1. Technology in Presentation Practice Production (PPP) & Task-Based Language Teaching (TBLT) lessons TESOL Greece 37th Annual International Convention 20th March 2016, 17:15-18:00 Huw Jarvis, Senior Lecturer in TESOL University of Salford On the web: WWW.TESOLacademic.org Follow us: @TESOLacademic Join our Facebook group: TESOLacademic.org Subscribe to our You Tube channel: TESOLacademic LinkedIn for professional networking: Huw Jarvis

2. PPP – setting the context, concept checking and dialogue building (1 st P) - from Jarvis with Ellis, 2015.

3. Dialogue building (1 st P)

5. Controlled practice pair work (2 nd P) -> Freer activity production (3 rd P)

6. Structural CALL\MALL (language as behaviour – students interact with the computer Warschauer & Kern, 2000) Source: http://www.english-4u.de/past_tense_ex1.htm

7. Cognitive CALL\MALL (Language as communication – students interact with each other & with the computer W arschauer and Kern, 2000) Students work in pairs to manipulate a text which is then used as a “model” for their own writing. (Jarvis, 1997) John’s day yesterday After dinner he played with his children and chatted to his wife. At about 11.00 pm he went to bed. He got up and had a shower. He left for work at 8.15 and got back at about 6.00 pm. At about 7.45 he had breakfast. He watched TV for about an hour and then had dinner with his family. Yesterday John woke up at 7.00 in the morning.

8. On Friday ask ss to take some picture of what they do over the weekend (Pre- task) Set up task: X amount of time to go round the room - show each other pictures of weekend - find out what others did ->in order to decide who had the most exciting time During task teacher notes errors & assists if required TBLT

9. Four criteria for a TBLT work plan (Ellis, 2012)

10. Reflections Syllabus (structural \ functional “products”) are the same PPP: Input = output. TBLT: student generated output (leading, as required) to input or “focus on form” PPP: Fixed dialogues, controlled interaction. TBLT: student generated dialogues and interaction. PPP: less “authenticity” than TBLT A changed role for technology. PPP: explicit language practice. TBLT: language use. Authenticity of task and role of technology

11. Sociocognitive CALL/MALL? – students interact with each other via the computer Warschauer and Kern, 2000) TBLT ss go on to share and comment on Facebook and to interact with each other through mobile devices in many ways Normalised CALL (Bax 2003) CALL/MALL- dated acronyms for describing and investigating practice -> Mobile Assisted Language Use (MALU) “... non-native speakers using of a variety of mobile devices in order to access and\or communicate information on an anywhere\anytime basis and for a range of social and\or academic purposes in their L2” (Jarvis & Achilleos, 2013)

12. Digital Residence in an L2 (Jarvis, 2014). Recognise English as a Lingua Franca (Jenkins, 2001) and …. equip ss through real tasks and real use of technology - “Normalise” it! digital environments are a source for comprehensible input (Jarvis & Krashen, 2014) Develop lessons which address digital literacy & footprint issues in Eng. as an L2 technology is a means to an end but CALL\MALL is inadequate – it is also an end in itself with Eng. as an L2 the means to digital global citizenship –> MALU with both self-study and classroom applications

13. References Bax, S. (2003). CALL – past, present and future. System 31(1), pp. 13-28. Ellis, R. (2012). Language teaching research and language pedagogy. Chichester: Wiley- Blackwell. Jarvis, H. with Ellis, R. (2015). 'From PPP and CALL/MALL to a Praxis of Task-based Teaching and Mobile Assisted Language Use.' TESL-EJ. Vol. 19. No. 1. pp. 1-9. Jarvis, H. (2014). 'Digital residents: Practices & perceptions of non native speakers.' Asian EFL Journal Teaching Articles. 75, pp. 21-35. Jarvis, H. & Krashen, S. (2014). ‘Is CALL obsolete? Language Acquisition & Language Learning Revisited in a Digital Age.’ TESL-EJ, 17(4), pp. 1-6. Jarvis, H. & Achilleos, M. (2013). ‘From computer assisted language learning (CALL) to mobile assisted language use.’ TESL-EJ, 16(4), pp. 1-18. Jarvis, H. (1997). 'Word-processing and writing skills: practical applications to language teaching text books.' British Journal of Education Technology. Vol.28, No.3. pp. 165-175. Jenkins, J. (2014). English as a Lingua Franca in the international university: the politics of academic English language policy. Abingdon: GB, Routledge. Warschauer, M. and Kern, R. (Eds.) (2000). Network-based language teaching: concepts and practice. Cambridge: Cambridge University Press.

14. Technology in Presentation Practice Production (PPP) & Task-Based Language Teaching (TBLT) lessons TESOL Greece 37th Annual International Convention 20th March 2016, 17:15-18:00 Huw Jarvis, Senior Lecturer in TESOL University of Salford On the web: WWW.TESOLacademic.org Follow us: @TESOLacademic Join our Facebook group: TESOLacademic.org Subscribe to our You Tube channel: TESOLacademic LinkedIn for professional networking: Huw Jarvis