Multimedia in the Modern Languages Classroom

1
Multimedia in the Modern Languages Classroom

• Peter Langdale

2
Multimedia

• Bringing together of old media
• Text
• Audio
• Still pictures
• Video
• And opportunities provided by ICT
• New means of delivering materials in class
• Ability to create,edit materials (word
  processing, recording, images, filming ....)
• Software to exploit materials
• Ability to share materials electronically
• MP3 players, iPods etc

3
Multimedia

• How and where students can now work and learn
• In classrooms equipped with new technology
• Computers
• Interactive whiteboards
• In language laboratories
• Independently, remotely
• collaboratively (via networks)

4
Our background - A Level

• Topic based teaching for comprehension speaking
  and writing
• Awareness and understanding of target language
  country issues
• Listening skills (tested with student controlling
  tape)
• Significant (30/35) emphasis on spoken language
• Literature (?)
• Reinforcement and progress in grammar

5
A case study then and now
Studied in the context of Crime and Punishment
and understanding French Justice system

• Knowledge and understanding of related issues
• Key vocabulary
• Speaking
• Writing

6
Omar Raddad (1995)

• Materials available
• Newspaper and magazine articles (photocopied)
• Video clip recorded serendipitously from TV5
• Sound clip on cassette from Authentik
• Worksheets / reading comprehensions etc
  (wordprocessed or handwritten)
• Delivery, in classroom using paper, TV and tape
  recorder

7
Omar Raddad (2007)

• Materials
• Same video material now digitised and edited
• Significant amount of additional video material
  available through www.ina.fr (downloadable or
  viewable online)
• Sound clip now digitised
• Same paper articles
• New articles (in digital form, editable, found
  online)
• Worksheets (paper and digital) for all of the
  above
• Internet sites (for student or teacher)

8
Omar Raddad (2007)

• Presentation and teaching
• Teacher introduction (using image / photograph)
• Watch reportage as a class questions, general
  discussion, key vocabulary
• Watch reportage on individual stations with work
  sheets / transcription /vocabulary work
• Report back to class
• Reinforcement of key ideas

9
Omar Raddad (2007)

• Further work independently on interview (in lab
  or at home)
• Exploitation of video/audio and or text for
  comprehension, grammar or vocabulary with Hot
  Potatoes
• Directed further watching of material on ina.fr
• Further reading or research (paper or internet)

10
Omar Raddad (2007)

• Spoken presentations by students
• Use of PowerPoint (including sound and images)
  for seminars
• Recorded in lab
• Record commentaries to video clip or images
• Written work (wordprocessed, with illustrations)
• Class debates

11
Omar Raddad (20??)

• In the online world inhabited by students
• Blogs
• Collaborative online work (Wikis)
• Online forum/chat real or set up for
  exchanges of ideas and debates
• Create own web sites

12
Methods of delivery

• In the classroom
• PowerPoint
• Soloist or equivalent
• Distance
• Flashmedia (visuel interactif)
• Lecternity
• Web site / pages (internet or intranet)

13
Breaking news -the French presidential elections

• Online or digital materials used
• Photographs / images
• latest TV news broadcasts
• Video clips taken from French TV sites
• Infographies (AFP)
• Web pages saved from Le Monde édition abonnés
• Dedicated dossiers of newspaper, radio and TV
  sites

14
Bringing (France) closer

• Students encouraged to listen to live radio
  independently at home (or even watch TV France
  24 / TF1)
• music while you work?
• download French songs to ipods!
• Radio headlines (le dernier flash)
• Note main headings /report/discussion
• Watch recent news bulletins and TV programmes
  online

15
Bringing (France) closer

• Selected longer radio programmes phone-ins,
  documentaries (online or downloaded)
• listening for gist
• Note taking reporting
• Short (online or downloaded) audio or video
  extracts
• Gap fill from transcript (paper or interactive)
• Comprehension questions
• Transcription
• Summary
• Commentary to video clips

16
Speaking

• Question and answer with all individuals in group
  (recording responses)
• Recording of individual presentations
• Recording commentaries to images or videos
  (prepared or spontaneous)
• Making videos, reportages, blogs etc

17
Language work

• Interactive exercises
• Grammar
• Intranet
• Web
• Linked with audio and video
• Comprehension
• Vocabulary building
• Detailed exploitation of vocabulary expression
  and grammar in audio and video material
• Creation of students own materials (for each
  other)

18
Film or Literature

• Video
• Watch film/video in its entirety on whiteboards
• Individual / detailed study of short clips
• Comparisons of productions / interpretations
• Stills analysis
• Textual analysis
• Work on hypertext online and downloaded

19
Some skills required

• Understanding what in the realm of multimedia
  really improves student learning and experience
• Identifying resources available
• Capturing, creating and editing resources
• Creating digital exercises (Word,Hotpotatoes ...)
• Creating web pages and similar
• Understanding Web2
• Imagination
• Time