib4L.2007 •Find and followFind and follow bcuruguaybcuruguay AND/ORAND/OR •Download a QR Reader to your phoneDownload a QR Reader to your phone
- 15. POST-BREAKPOST-BREAK Augmented RealityAugmented Reality •Ifyou have a smartphone, look for the appIf you have a smartphone, look for the app Aurasma and download itAurasma and download it wifiwifi ceibalceibal password =password = C3ib4L.2007C3ib4L.2007 •Find and followFind and follow bcuruguaybcuruguay •Point Aurasma at Shakespeare photosPoint Aurasma at Shakespeare photos •Answer the questions on the mapAnswer the questions on the map
- 16. POST-BREAKPOST-BREAK QR Code searchQRCode search Look for the QR codes in the room and follow theLook for the QR codes in the room and follow the instructionsinstructions
- 17. Developing a storyDevelopinga story http://www.scholastic.com/teachers/story-starters
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Editor's Notes
- #2 Language Learning & Technology for Young Learners What comes first: the language learning or the technology? Rather than finding a use in the classroom for technology, the teacher should consider the language being taught first and then consider which technology/webtools can be used for which purposes inside and outside of the classroom. Based on ideas presented in the book 'Language Learning with Technology' (Stanley, 2013), participants will hopefully have a better idea of how to approach using technology in their teaching as well as seeing examples of how others have used them in their practice. Bio: After 18 years working as an English teacher in Spain, Graham Stanley became project manager and then Country Director for the British Council in Uruguay, working principally on the Plan Ceibal English project, teaching primary school children English in Uruguay via video-conferencing. His handbook for teachers, 'Learning Languages with Technology' (CUP, 2013) was overall winner in the English Speaking Union HRH Duke of Edinburgh Award English Language Book Awards and his previous book, 'Digital Play: Computer games and language aims' won the British Council ELT Innovation award (ELTon) for teacher resources in 2012. He has an M.Ed in ELT & Educational Technology (University of Manchester, UK).
- #3 Let’s try out an activity
- #4 As a teacher, how do you feel about educational technology in your own classroom? What came out of the interviews?
- #5 Some ideas
- #6 Some of the benefits of using technology with learners
- #7 Here are some wrong ways to approach using LLT
- #8 I also recommend looking for ideas in handbooks specially written for teachers, such as this one which I wrote (Cambridge, 2013), which was overall winner in the 2014 HRH English Language Book Award presented by the English Speaking Union. Differing from other handbooks for teachers, Language Learning with Technology looks at different language skills and areas and gives ideas how the use of technology can help teachers
- #9 Let’s try another activity
- #10 Let’s try another activity
- #11 Let’s try another activity
- #12 Let’s try another activity
- #13 Let’s try another activity
- #14 Let’s try another activity
- #15 Let’s try another activity
- #16 Let’s try another activity
- #17 Let’s try another activity
- #18 Just if we have time, let's look at some cretive writing prompts, which can help learners get started with writing stories, etc.
- #19 Thanks for your attention – please let me know if you try out any of these activities or if you have any comments ro questions about anything in the presentation.