Please find the list of all the participants below in alphabetical order.
Victoria Antoniadou & Melinda Dooly, Spain (presenter)
|Researching teacher training: An in situ approach|
Nowadays learning paradigms have moved away from cognitive theories on language learning -emphasizing individualistic conceptualizations of learning- to promote social collaboratively-constructed learning methods. Learning has been reconceptualized to acknowledge the fact that it is not a static entity to be assessed in isolation but rather a complex process encompassed in individuals' historical participatory trajectory during which they dynamically interact with their social or cultural environment. In the context of teacher training for foreign language teaching, teachers should be measured upon their capacity to not only reproduce conceptual knowledge but also upon their ability to put it into practice; that is to communicate their ideas, be creative and most importantly to engage in continuous reflective practice to make sense of what's going on in the classroom. This presentation adopts a situated perspective to teacher training in an attempt to trace student teachers' trajectory towards the attainment of valid membership in the teacher community, facilitated by working in collaboration with their university mentors, school tutors and telecollaborative partners. It describes and discusses the progress of a year-long research project - part of a doctoral thesis on teacher training. In particular, this presentation considers the applicability of two models applied to teacher training: The Reflective Cycle (Sch.n, 1983; Gibbs, 1988) and Cultural-Historical Activity Theory (Engestr.m, 1993; 1999) as possible means of analysis for teacher development in the described situation. It will present the work in progress and highlight convergences and divergences of these frameworks with the compiled data. These comprise transcripts of video/audio recorded face to face interactions at the university, synchronous and asynchronous interactions with transatlantic partners and final outputs required for the completion of the course – design of a teaching sequence, podcasts and teaching portfolios.
Victoria Antoniadou is a Ph.D. candidate at the Universitat Autònoma de Barcelona. Her doctoral thesis focuses on complex interrelation of task as design/ workplan and the activity in which learners engage themselves for its implementation within telecollaborative learning activities.
Mariam Attia, UK (presenter)
|Situated Teacher Cognition and Technology Integration|
Although teacher pedagogical beliefs play a key role in successful technology integration (Becker, 2001; Gobbo & Girardi 2001; Tondeur et al, 2008), this area of investigation remains relatively unexplored (Ertmer, 2005; Albirini, 2006). Drawing upon ongoing doctoral research in the area of teacher cognition and ICT, the purpose of this presentation is to discuss case profiles of three in-service teachers within an Arabic language teaching context. Following a framework proposed by Borg (2003; 2006), teachers' beliefs about ICT were examined in relation to specific aspects of their professional lives, such as language teaching, instructional material, subject matter, learners, and colleagues. Data was gathered over a period of nine months using a questionnaire, in-class observation, semi-structured interviews, and video-recorded stimulated recalls. Emerging findings suggest differences between the three teachers in terms of their beliefs about technology adoption, in addition to a close relationship between teacher cognition and actual classroom practice. Johnson (2006: 246) affirms that effective teacher education begins with understanding "why L2 teachers do what they do" within the particular settings in which they work. It is, therefore, hoped that a deeper understanding of situated teacher cognition will contribute to the development of more effective ICT teacher education programs.
Mariam Attia is a doctoral researcher at the School of Education, University of Manchester. Her area of specialization is technology and foreign language teaching with special emphasis on teacher education. Prior to her PhD, she taught Arabic as a foreign language at The American University in Cairo, Egypt, and The European Education Center, Denmark.
Judith Barna, France (presenter)
|Language learning and teaching (LLT) enhanced by communication technology: Wishful thinking or real practice|
According to UNESCO's ICT Competency Standards for Teachers "Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training"(2008). However the project warns us that "The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in non-traditional ways, to merge new technology with new pedagogy, to develop socially active classrooms, encouraging cooperative interaction, collaborative learning, and group work." This implies that training programmes should be designed not only to raise technology literacy and to foster positive attitudes to communication technologies among teachers but also help them to do so in a radically reformed learning environment. Hence my two separate research questions. First, are trainee teachers sufficiently prepared to be successful in CALL and CMC-based language teaching? More precisely, to what degree does the existing curricular model used at the IUFM of Nord-Pas-de-Calais respond to the needs of pre- and in service trainee teachers who have to adopt a whole new set of both teaching and learning skills? Second, does the emergence of new teaching practices based on CALL and CMC challenge the current institutional framework in France and enhance the emergence of new organisational structures? If so, what is the role of new standards like ICT CST in this process?
The research is based on semi-structured interviews with trainee secondary school teachers, content analysis of trainee students' personal research files (projet de travaux d'études personnels) and content analysis of teacher training programmes at the IUFM Nord Pas de Calais. I apply a critical research approach that aims at identifying critical success factors (M.A. McPherson & J.M. Nunes, 2008) related to CALL and CMC-based language teaching.
Judith Barna is a university lecturer in Foreign Language Education at the teacher training centre (IUFM) of Université d'Artois in France where she teaches ELT theory and practice, technology enhanced ELT and the development of speaking skills in interaction. She has an MA in English, an MA in Linguistics and a Phd in the science of information and communication.
Jean-Claude Bertin, France (plenary speaker)
|A didactic ergonomics approach to ICT integration and the evolving roles of the teacher|
Certainly one of the major features of ICT integration into the language learning situation is its increased complexity. This may be due to several factors, among which:
Devising CALL environments involves revisiting traditional activities and materials taking into account the specificity of each individual technology. Such (re)organization affects teaching/learning modes, CALL materials design methodologies and the (re)definition of the various actors' roles. The question may also be raised of the relationships between these roles and the persons who will fulfil them.
- the variety of pedagogic objectives which justify the resort to ICT;
- the variety of existing tools and computer-based technologies;
- the variety of actual uses of CALL environments by their users.
Such increased complexity makes it difficult to develop a clear and comprehensive vision of all the interactions involved in CALL situations.
In this presenter's view, ICT integration into language learning can usefully be analyzed in a systemic perspective. The didactic ergonomics model which he describes in his recent joint publication* is the basis for such an analysis. The presenter will first construct his model of the CALL situation and suggest how it can be used as a referential framework from which to analyse, design or evaluate computer-mediated language teaching and learning. This model will then be used to outline the difficulty for CALL to offer ready-made solutions and the necessity to identify each specific context.
Discussing the various types of interactions identified in the model will finally lead the presenter to show how each actor's role can be reassessed, how new skills and competences can be identified, and how these should be eventually integrated into language teacher training curricula.
Jean-Claude Bertin is a full professor of English language learning and teaching at the University of Le Havre, France. He is a member of the CNRS (National Center for Scientific Research) unit IDEES-CIRTAI, where he coordinates research in the field of CALL and Distance Learning. He has published a significant number of articles and reports in this field, in national as well as international journals, authored the book (Des Outils pour des Langues - multimedia et apprentissage, 2001), as well as a contribution to ICT and Language Learning - a European Perspective (Chambers, A. & Davies, G. Eds, 2001). He has presented papers in a variety of international conferences, among which several CALICO symposia in the United States. He is now President of the French research association GERAS (Groupe d'Etude et de Recherche en Anglais de Spécialité), Director of Asp journal (Geras, France), and has been reviewer for several scientific journals.
His latest book has recently been published in the USA by IGI Global: Jean-Claude Bertin, Patrick Gravé & Jean-Paul Narcy-Combes (2010). Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics, IGI Global, Hershley-New York, USA.
Jozef Colpaert, Belgium (presenter)
|Designing a CALL course in teacher training: focus on design research|
Students in pre-service teacher training expect from a CALL-course that they get to know new technologies, systems and applications, and that they learn more about the criteria for selecting, implementing, using and evaluating them in a wide variety of language learning situations. They do not worry too much about the rationale or the findings behind the proposed guidelines. As technology evolves extremely rapidly, we decided in our CALL course to focus more on their attitude and insight than on their knowledge and skills. This is why we try to involve them in ongoing CALL research, with a view to turning them into creative, reflecting, self-evaluating and research-aware teachers. A research hypothesis on its own.
The students participate in our CALL research on three levels: a/ they contribute to the design of the course itself by applying the proposed design model and in so doing they also contribute to its empirical validation; b/ they contribute to our corpus of relevant findings and in so doing they contribute to the theoretical validation of the model; and c/ they have to apply the design model to a language learning situation of their choice.
In this presentation we will first present Educational Engineering as research method, Distributed Learning as design model, and Personal Goals as design concepts. Secondly, we will report on students' perceptions and feelings, and show examples of how they have coped with the course assignments. We will conclude with an overview of the problems encountered, and explain why in-service training of teachers has appeared to be even more challenging in this respect.
Jozef Colpaert teaches Computer Assisted Language Learning at the Teacher Training Department (SLO) of the Institute for Education and Information Sciences (IOIW) at the University of Antwerp. He is vice-chairman of IOIW and director of the LINGUAPOLIS Language Institute. He is also editor of Computer Assisted Language Learning, an International Journal (Taylor & Francis), and organizes the biennial Antwerp CALL Research Conferences.
Euline Cutrim Schmid, Germany (presenter)
|Video-Stimulated Reflective Dialogues in Second Language Teacher Education Research|
Several authors (e.g. Mcniff & Whitehead, 2006, Wallace, 1998) defend the idea that teachers' own involvement in research has the potential to encourage professional growth. They argue that experience associated with the kind of reflective processes typically engendered by research constitutes a more powerful impetus for professional development. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teacher reflective practice in teacher-researcher collaborative research (Burns & Richards, 2009). This paper discusses the use of video-stimulated reflective dialogues as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of interactive whiteboard technology (IWB) professional development programme. The research is being carried out in the form of seven in-depth longitudinal case studies with English as a foreign language (EFL) teachers in German secondary schools, as they learn how to integrate the IWB into their teaching. An important overall feature of the investigation approach in this study is its "collaborative research" orientation, as teachers are seen as active partners in the research process. Research data are being collected via a variety of ethnographic research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, in-depth interviews and video-stimulated reflective dialogues, in which teachers present their perspectives on the lessons they taught. Research findings have shown that the video-stimulated reflective dialogues are seen by the teachers investigated as excellent opportunities for reflection, self-evaluation and pedagogical development
Euline Cutrim Schmid is an Assistant Professor of Applied Linguistics and TEFL (teaching English as foreign language) at the University of Education Heidelberg in Germany. She teaches at undergraduate and postgraduate levels on a variety of topics including: CALL, applied linguistics, and qualitative research methodologies. Her recent academic publications have focused mainly on the use of interactive whiteboard technology and learner response systems in the English language teaching context. She is the author of Interactive Whiteboard Technology in the Language Classroom: Exploring New Pedagogical Opportunities (2009) and co-editor of Interactive Whiteboards for Education: Theory, Research and Practice (2010).
Rick de Graaff, Kristi Jauregi, Ton Koenraad, Huub van den BerghThe Netherlands (presenter)
|Student teacher action research on networked intercultural communicative competence|
One of the opportunities to develop and enhance future language teachers' competencies in the use of Computer Mediated Communication (CMC) for interactive and collaborative language learning is by having them actively participate in action research on the effects of CMC on intercultural communicative competence (ICC). In the European NIFLAR project (Networked Interaction in Foreign Language Acquisition and Research) student teachers acquire competencies for action research on CMC for ICC by participating in task development, task completion and task evaluation, for video-web communication and virtual worlds. Action research might take place with respect to task effects on interaction, intercultural competence, language proficiency, motivation and added value of the CMC tools.
In this paper, we will present and discuss an action research syllabus for future language teachers, focusing on the rationale and effects of such action research for their own professional development process. We will also discuss how the results of action research feed back into the design process of task development for ICC by CMC.
The NIFLAR project aims at studying the opportunities and effects of innovative e-learning environments for creating authentic and interactive contexts for foreign language learners and for (future) teachers. In this project, language learners, (future) teachers and researchers participate from five European countries. Target languages are Spanish, Portuguese, Dutch and Russian. Tasks are developed for secondary and higher education at A2-B2 level, for video-web communication using Adobe Connect, and for virtual worlds using Second Life and Open Sim.
Rick de Graaff is a language teaching consultant/researcher at the IVLOS Institute of Education, Utrecht University, the Netherlands. His main fields of interest include: task effectiveness in language teaching, the role of instruction in L2 pedagogy, standards for professional teacher development, content and language integrated learning, and the use of video-web communication and virtual worlds for promoting intercultural communicative competence. Most recently he has contributed to the International Journal of Bilingual Education and Bilingualism, to ITL - International Journal of Applied Linguistics, and to The Handbook of Language Teaching. He has participated in symposia at AILA, EARLI and EuroCALL.
Christine Develotte, France, Organiser
|Christine Develotte http://www.develotte.info/ is a researcher in applied linguistics. She is currently a professor of Communication at the Institut National de Recherche Pédagogique in Lyon and a member of the ICAR research lab. For the last ten years her main research interests have been linked to computer-mediated communication (CMC). Her research includes two aspects: the semio-linguistic aspect of online communication and the social aspect (focusing on the analysis of human behavior). Since 2002, the data has been taken mostly from fieldwork conducted in classrooms where distance learning and teaching interactions have been emphasised, particularly through her project Le français en (première) ligne http://w3.u-grenoble3.fr/fle-1-ligne/|
Melinda Dooly, Spain (presenter)
|From imagining to belonging: Research into teachers-in-training and Communities of Practice|
As sociocultural views of teacher training take root, the notion of community of practice (Wenger 1998) are becoming popular as a conceptual framework for exploring the learning processes of teachers working together. This presentation will discuss a year-long training course for teachers specialising in foreign languages which included periods of collaboration with distanced partners (also taking part in teacher training). One of the aims of the course was to create contexts to facilitate Communities of Practice (CoP).
Taking the notion of CoP one step further, and following Kanno and Norton's understanding of 'imagined community' for learners (2003) - that is to say, learners' ability to 'project themselves' into a different world from their prevailing realities - the design and output of the tasks and sub-tasks of a teacher training course are analysed from the perspective of the future teachers' motivation to invest time and energy in an imagined community of education practitioners. The notions of investment in an imagined community serve as a basis for examining the activity design and behaviour during the telecollaborative activities the student teachers carried out. It is argued here that the initial goal of facilitating the creation of a CoP between the two classes was not feasible, as CoPs are self-reproductive and must emerge from the practitioners themselves. However, research indicates that teachers who participate in a larger educational community are more likely to use constructivist and collaborative instructional strategies in their classrooms, implying that introducing student teachers to the idea of collaborative knowledge-building, shared risk taking and reflection may lead them to eventually explore the synergies of educational CoPs once they graduate and become teachers.
Melinda Dooly is a teacher educator at the Universitat Autònoma de Barcelona. Her research interests include talk-in-interaction analysis applied to computer-mediated communication, especially in the area of teacher training.
Carolin Fuchs, USA (presenter)
|Wikis and Blogs for Cross-Institutional Task Design - An Empirical Study in Language Teacher Education|
This paper raises some of the methodological issues encountered in the analysis of an empirical case study which involved the use of blogs and wikis in language teacher education.
Text-based CMC tools have been increasingly used for social interaction even though they were originally developed for information transmission (e.g., Herring, 1999). In computer-mediated discourse analysis (CMDA), disrupted turn adjacency has been cited as highly problematic because one message can include multiple conversational moves that may be physically but not functionally adjacent (Herring, 1999). The recent advent of hybrid web tools (e.g., wikis, Google Wave) has posed challenges to CMDA because authors can go back and manipulate previous content or messages.
Following the call for implementing technology into language teacher education through model learning (Hubbard & Levy, 2006; Willis, 2001), four cross-institutional groups of student teachers in the U.S. and Luxembourg, communicated via Google Sites (wiki) to design ESL/EFL tasks. Over a ten-week period, these student teachers read about and discussed different technology tools for language teaching. Each group then chose one tool to use for task design. Data triangulation involved CMC transcripts, journals, needs analyses, and post-course questionnaires.
One goal of the collaboration was for participants to share perspectives about technology implementation in teaching and learning through virtual communities of practice (Lave & Wenger, 1991). Findings show that the use of the class wiki in its intended way as a collaborative, asynchronous writing tool, posed difficulties for all groups. For instance, some groups used the wiki to post meta-level comments about their editing process within the actual project page, while others used the wiki as a discussion forum or a blog. Not only does this have implications for learner training in the functional uses of technology tools, but the findings also raise important issues for interaction management (Herring, 1999).
Carolin Fuchs, PhD, is Lecturer in the TESOL/Applied Linguistics Department at Teachers College, Columbia University, New York. Her research interests include technology-based language teaching and learning, electronic literacy skills, language play, and efolios. She has conducted numerous Internet-mediated projects with institutions in countries such as England, Germany, Poland, and Taiwan.
Nathalie Gettliffe, France (presenter)
|Reflective teaching as a methodology to assess training ofpre-service and in-service teachers for on-line tutoring tasks|
Training students and teachers in the emerging field of on-line language tutoring can be quite complex given the instability of practices (Guichon, 2009; Niessen, 2009; Decamps S., Depover C., De Lièvre B., 2009; Eneau, Poyet, 2009; Drissi, 2007; Mangenot, Tanaka, 2007; Quintin, 2007; Blandin, 2006; Rodet, 2005; Hotte, 2004). At the university of Strasbourg, we have taken the view that learning by doing would be the most preferable approach to train our Master students specializing in Creating and managing multimedia for language learning. After a theoretical component dealing with on-line tutoring scenarios, students are invited to design and implement an on-line three-week module for non-francophone students learning French at the same university.
Reflexive diaries on their experience have been collected at the end of the semester. An analysis of the activities and interactions on the Learning Management System was also conducted. Finally, on-line questionnaires were distributed to the non-francophone students to offer some insights to the tutors as to the on-line components that they could improve.
Results show that multimedia students had difficulties imagining the virtual community they were dealing with, even though in each group of on-line tutors, at least one tutor was non-francophone and was attending the on-line sessions as a student. Furthermore, the activities designed were mostly traditional and non-collaborative. The number of activities proposed was often too high to be carried out in a three week period and the team of tutors struggled to share the work and take turn to respond to their students. Fortunately, on-line tutors showed some flexibility when marking the work of their fellow students. They were also critical of their work in light of the research articles that they read (unfortunately) after carrying their on-line sequences. All of them agreed that they would change their way of on-line tutoring after this experience.
This positive experience brings nonetheless some ethical questions: should (multimedia) master students be able to grade other (language) master students? If to (partially) fail is to learn, with who should the final on-line scenarios be tested on?
Future research needs to be carried out on the time (theory and practice) it takes pre-service and in-service students to fully understand and integrate the technical functionalities and pedagogical affordances (Perrenoud, 1994; Mangenot, 2003) of various multimedia and networking tools.
Nathalie Gettliffe, Associate Professor, Department of Language Education and Applied Linguistics, Université de Strasbourg. Her research interests concern CALL Education for language teachers, CALL and English and French for specific purposes.
Lisa Griggio, Italy (presenter)
|Training in digital competence in a French course hosted on a wiki platform|
In this presentation a French blended course called Parle avec moi will be shown. Parle avec moi is based on a wiki platform (PBworks) and has been designed to be delivered to a class of 40 students who have already attained a good B2 level of linguistic competence in the target language.
The aims of the course are manifold: linguistic, metalinguistic, since conversational analysis is the main theoretical topic of the course, and methodological ones. The virtual context created using Web 2.0 tools will help the students consolidate and widen their active role and autonomy, to foster many of the key competences for lifelong learning outlined by the European Parliament and the Council framework in 2006, and above all, to develop their digital competence (2006/962/EC).
Not only will the students be trained in epistemological terms, but also in digital ones, and these two training domains will underpin the unfolding course: the competences related to the use of media - that is digital literacy (IT, visual, information and media literacies) will all converge with the concept of digital competence recommended by the European Framework and will be interconnected with life skills (inquiry, collaborative, problem solving and critical thinking skills), all of which are required to study and learn the core areas of conversation analysis.
The presentation will focus mainly on digital training: it will be shown how students, future French teachers, will experiment with the three dimensions of the concept of digital competence outlined by Calvani, Fini and Ranieri (2009) in their research project for assessing digital competence (DCA). According to them, digital competence is multidimensional, as it concerns different integrated spheres: the technological, cognitive and ethical sphere. Their classification has inspired our work, but will not be applied as it is in their original proposal, but rather adapted to our training context.
Specifically, students will be encouraged to:
Besides this introductory information, which it is hoped will lead to a certain savoir faire, to a sound understanding of the opportunities and potential risks of internet-based communication, students will be instructed in becoming (savoir être) good builders of common knowledge in a Wiki community.
- explore and face new technological situations in a flexible way;
- search, analyse, select and critically evaluate data and information, in order to exploit technological potentials, represent and solve problems and build shared and collaborative knowledge;
- interact through ICT in a responsible way.
Lisa Griggio has been a language assistant and a teacher trainer at the University of Padua's Language Centre since 2001. She has collaborated on computer-based language testing projects, both for CERCLU (a national project) and TAL (University of Padua). In 2006, she received a Master's degree in Tutoring for Distance Learning and since then has dedicated her time to exploring new ways of applying Web 2.0 tools to didactics. In 2009, she attended a special course on social software and Web 2.0 at the University of Padua. Over the last few years, she has presented at numerous educational conferences specifically on creating language activities and courses using new technologies.
Muriel Grosbois, France (presenter)
|CMC-based projects and L2 learning in a teacher training context|
The research we carried out involved student teachers in Paris and London. They were encouraged to engage in computer-mediated communication in order to develop a multimedia resource meant for school children in France, given the fact that teachers are now expected to teach foreign languages and use ICT in their teaching practice (Grosbois, 2009 ; Jones & Coffey, 2006).
From a theoretical point of view, this study focuses on a CMC-based project (Mangenot, 1998 ; Kern, 1995) as well as on collaborative and situated learning (Collins, Brown & Newman, 1989).
Our research questions centre around the potential of such a project for language acquisition and more specifically for the development of oral production, a key skill for teachers.
We will first give a brief presentation of the project, dwelling on the CMC exchanges and on the software development process itself, which requires a specific methodology including specifications, a prototype… (Demaizière, 1992; Guichon, 2006 ; Tricot, 2007) even though the web-based multimedia resource that was created was a very simple one.
We will then centre on the new roles such a project implies for the student teachers and the trainers involved. We will examine the variety and the complexity of emerging roles such as project manager, language partners, e-pals, language experts… We will also consider the impact of such new roles within the learning community. Finally, the results will be looked at in terms of language acquisition, measured by means of a task-based evaluation with pre- and post-tests (including linguistic and pragmatic criteria). The results will also be compared to the way the participants themselves viewed their progress.
Based on our analysis, further propositions will be made, especially considering the major changes taking place in teacher training in France at this time.
Muriel Grosbois has been involved in the use of ICT for language learning since 1988 and in teacher training since 1998. In her PhD research, she studied the impact of ICT-based teaching on the development of Language 2 oral production.
Nicolas Guichon, France (organiser)
|Nicolas Guichon (http://pagesperso-orange.fr/nicolas.guichon) is an associate professor at the University of Lyon 2 and belongs to the ICAR (Interactions, Corpus, Apprentissages, Représentations) research team. His research interests include teacher education in CALL and CMC, the study of online interaction and materials design. He has been part of EUROCALL executive committee since 2009 and he is the secretary of the EUROCALL teacher education SIG. He is currently preparing a book on teacher education in CALL. |
Mirjam Hauck, UK (organiser)
|Mirjam Hauck is a Senior Lecturer and Associate Head of the Department of Languages (Faculty of Education and Language Studies) at the Open University in the UK. She has written numerous articles and book chapters on the use of technologies for the learning and teaching of languages and cultures covering aspects such as task design, tutor role and training, the affordances of the new media, and e-literacy skills. Her current research and publications explore the impact of mediation and the relevance of multimodal communicative competence on the development of intercultural communicative competence in online environments. She is a member of the EUROCALL executive committee, chair of the EUROCALL Teacher Education SIG, and a member of the CALICO executive board.|
Rick Kern, USA (Plenary speaker)
|Textualization and Recontextualization: How Electronically-Mediated Communication can Contribute to Critical Semiotic Awareness|
From the origins of writing 5,000 years ago to the internet, technology has always been central to language education. Today, the rapid spread of social networking, interactive game playing, collaborative writing and editing, and multimodal production provide opportunities for new kinds of social encounters, new kinds of communities, and new kinds of learning environments. From a language/culture learning standpoint, a key feature of electronically-mediated communication is that it allows interactions to be made into texts that can be reviewed, analyzed or recontextualized.
Textualization and recontextualization are essential processes for the development of language learners' critical understanding of how meanings are made and interpreted—and they are also of crucial importance for teacher education. This presentation will focus on textualization and recontextualization in videoconferencing exchanges between students of French in California and teachers in training in Lyon, discussing both positive and negative affordances of the medium and considering implications for second/foreign language learning and teaching.
Professor Kern teaches courses in French linguistics, applied linguistics and foreign language pedagogy. His research interests include second language acquisition, psycholinguistics, reading, writing, and technology. He has served as Associate Editor of the journal Language Learning & Technology since 2001. He is currently writing a book on relationships among language, technology, and literacy.
Malgorzata Kurek, Poland (presenter)
|Assessing tertiary-level online courses - student vs. faculty perspective|
With online courses increasingly used to supplement academic-level language education, more and more academic teachers are required to shift from conventional lecturing to online tutoring, the latter format often introduced at the expense of contact hours. Academic teachers, regardless of their online experience and areas of expertise, are expected to be efficient developers, evaluators and tutors of online materials. In order to maintain the quality of academic instruction, self-evaluation is at the heart of efficient online teaching.
This presentation sets to investigate how the quality of selected academic courses taught in the blended format is perceived by the faculty and the participating students. The main focus of the study is on the subjective perception as it tends to vary a lot regardless of whether the course meets standard measurement criteria or not. In the study, a total of 196 students and 10 teachers of College of Foreign Languages, Czestochowa, Poland were investigated to determine their perception of evaluation criteria for selected academic courses. The issue in focus was the quality of materials rather than the tutoring skills. In the process of data collection the same online tool was used for the teachers and the students. Data analysis revealed discrepancies between how particular online components were perceived by academic teachers and their digitally native-students. The main tendency observed in the course of the study was that the faculty tended to overrate the quality of their online materials and, in general, remained unaware of advantages and challenges of online pedagogy. This suggests a need for further investigation of the problem and a stronger focus on promoting good online practices in academic settings.
Malgorzata Kurek holds a PhD in FL Multiliteracy. She is a teacher, researcher and teacher trainer long involved in Computer-Assisted Language Learning. She is an author of several ICT-enhanced courses for teachers and teacher trainees, both in F2F and in online settings. Her research interests include ICT task and syllabus design, multiliteracy instruction, teaching innovation and student-generated content. She is an author several articles on the use of emerging technologies in FL education.
Sylvia Maciaszczyk, Poland (presenter)
|The perceived success of an online "ICT for ELT" course.|
The presentation will be an account of research carried out with in-service and pre-service teachers participating in an online "ICT in ELT" course. The course is delivered in the final semester of an MA programme, in which students are both in-service and pre-service teachers of English. The course itself is delivered online and is designed within constructivist and social constructionist approaches: the focus is on gaining expertise through collaboration and discussion as much as through the process of constructing artefacts. The aim of the research is to find out the following: participants' perception of the course and the methods used therein and participants' attitude to online delivery. The research is conducted in a mixed-method approach; both quantitative and qualitative data is gathered via (1) teacher observation of the course, (2) questionnaires with students, and (3) in-depth interviews with selected participants in the course. The interpretation of data is mainly qualitative. The research is informed by the researcher's five-year experience in teacher-education in the area of ICT and online learning/teaching, and by the literature on the subject of teacher education for CALL. The researcher attempts to formulate conclusions and implications which will be used to improve the course under investigation, and which might be relevant to other contexts as well.
Sylvia Maciaszczyk, M.A., is a Phd student in English Teaching Methodology at the Institute of English,The University of Warsaw, Poland, (research on blended EFL courses, syllabi, and e-learning material development) and an academic teacher at the English Studies Dept., Warsaw School of Social Sciences and Humanities. She teaches courses in ELT Methodology and CALL and has supervised the school-wide introduction of blended courses in EFL programmes.
Gary Motteram, UK (plenary speaker)
Methodological and ethical challenges face anyone engaged in human research and this is equally true when confronted when trying to consider the landscape of teacher education and CALL. We also have the added complexity of the technological environments that we are engaged in.
In the broader educational and TESOL teacher education fields we have seen a shift towards an exploration of teaching that looks at what teachers do, what they believe about what they do, the contexts they engage in, the tools they deploy and their relationships to their learners. This is underwritten from a number of different theoretical perspectives, but many of which can be considered sociocultural in their origin, as argued by Johnson (2006) when talking about TESOL in general.
This talk will present a brief background view of a number theoretical perspectives and explore through recent and current projects how methodologies and theory have been or might be utilised. It will argue that for each case we need to fashion an instrument which best suits the needs of the research in hand and that we need to be pragmatic in our choice.
Gary Motteram is a senior lecturer in Education at the University of Manchester. He has an MEd in Teaching English Overseas and an EdD in e-learning. He set up and still runs a Master's in Educational Technology and TESOL, which is taught both on-site in Manchester and by e-learning. He has presented at conferences and published regularly in the fields of technology in language learning and technology supported distance education. He has recently managed a number of international projects for the University of Manchester including: eChinaUK (www.echinauk.org); and AVALON (avalonlearning.eu) and ran a two year research project for Cambridge University Press exploring what teachers do with technology. A new book based on the project will be available from 2010.
Denyze Toffoli & Geoffrey Sockett, France (presenter)
|Teacher beliefs underlying novice CALL productions. A study of websites produced by pre-service language teachers / trainers.|
While the area of teacher beliefs influencing practices has mustered significant research attention since the mid-eigthies (Borg 2003 cites over 100 references in his review of the literature), very little seems to specifically address the dimensions of teacher beliefs in their relation to uses and integration of CALL.
As a department seeking to position future teachers / trainers with regards to ICTs, we
decided to investigate the beliefs about teaching methodology and ICTs of future teachers / trainers of foreign languages in a first-year Masters programme. What are these beliefs and how do they bear out in two course requirements: an academic analysis of on-line language-learning material and their own production of a language-learning website.
Our research examines the coherence in approach visible through students' productions, and their stated pedagogical beliefs as collected via a questionnaire. For example, do future teachers who claim to support, say, task-based methodology, reflect this belief in their analyses of existing sites and in their own productions of on-line material?
A group of students (n=17) who had written essays analyzing the same CALL tool answered a questionnaire on teacher beliefs, especially as related to CALL and its implementation in their own teaching practices. Their essays and end-of-year web productions were analysed in relation to their responses.
As teacher trainers, the results will enable us to discern to what extent theoretical knowledge about CALL is being integrated into practices and perhaps indicate future directions for both training and further research.
Denyze Toffoli and Geoffrey Sockett are Associate Professors at the Université de Strasbourg. They teach in 2-year Masters programmes in language didactics, with 2nd year specializations in multimedia creation and training management. Denyze's research interests are in motivation and language training in the workplace, Geoff's concern informal learning and psycholinguistics, Nathalie's center around on-line communities and learner self-observation.