Presentation on theme: "EUROCALL, 2006 Integrating CALL into study programmes UCL Centre for the Advancement of Learning and Teaching Presented by Terry King, Lydia Buravova,"— Presentation transcript:
EUROCALL, 2006 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
EUROCALL, 2006 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.
EUROCALL, 2006 Work integrated into school programme. Importance of initial face to face Paired discussion Homepages Individual presentations; help in research and method HE student initiated theme- related work eg news quiz Oral preparation
EUROCALL, 2006 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".
EUROCALL, 2006 Element in the school curriculum Talk about yourself in the TL Oral presentation Reading mass media (paper based?) Topics taken within the school programme Trip abroad Written work usually presented in hand writing (usually formal – letters, essays etc.) Participants (school students and school teacher) CROSSCALL activities Home page, chat room, forum 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) Browsing on the NET, on-line quizzes, on-line discussions (including posted recorded messages) etc. Chat room/forum discussions using authentic sources, creating web sites etc. Getting on line with people who are in the place you are going to visit Word processed in the TL, both formal (posted home work, presentations) and informal (chat, discussion) Near-peers (a HE (BA/MA) student: either a native speaker or a more experienced language learner), HE teacher, technical support
EUROCALL, 2006 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 Context Purpose Receivers Topic Oral presentation Classroom Learning teacher/class Any (face-to-face) Chat/discussion on line Learning (?) near peers Any Example Russian chara-dixie.doc
EUROCALL, 2006 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, firstname.lastname@example.org Project team; Lydia Buravova, Jane Hughes, Man Yang.
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