Learning to teach with tasks: interactive teaching to support learner interaction in iTILT 2
Computer assisted language learning (CALL) has evolved through a number of distinct phases as technological possibilities and our understanding of second language acquisition (SLA) have progressed. Early CALL used computers to provide grammar and vocabulary input and feedback, and later to offer rich authentic language samples, whereas today's technology also permits target language production and interaction (Kern & Warschauer 2000). Today's models of SLA focus on interaction in meaningful exchanges as a main trigger for language learning. Thus CALL classroom research aims to investigate the ways in which learner interaction is influenced by technological mediation. This talk examines two examples of CALL classroom projects: a) IWB-mediated videoconferencing with young learners using English as a lingua franca (ELF), and b) a German primary EFL project using I-pads for developing storytelling skills. The two school-based projects were developed in a funded open educational project which builds on Whyte, Cutrim Schmid, van Hazebrouck & Oberhofer (2013) to support interactive teaching with technologies (ITILT 2, http://itilt.eu) and data include class video recordings, participant observation and focus group interviews.
Warschauer, M., & Kern, R. G. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.
Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148
Computer assisted language learning (CALL) has evolved through a number of distinct phases as technological possibilities and our understanding of second language acquisition (SLA) have progressed. Early CALL used computers to provide grammar and vocabulary input and feedback, and later to offer rich authentic language samples, whereas today's technology also permits target language production and interaction (Kern & Warschauer 2000). Today's models of SLA focus on interaction in meaningful exchanges as a main trigger for language learning. Thus CALL classroom research aims to investigate the ways in which learner interaction is influenced by technological mediation. This talk examines two examples of CALL classroom projects: a) IWB-mediated videoconferencing with young learners using English as a lingua franca (ELF), and b) a German primary EFL project using I-pads for developing storytelling skills. The two school-based projects were developed in a funded open educational project which builds on Whyte, Cutrim Schmid, van Hazebrouck & Oberhofer (2013) to support interactive teaching with technologies (ITILT 2, http://itilt.eu) and data include class video recordings, participant observation and focus group interviews.
Warschauer, M., & Kern, R. G. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.
Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148