This document outlines the SoNetTE approach to transnational and multilingual computer-assisted language learning (CALL) teacher education. SoNetTE is an EU project involving nine countries, seven subject areas, and three target groups. It aims to create an international, multilingual community of practice for university lecturers, students, and in-service teachers. The approach emphasizes individualized, learner-centered education through open educational resources and guided study groups in transnational settings. Examples provided include a course on using YouTube in language teaching and developing intercultural competence through research-based collaborative tasks across institutions. Overall, the document discusses principles, examples, and lessons learned regarding multilingual CALL teacher education through a transnational collaborative approach.

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Transnational settings and multilingual
approaches in CALL teacher education
Bianka Fuchs, Stina Hacklin, Christine Schmider, Shona Whyte, Katja Zaki
Frankfurt, 02/18/2016

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Outline
o The multiple dimensions of CALL: multilingual, multimedia and
transnational potentials
o Principles and goals of CALL in language (teacher) education
o The SoNetTE approach
o Best practice examples
o Further perspectives
Frankfurt, 02/18/2016

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1. The multiple dimensions of CALL
o Multilingual…
o Multimedial and -modal…
o Transnational…
o Intercultural…

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1.1 CALL and multilingualism
o What is multingualism?
o What is a language ( - what is language choice?)
n Langage - langue - parole (cf. De Saussure)
n Diasystematic variation (cf. Coseriu)
n Pragmatic conventions (cf. Austin / Searle)
n Competence and performance (cf. Chomsky <-> Coseriu)
n Repertoire of cultural knowledge and memory (cf. Assmann)
n […]
o Can there be multilingualism without multiculturalism?

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1.2 CALL, multiple media, codes and modalities
o What is a medium ( - less than the message)?
o What is a code ( - other than a language)?
o What is a mode?

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1.3 CALL and transnational settings
o What is a learning setting, an environment, a situation…?
o What is a classroom, what is beyond, what is connected…?
o What is a learning community (not de- and confined by space)?
o What is työrauha…
in a multilingual and transnational community of practice?

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2. Potentials and principals of CAL teacher education
o General learning theories and principles of CALL
o CALL and competence-orientation in language (teacher) education
-> educate future teachers as you want them to educate their learners!
o The added value of the multilingual, transnational setting

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2.1 Basic learning theories and their implications
o General learning theories and their implications...
n Behaviorism...
n Cognitivism...
n Constructivism...
o Theories of CALL and their implications for language ed…
n Cognitive load theory… (Sweller)
n Congitive Theory of multimedia learning… ( Mayer)
n Cognitive-affective theory of multimedia learning… (Moreno)
n …

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2.2 CALL in competence-oriented language ed.: CC
o Functional-communicative competences
n Listening
n Speaking
n Reading
n Writing
n Mediation
n Grammar
n Vocab.
o Intercultural competence
o Methodological competence
-> c.f. Piepho, Hymes, Byram
Reflection
on
Intercultural
Communicative
Competence

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2.2 CALL in competence-oriented ed.: Principles
o Task-based learning
o Authentic learning arrangements and situated learning
o Holistic and cross-disciplinary approaches
o Cooperative learning
o Reflection and self-regulation
-> educate future teachers as learners
-> according to the principles you want them to apply later
-> c.f. Neocommunicative paradigm (Meißner / Reinfried)
Reflection

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2.3 Affordances and contraints
.... So: Is the medium the message? (McLuhan 2003)
o Affordances
o Constraints (Lemke 2002, Barton/Lee 2013)
<-> “Medialer Widerstand” (Lemke 2002)´?
<-> “Normalization”?
-> The medium is the normality –
not if, but why and how of CALL
is the question!
… Das ist ja schon alles
interessant. Aber
irgendwie habe ich
einfach so eine
Abneigung gegen alles
Digitale… Mir reicht
schon der
Taschenrechner in
Mathe!…
… Facebook und
whatsapp nutze ich
natürlich schon…
Aber so in
Unterricht, weiß
nicht…
Karin Niebuhr (PH Freiburg)

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Difficultés et contraintes
.... Et donc: Is the medium the message? (McLuhan 2003)
<-> “Medialer Widerstand” (Lemke 2002)?
<-> Sur quel degré de “litéraricité numérique”
pouvons nous compter? (Barton / Lee 2013)
<-> Et si le dispositif téchnique
phagocyte tout ? Maitrise et équipement
numérique – les contraintes à respecter.
… Das ist ja schon alles
interessant. Aber
irgendwie habe ich
einfach so eine
Abneigung gegen alles
Digitale… Mir reicht
schon der
Taschenrechner in
Mathe!…
… Facebook und
whatsapp nutze ich
natürlich schon…
Aber so in
Unterricht, weiß
nicht…
Karin Niebuhr (PH Freiburg)

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3. The SoNetTE Approach
o SoNetTE: Social Networks in Teacher Education
o EU Lifelong Learning Project, 2012-2016
o 9 countries, 7 subjects, 3 target groups
-> international, multilingual, transdisciplinary community of practice with
university lecturers and researchers, students and in-service teachers
o Goal: Individual, learned-centred learning and teaching in a
virtually cooperative and immersive transnational setting

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L’approche SoNetTE
o SoNetTE: Social Networks in Teacher Education
o Projet UE Lifelong Learning, 2012-2016
o 9 pays, 7 domaines de recherche, 3 groupes cibles
-> une communauté de pratique internationale, multilinguistique et
transdisciplinaire qui comporte des enseignants-chercheur, des étudiants et des
enseignants en poste
o objectif:
o offrir un d‘apprentissage personalisés, centrés sur l‘apprenant.
o Proposer un enseignement via des coopérations virtuelles qui
créent des environnements immersifs et transnationaux.

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Le concept SoNetTE en un coup d’oeil
o Apprentissage coperatif et suivi personnalisé grâce à des ressources éducatives libres
et des groupes d‘études (transnationaux et multilinguistiques) accompagnés.
o Groupe d‘étude/study group –
étudiants, stagiaires, T1, FC, formateurs
de différents pays.
o Communauté de pratique internationale
o Un cours / un sujet de recherche
o Principes et démarches partagés
o Perspectives différentes et
complémentaires
o Etudiants, enseignants, formateurs
o Specificité culturels

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3.1 A glimpse at the SoNetTE concept
o Cooperative learning and individual support through OER and
guided (transnational, multilingual) study groups
o International communities of practice
o One course / research topic
o Shared principles
o Different perspectives
o Students, teachers, educators
o Cultural views

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Un aperçu des cours offerts par SoNetTE

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3.2 A glimpse of SoNetTE course offerings

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Best practice – quelques exemples
n Concepte et design du média
n Structure et séquences
n Méthodes
n Aspects interactifs
n Feedback
Potentiel innovateur grâce à la structure de l‘outil
et la démarche de travail collaboratif.

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3.3 Best practice examples
o Multilingualism “by Design”?
n Concept and media design
n Structure and sequences
n Methods
n Interactive features
n Feedback
o Principles, Potentials and Priorities in structures,
arrangements and processes

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3.3.1 You Tube, You Teach!

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You Tube, You Teach!

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You tube you teach:
L’exploitation de ressources visuelles et audiovisuelles
(ressources éducatives libres) pour la classe d’allemand
o Cours pour étudiants MEEF en
Tandem bi-national avec la PH Freiburg
o Objectifs de la formation:
-exploiter les ressources (audio)visuelles
-utiliser et créer des ressources (audio)visuelles
-améliorer les compétences interculturelles/numériques
-construction collaborative de séquences de cours de
langue) avec utilisation des outils TICE
-mise en pratique en classe de langue
-retour et feedback

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Multilingualism in the course design
o Course design for 4 „MEEFs“ and
binational tandems with PH Freiburg
o Course design and resources
o Tasks and contributions
o Interactions

25. 07.12.16 25Jena, 09.05.2015

26. 07.12.16 26Jena, 09.05.2015

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3.3.1 You Tube, You Teach!

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Tandem-binationaux: Réflexion communicative
„Der Meißner-Aufsatz hatte recht…
Aber ich glaube, man muss das im
Studium wirklich erst mal selbst
ausprobieren. Wie das mit den Fragen
eben…

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Binational tandems: Communicative Reflection
„Der Meißner-Aufsatz hatte recht…
Aber ich glaube, man muss das im
Studium wirklich erst mal selbst
ausprobieren. Wie das mit den Fragen
eben…

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From “virtual” cooperations to sustainable results
o Blended learning
o Task-based learning
o Research-based learning
o Cooperative learning
[...] in new and hybrid settings!
<-> lessons learned and consequences
(participation? interaction?
control? assessment?...)

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Lessons learned et perspectives: de la coopération
virtuelle à la mise en pratique réelle.
Lessons learned et les conséquences
(participation? interaction?
MCC? assessment?...)
o Blended learning
o Task-based learning
o Research-based learning
o Cooperative learning
[...] in new and hybrid settings!
Exemples:
Journée d’études organisée par les étudiants
Rencontres entre partenaires tandem
E-book
sustainability

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3.3.2 Intercultural Competence
o Intercultural learning as research topic and
incidental learning experience
o Transnational course – monolingual by design, multilingual
through the participants
n Concept and media design
n Structure and sequences
n Methods
n Interactive features

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3.3.2 Intercultural Competence
o Basic concepts of ICC: concept map
o The importance of ICC in education: synopsis of “Why intercultural
Education is important in education”
o 3 Teacher’s view on ICC: a research-based task
n conduct an interview using a ready questionnaire
n Add the responses into a common table and analyse the data
n present your analysis in an essay or presentation tool
n peer review at least one other analysis

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3.4 Intercultural Competence

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4. Conclusion
o Lessons Learned in SoNetTE
o Chances and Challenges of CALL
o Affordances and contraints
o Perspectives

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Thank you for your attention!
Herzlichen Dank!
Paljon kiitoksia!
Merci!
www.sonette.org

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4. Conclusion
o Affordances and contraints of CALL
o Lessons learned in SoNetTE
o Comments
o Questions?