ACTFL 2011
Kimberly Jansma, UCLA
Laurence Denie, UCLA
Margaret Ann Kassen, Catholic University of America
The traditional
classroom
teaching model is
under intense
pressure to
change.
• We
can watch YouTube videos, listen to podcasts,
follow blogs, participate in bilingual chat & watch the
news in many languages.
•We have tools to help us work with this material:
translators, on-line dictionaries, concordancers,
devices to slow down speech
•We can download content anywhere on computers,
smart phones, and tablets.
Language teaching
must adjust to the
new media reality.
How?
This move is often primarily motivated
by fiscal needs – budgetary constraints.
The “next big thing” in distance
learning is to get rid of the conventional
instructor.
Parry Wired Campus – Chronicle of Higher Education
 Traditional classroom enhanced by
new media
 Distance / Online learning
 Hybrid or Blended Instruction
•Blended learning “blends online learning with
more traditional methods of learning and
development.” (Thorne, 2003)
•Technology-enhanced blended learning is faceto-face teaching and learning supplemented by
an online CALL component delivered through a
learning management system (LMS)
•There is little consistency or agreement on the
terminology: WWW; Internet, computer-based,
cyberspace courses, etc. (Tallent et al.)
Self-pacedpromotes
learner
autonomy
Engaging
media-rich
content
Built-in
mechanisms for
accountability &
assessment
Non-linear searchable
Example – UCLA:
language classes meet 5 days a week
•Language classes monopolize a lot
of university classroom space.
•Students must arrange their classes
around this time slot.
A full lesson unit is composed of two
complementary parts:
E class + Live Class = 1 Lesson Unit
Students learn new material in the
E class. (This is not homework)
They work with this material
interactively in the following live
session.
Compared to a traditional class, the
teacher spends less time presenting
new material. She has more time to
facilitate and monitor interaction.
Compared to a Distance Class , the
teacher can read verbal and non verbal
cues and adjust dynamically to their
students
1) Presents new material in context.
2) Provides accurate language model.
3) Queries students:
a) Yes – No Questions
b) Selection or Identification Questions:
Who likes to run marathons?
c) Multiple Choice
d) Open-ended & Expansion questions
Contextualizes & personalizes practice activities.
Organizes and monitors pair and group
activities.
 Helps students expand on their answers.
 Reviews.
 Elicits structural patterns from students &
summarizes grammatical rule.
 Provides lots of pattern practice opportunities.
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THE E CLASS FOCUSES ON RECEPTIVE
LEARNING & INDIVIDUAL PRACTICE

Input Model
THE LIVE CLASS FOCUSES ON PRODUCING
LANGUAGE & SOCIAL INTERACTION

Social Constructivist
Model
When enough comprehensible
input is provided, i+1 is
present.
Language is social
performance behavior &
emerges in a social setting.
Krashen
Vygotsky
Studio Class: 2 minute French lessons filmed with two students in a studio.
Expert teacher talk for introducing new concepts. Students on line
are “sitting in” and trying out responses for themselves.
Photo ID
Drag & Drop
Games
Pronunciation &
Grammar
Tutorials
Internet
Exploration &
Readings
Studio Class &
Videos
On-Line Chat &
Discussion
Boards
Your report should include answers to the following questions:
1) What are your general observations of the site: content;
layout; design, audience; audience
2) Name 4 métiers that were mentioned on the site –What is the English
equivalent? Do any of the jobs seem particularly French?
3) Select one “Témoignages” to watch and read about. Give 3 – 4 facts about
the job.
Useful expressions: Write down 3 expressions on the site that you found
useful and 5 new vocabulary words you could understand. (Keep these in
your vocabulary journal as well)
This Explorez en ligne activity will be included in the Culture Section of
Examen 3.
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The website Les Métiers.net is clearly designed
for a younger population seeking a job. The
bright orange and lime green background and
accent colors are very youthful and eyecatching, designed to keep young adults
interested. It is not serious or formal like it most
likely would be for older adults.
The layout was very easy to navigate with
important information at the top of every page
in bolded font. There was also a surprising lack
of ads, which was different than most American
websites.
FR 1 Chat Session - Invitations
A. Brainstorming in English B. Inviting in French)
 A J: Bonjour? I do not know how this works.
 KR: has just entered the chat
 A J: haha!
 Y E: me either
 KR: Bonjour!
 YE: Bonjour!
 AJ: Hola! Wait no. . .
 AJ: Ok so we’re supposed to talk about how we
ask people to do things in English first, right?
YE: Hey what are you doing this weekend?
AJ Good point! So I’d probably say something
like “Hey do you want to do something this
weekend?
 [Practice]
 KR: Is that weird?
 YE: It is totally fine!
 AJ: ha ha no, I don’t think so!
 AJ: Unless you like never specify the movie and
 then murder them later.
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KR: so now translate to French?
AJ: voudrais-tu aller avoir un film avec mo ice weekend?
YE: Oui. J’aimerais bien.
KR: Quelle film?
AJ Euh, Melancholia?
AJ: Avec Kirsten Dunst?
YE c’est une excellente idée
AJ: (where did you get the accent??)
KR: Ah je ne sais aps cette film mais, d’accord!
YE: oh I added the French keyboard option to my
computer
AJ: C’est tres independent et unique (and good
work!)
Lack of connection
between E-learning &
Classroom work .
Learners are becoming
so dexterous w/
technology =>
mindless, automatic
pilot mode.
Boredom leads to
meandering to other
sites
Trouble w/ transition to
productive, openended performance.
1. Strategically insert activities that require a
creative response
2. Acknowledge and encourage your students’
expertise in “reading” and accessing new media.
3. Design!! Use good photos – art
4. Include playful – optional sites “Joey learns
French”
5. Bring everything important back to the
classroom
6. Integrate Chat and Discussion Board
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References
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