Integrating CALL into study
programmes
UCL Centre for the Advancement of Learning and Teaching
Presented by Terry King, Lydia Buravova, Jane Hughes
Funded by CfBT Education Trust and UCL
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The CROSSCALL project
• Aims to provide real audiences/real
language situations for school pupils
• Links pupils learning languages in three
selected schools with UCL students, using
WebCT and MP3 players
• Four languages - German, Spanish,
Mandarin, Russian.
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Work integrated into school
programme.
•Importance of initial face to face
•Paired discussion
•Homepages
•Individual presentations; help in
research and method
•HE student initiated themerelated work eg news quiz
•Oral preparation
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Paired discussion
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Threads of discussion
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Example of exchange
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From chat to linguistics
• Hallo K!…………………..Ich möchte Education (can't find the
German word!) an der Universität studieren, so jetzt bin ich an den
Geschichten über es in den Nachrichten interessiert unglucklicherweise gibt es viele Änderungen jetzt, also muß ich
neue Sachen jeden Tag erlernen!Aber wirklich bin ich an viele
Sachen interessiert - ich kann nicht für langes konzentrieren!
• Hallo L!……..An welcher Universität möchtest Du studieren? Und
übrigens, wenn Du sagen willst, daß Du "education" (in Sinne:
Lehrerin zu werden) studiern willst, auf Deutsch sagt man
"Lehramt", also Du kannst sagen: "Ich möchte Mathematik und
Chemie auf Lehramt studieren." Das heißt du willst danach
Mathematik und Chemie in einer Schule unterrichten. Wenn du aber
"education" im Sinne von Techniken der Lehre (also wie, auf welche
Art und Weise usw), dann ist es besser "Pädagogik" zu sagen. "Ich
möchte Pädagogik studieren".
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Element in the school curriculum
CROSSCALL activities
•
Talk about yourself in the TL
•
Home page, chat room, forum
•
Oral presentation
•
Recorded with the digital recorder and posted,
word processed and posted, discussed in the
target language, dialogue (rather than
monologue), different sources of collecting
materials (Net, HE resources)
•
Reading mass media (paper
based?)
•
Browsing on the NET, on-line quizzes, on-line
discussions (including posted recorded messages)
etc.
•
Topics taken within the school
programme
•
Chat room/forum discussions using authentic
sources, creating web sites etc.
•
Trip abroad
•
Getting on line with people who are in the place
you are going to visit
•
Written work usually presented in
hand writing (usually formal –
letters, essays etc.)
•
Word processed in the TL, both formal (posted
home work, presentations) and informal (chat,
discussion)
•
Participants (school students and
school teacher)
•
Near-peers (a HE (BA/MA) student: either a native
speaker or a more experienced language learner),
HE teacher, technical support
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Roles and images
Peers on-line
• We tend to prefer small groups than large
• We can normally function better with informal rather than formal situations
• We would usually try and avoid confrontational and awkward situations
Especially when you are younger, we tend to think we are alone in feeling like
this and everyone else is more confident and skilful!
(Sandra Cornbleet, Ronald Carter)
Activity
Oral presentation
Chat/discussion
Context
Classroom
(face-to-face)
on line
Purpose
Receivers
Topic
Learning
teacher/class
Any
near peers
Any
Learning (?)
Example Russian chara-dixie.doc
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Student and Teacher Views
– Student perceptions
– Teachers’ perceptions
• Teacher 1
• Teacher 2
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Thanks
Teachers and pupils in our partner schools
• Elliott School, London
• Weald of Kent Grammar School for Girls,
Tonbridge, Kent
• William Ellis School, London
UCL students and language teachers who took part
The funding organisations
• CfBT Education Trust and UCL
Contact; Project leader, Terry King, terry.king@ucl.ac.uk
Project team; Lydia Buravova, Jane Hughes, Man Yang.
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