Technologically Enhanced Language Learning Pedagogy Teacher seminar 27 November 2009 Presentation 2: Pedagogy and language learning

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”

Trainee experiences and perceptions They regard the new technologies as very beneficial for children, especially from a cultural perspective They are developing insights into the language pedagogy issues They are beginning to be able to understand the issues to do with CLIL and with cross-curricular approaches to language learning They are very keen to use the technology and have good ideas They are beginning to see implications for curriculum and whole-school planning

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