Technologically Enhanced Language Learning
Pedagogy
www.tellp.org
Research findings and implications for pedagogy
PGCE Primary MFL 8 Dec 09
Findings
 Impact of technology on children’s language learning
 Impact of project on trainee perceptions
 Implications for effective pedagogy
Children’s language learning:
intercultural understanding
 Differences and similarities: “he eats pizza and
watches TV just like me”
 Affective factors: “they are our friends…they are in
France but they are our friends as well”
 The role of technology:“ you absolutely have to see
them”
 Some possible differences between countries
Motivation
 Motivated by the friendships and the intercultural
aspects: “you get to talk to people round the world”
 Motivation: “a better way to learn a language” “really
interesting” “really good communicating” “fun”
“exciting”
 Confidence: “really nervous the first time” “The more
we use it, the easier it gets”; “It’s ok to get it wrong”
 Desire to learn: “if they say a word then you’ve got to
understand it”; “I think it’s really good, they are away
from where you live, on another island, it’s really good,
your ears get pricked up so you learn loads more”
 “It’s part of our life and it’s better than anything
actually”
Processes of language learning
(1):reciprocity
 Reciprocal nature of learning:
- “ you have to speak a traditional kind of English”
- “we learn new words from each other”
- “it’s real communication”
- “it must be funny when we pronounce a word wrong”
- “ it think it’s good because if we say a word wrong we
shouldn’t feel embarrassed because they are learning
English and they might pronounce things wrong”
Processes of language learning
(2): learner autonomy
From anxiety to desire for independence
- “Want to have conversations not a play”
- “ Really want to be able to choose what to do”
- “If it’s a conversation shouldn’t we make it a bit
more friendly?”
- “I think they are doing too much for us, we should
do it ourselves”
 Role of actual teacher – still a learner too: “ I
thought teachers knew everything”
Trainees
 “this has made me re-evaluate what it means to be
a languages teacher”
 “it’s exciting – I want to try it!”
 “It’s fantastic to be involved”
 “oh no not more ICT is what I thought at first, but now
I think it’s great”
Issues raised
 Using the technology
 Planning and preparation time
 Role of teacher
Effective pedagogy: some issues
 Language use: L1, L2
 Meaning and form
 Spontaneity of language use
 Independence in language learning
 Communication strategies
Communication strategies
 Turntaking
 Interacting
 Repair
 NV communication
 Paralinguistics
See grid with examples
Lesson planning
 Incorporate
- Technology
- Communication strategies
- Self-assessment
The good communicator
checklist
 Did I ……………
 Start off the conversation okay? How did I do it?
 Show my partner that I understood? How?
 Show my partner when I didn’t understand? How?
 Ask my partner to repeat when I didn’t understand?
 Speak clearly so my partner could follow me?
 Use body language to communicate?
 Look at my partner’s body language to help me understand?
 Did I point to objects, use flashcards to be understood?
 Did I ask my classmates for help to find the right way to say what I
meant?
 Did I finish the conversation okay?
 © J. Clark, JL Ortega, L.Chrétien & G.Macrory 2009