1. Roles of technology in language learning – a joint institutional perspective Juan Pedro de Basterrechea – Instituto Cervantes Joerg Loeschmann – Goethe-Institut Paul Sweeney & Caroline Moore – British Council IATEFL Aberdeen 2007

2. THE INSTITUTO CERVANTES The Instituto Cervantes is a public institution founded in 1991 with the double objective of promoting the Spanish language and the cultures of the Spanish speaking peoples. It is the largest Spanish language teaching organisation in the world, with an expanding network of centres spread over the four continents.

9. LANGUAGE LEARNING AND TECHNOLOGY AT THE IC How?  Conventional face to face  Online  Blended Learning  AVE as complement  Follow-up  Blended Learning  High % of classroom activity  Online curriculum and follow-up  Blended Learning  50/50  Curriculum also split  Collaborative activities online  Blended Learning  Small % of classroom activity  Know each other, facilitate communication  Follow-up online  Collaborative and communicative activities online

10. LANGUAGE LEARNING AND TECHNOLOGY AT THE IC Why?  No longer a question  Part of real daily life. New communication skills required in the era of digital communication  Powerful resources for the learner and the teacher  Flexibility to adapt the formula to the circumstances and requirements of the demand  Quality

11. The Goethe-Institut organising the cultural exchange between Germany and the host country supporting learning and teaching German in the host country working together with other national organisations in the cultural politics acting for and contracted by the foreign ministry 125 institutes in 80 countries, 15 institutes in Germany itself

12. E-Learning at Goethe-Institut E-Learning Platform Blended Learning Courses / Online Courses Podcasts Film Based Language Course Self-Study Centres Teacher Training

13. E-Learning Platform worldwide, Moodle + Content Management System connects all elements of e-learning organising this process from the ground level to really integrate e-learning in language learning main tool for implementing e-learning in the language courses at the institutes more success in developing skills (even in active skills like writing) tool for promoting new services (registration/subscription, communication, alumni, webshop)

14. Blended Learning Courses / Online Courses learners with high demand of flexibility in the learning process (new target groups) examination preparation, business (tourism!) Film Based Language Course start 2004 with „redaktion-D“ (A1,A2); 2007: blended learning offers in 38 institutes concept: for 3 different delivery channels – videocast, internet tv, tv Podcasts necessity of a new approach in the methods and the presentation of the contents success with specialised marketing concepts

15. Self-Study Centres materials for all kinds of language centers with elements of self-studies Teacher Training teacher trainers for organising educational processes with elements of blended learning tutors for blended learning courses teachers - in order to use the different tools of the platform (and finally organising the course on the platform)

16. Goethe-Institut 2010: “ 33% of teaching is enough making the students feel interested in the material. The other two thirds are the best of all developed teaching methods and e-learning with its different elements!“ Chomsky 1988: “99% of teaching is making the students feel interested in the material.“

17. British Council: Where we are and why ‘The Space’ & ‘The model’ nearly 100% face to face but shift towards greater flexibility Not class substitution – learning support classrooms becoming richer, more expensive & sophisticated increasing role of digital materials Teacher Mainstreaming & integrating technology: systems, skills, digital literacy & pedagogic integration Enthusiasm for learning technology lags behind learners Very much the centre of the process

18. British Council: Where we are and why (too) Learners Very group focussed – socially motivated Heavy endorsement of role of technology in their learning Growing requirement for ‘customisation’ & flexibility

19. British Council: The Future? Learners Changing: habits, skills, expectations Bringing materials into the classroom Dependent on changes in wider education Space & model A new balance - classroom walls ‘become transparent’ New models (to be defined) Teacher Changing role dependent on new classroom function “Blended” teaching / learning skills required