ICTIntegrated Language Learning

1
ICT-Integrated Language Learning

• Changing perspectives, changing uses

• Eurocall 2007, University of Ulster
• Sake Jager

2
Outline

• ICT-integrated language learning
• Language innovation project University of
  Groningen
• Presentation of some materials developed
• Discussion and questions

3
Integration

• Oxford Advanced Learners Dictionary
• Technology and language learning things to be
  combined in CALL
• Integration should also take into account other
  aspects, such as educational environment
• General framework provided by Collis and Moonen
  (2001)

4
Key components technology-enhanced learning
Based on Collis Moonen (2001)
5
Key components in relation to other studies

• Implicit or explicit reference to components
• Laurillard (2003)
• Pedagogy Conversational Framework
• Technology Media properties in support of CF
• Institution Effective organisational
  infrastructure
• Barr (2004)
• Pedagogy Facilitation of learning approaches
• Technology Technical sufficiency, integrated
  infrastructure
• Institution Growing a culture, time, human
  resources, strategic planning

6
Key components in relation to other studies

• Taalas (2005)
• Pedagogy Add-in uses rather than add-on uses
• Technology Multimodal learning environments
• Institution Staff development, transformation of
  teaching practices

7
Integration vs normalisation

• Normalisation, Bax (2003)
• stage when the technology becomes invisible,
  embedded in everyday practice and hence
  normalised (23)
• End goal of CALL
• See Levy and Stockwell (2006) for discussion
• Integration is a continuous process rather than
  an end goal
• As new technologies emerge, new forms of
  integrating technology, pedagogy, institutional
  aspects are required
• Field of CALL as a whole will never reach a state
  of normalisation

8
Technology, Pedagogy, Institutional context

• Much CALL research technology-pedagogy
  interface
• What technical attributes specific to the new
  technologies can be profitably exploited for
  pedagogical purposes? (Salaberry 2001)
• Results not always applicable in real
  situations
• Teacher-researcher extra effort (CALL for
  research)
• Controlled vs uncontrolled use
• Whole range of programs
• Lack of funding
• Incompatible views on language learning
• Standardization and rigidly controlled
  infrastructure

9
Taal Vaardig (Ready-for-languages) project

• Aims to change language learning in University of
  Groningen by
• Restructuring language learning programmes
  (courses/modules)
• Re-thinking teaching practices
• Reinforcing the use of technology.
• Over 30 language teachers from
• Academic language departments and the university
  language centre
• All languages taught as part of the curriculum
• Phase 1 (2006-2007)
• English, Spanish, French, Italian and German
• Phase 2 (2007-2008)
• Finnish, Hungarian, Russian, Swedish, Danish,
  Norwegian, Hebrew and Arabic

10
Project background

• Motivated by aspects from each of the dimensions
  identified earlier
• Institution
• Strengthen collaboration between language centre
  and language departments
• Offer language modules as part of flexible
  Ba-programme (30 EC)
• Staff development (language teaching methodology
  and ICT)
• Pedagogy
• Apply CEFR in language programmes
• More task-based, communicative language learning
• Technology
• Blackboard course for each module
• Blackboard for exchanging and consolidating
  materials
• Increase autonomous learning (self-study) through
  technology
• Integrate newly established multimedia language
  labs

11
Project design

• Commitment Faculty Board
• Participation departments mandatory
• Implementation mandatory
• Only permanent staff involved
• University funding
• Teachers released from other tasks for 1 day/week
  for 1 year
• New infrastructure for ICT-enhanced learning
  available at start
• Focus on language teaching and learning, ICT
  secondary (pedagogy first)
• Language teams same language, mixed backgrounds,
  mixed abilities, catering to different target
  groups (cross-fertilization)
• Teacher training and curriculum development
  combined (immediate relevance)
• Negotiated programme, contributions by teachers
  themselves, learning from one another
• Blackboard as medium for supporting the project
  (teach as you preach)
• Real outcomes re-designed modules for use in
  2007-2008 (high stakes)

12
Project coverage

• Topics studied and discussed
• Application of the CEFR
• Learner autonomy
• Evaluation and assessment
• Spoken interaction in the curriculum
• Teaching grammar
• Teaching writing
• Teaching vocabulary
• Hands-on ICT sessions

• Module design
• Coverage of CEFR skills in the curriculum
• Curriculum / Module descriptions
• Materials development in Blackboard
• Modules 5 / 10 EC
• 4 / 8 hrs teacher time p.w.
• 6.5 / 13 hrs student time p.w.

13
Teacher evaluation
14
Teacher evaluation (contd)
15
Project evaluation

• Positive
• Large-scale innovation many modules, all
  languages, all teachers
• Re-use of materials between modules
• Contacts between language teachers
• Increased understanding of critical issues
• Climate for language teaching
• Increased use of technological infrastructure

• Uncertain
• Adaptation of materials by colleagues
• Differences in ICT-skills remain
• Differences in quality of design
• Structural collaboration between language centre
  and language departments
• Appreciation of materials by students

16
Examples of materials developed

• English minor
• Spanish IEB
• French major

17
References

• Barr, David. ICT - Integrating Computers into
  Teaching Creating a Computer-Based Language
  Learning Environment. Bern Peter Lang, 2004.
• Bax, Stephen. "CALL - past, present and future."
  System 31 (2003) 13-28.
• Collis, Betty and Jef Moonen. Flexible Learning
  in a Digital World. Abingdon, Oxon
  RoutledgeFalmer, 2001.
• Laurillard, Diana. Rethinking University Teaching
  2nd Edition A Conversational Framework for the
  Effective Use of Learning Technologies. 2nd
  edition ed. London Routledge Farmer, 2002.
• Levy, Mike and Glenn Stockwell. CALL Dimensions
  Options and Issues in Computer-Assisted Language
  Learning. ESL Applied Linguistics Professional
  Series. Lawrence Erlbaum Associates (Bks), 2006.
• Salaberry, M. Rafael. "The Use of Technology for
  Second Language Learning and Teaching A
  Retrospective." The Modern Language Journal 85.i
  (2001) 39-56.
• Taalas, Peppi. Change in the Making Strategic
  and Pedagogical Aspects of Technology Integration
  in Language Teaching - Towards Multimodal
  Language Learning Environments. Jyväskylä Centre
  for Apllied Language Studies, 2005.

18
Thank you for your attention