The document discusses how multimedia technology can be used to supplement foreign language learning outside of the classroom. It notes that with only 240 classroom hours, students must spend over half their required time practicing independently. It then provides examples of how students can use content from various media sources like music, television, newspapers, and blogs to immerse themselves in the target language and enhance their learning. Some suggestions include having students transcribe videos, write profiles of celebrities, and create video blogs to practice various language skills. Overall, the document advocates for using multimedia to motivate students and help them integrate language learning into their daily lives.

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4. Category 4
500
hours
(e.g. Chinese)
Category 3
500
hours
(e.g. Hebrew)
Category 2
500
hours
(e.g. German)
Category 1
500
hours
(e.g. Dutch)
Low
LEVEL
Mid
Novice
High
Low
Mid
Intermediate
High
Low
Mid
High
Advanced
With only 240 classroom hours, students must make up over
half the required time-on-task outside of the classroom.

11. “

12. …through Multimedia and network technology we
can offer students not only rich sources of
authentic learning materials, but also an attractive
and a friendly interface, vivid pictures and pleasant
sounds, which to a large extent overcomes the lack
of authentic language environment and arouses
students’ interest in learning [a language].
- Zhang 2006:11.1

13. •
•
•
•
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Rich content and true-to-life language materials
More intimate and natural
Deeper understanding of perspectives and lifestyles
Exposure to dialects
Videos put things in context; audio forms associations
from the sounds we hear.
• Become conscious of how native speakers use their
language, including short phrases, asides, clarifications,
questions, turn-taking indicators, and so on.

14. • Technology enables students to make use of
small gaps in the day to practice language:
• Commuting, exercising, or in a queue: music,
mobile flashcards, reading
• Cooking or cleaning: listening to music or the
radio
• Folding laundry: watching a show.

15. • Content is more varied and plentiful than
textbooks
• Students are motivated according to their
interests and goals
• Students can make the language an integrated
part of their lifestyle

16. Content-Based Instruction (CBI) is the integration
of particular content with language teaching aims,
where the target language is viewed as the vehicle
by which subject matter content is learned rather
than as the object of study.

17. • Any topic (non-academic or ‘language’ focused)
• Context: natural language is never learned
divorced of meaning.
• Emphasis on relevant, meaningful content rather
than language itself results in more effective
language acquisition.
• Language learning becomes more concrete rather
than abstract.

18. • Enriches effect of teaching efforts by shifting
dependency from teacher as a facilitator to the
multimedia which creates context for exchange
• More adaptive to personal learning style
• Keeps both students and teachers sharp –
teachers aren’t tempted to say “Just read Section
3 and answer questions 3, 5, and 9” and students
aren’t tempted to ask “do we need to know this”
because the real-life application is evident

21. We ought to start taking TV, computer
games, internet, etc., seriously and use
them not only as teaching material but as
an efficient way to motivate the students.
- Carmen Gregori Signes

22. • Identifying actions Use video as a way to help students
connect actions with words.
• Stereotypes/Descriptions Have students describe
characters in the target language.
• Storytelling With the sound muted, show students a clip
from a show, the news, etc, and ask them to describe the
situation or people.
• Colloquial expressions
• Active Viewing Write some key questions on the board
before the presentation
• Dubbing Activity Students are asked to fill in the missing
dialogue after watching a sound-off episode

23. • Freeze-framing Freeze framing means pausing the video
mid-frame. Ask questions, teach about expressions and
mood , ask students to predict what’s next.
• Sound-only activity Students predict or reconstruct what
has happened visually depending only what they hear.
• Repetition & Role Playing Play a scene several times, then
allow students to act it out as best as they remember.
• Reproduction activity After students view a clip, they are
asked to reproduce what is being said, to describe what is
happening, or to write what has happened.

24. • Learning idioms, compounds, fixed phrases
• Describe your favorite song Have students bring in the lyrics of a song
in the target language and describe what the song is about.
• Narrative There is usually a story behind each clip of a music video.
Play a clip and ask student to tell you about the story.

25. • What do you read? Ask students to report what type of
magazines, newspapers, books they read and ask student
open-ended questions.
• Colloquial expressions Tabloids are useful for exhibiting
specialized, slang, or colloquial vocabulary and students can
be asked to submit a clip or bring a magazine as well.
• Applied vocabulary Students select an article which relates to
a personal interest and identify new challenge words.
• Live Broadcast Ask students to select a news article as
homework and become intimate with the subject. Select
students to perform a ‘live broadcast’ in which they recount
the news event briefly in their own words.

26. • Profiles Students write a profile of their favorite actor,
athlete, singer, etc, using adjectives learned in clas.
• Podcast exercise Assign students a podcast to listen to as
homework and write an assignment.

27. Blogs are an excellent and versatile way to provide, create, and collect
new and varied media. Real-time feedback is easy and students build a
meaningful language portfolio over time.
• Transcripts Students find a video or audio clip and transcribe
it best they can into writing.
• Chunks & Scripts Students can use media to gather
knowledge of chunks & scripts which have multiple meanings.
• Journal Students write a daily entry for their friends and
family to follow their experiences abroad
• Writing practice Students practice writing letters, narratives,
description, comparisons, CVs, analyses as homework.
• Lecture notes Following each lecture, assign one group to
transcribe lecture notes to shared blog

28. • Topics Students prepare a transcript, film, and post their video
for review. Excellent way to practice pronunciation.
• Speaking For international students, the video blog can be an
update to friends and family back home. They can also include
written transcript in the target language and native language.

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