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Transnational settings and multilingual
approaches in CALL teacher education
Bianka Fuchs, Stina Hacklin, Christine Schmider, Shona Whyte, Katja Zaki
Frankfurt, 02/18/2016
07.12.16 2
Outline
o The multiple dimensions of CALL: multilingual, multimedia and transnational potentials
o Principles and goals of CALL in language (teacher) education
o The SoNetTE approach
o Best practice examples
o Further perspectives
Frankfurt, 02/18/2016
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1. The multiple dimensions of CALL
o Multilingual…
o Multimedial and -modal…
o Transnational…
o Intercultural…
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1.1 CALL and multilingualism
o What is multingualism?
o What is a language ( - what is language choice?) n Langage - langue - parole (cf. De Saussure) n Diasystematic variation (cf. Coseriu) n Pragmatic conventions (cf. Austin / Searle) n Competence and performance (cf. Chomsky <-> Coseriu) n Repertoire of cultural knowledge and memory (cf. Assmann) n […]
o Can there be multilingualism without multiculturalism?
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1.2 CALL, multiple media, codes and modalities
o What is a medium ( - less than the message)?
o What is a code ( - other than a language)?
o What is a mode?
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1.3 CALL and transnational settings
o What is a learning setting, an environment, a situation…?
o What is a classroom, what is beyond, what is connected…? o What is a learning community (not de- and confined by space)?
o What is työrauha… in a multilingual and transnational community of practice?
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2. Potentials and principals of CAL teacher education
o General learning theories and principles of CALL o CALL and competence-orientation in language (teacher) education
-> educate future teachers as you want them to educate their learners!
o The added value of the multilingual, transnational setting
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2.1 Basic learning theories and their implications
o General learning theories and their implications...
n Behaviorism... n Cognitivism... n Constructivism...
o Theories of CALL and their implications for language ed… n Cognitive load theory… (Sweller) n Congitive Theory of multimedia learning… ( Mayer) n Cognitive-affective theory of multimedia learning… (Moreno) n …
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2.2 CALL in competence-oriented language ed.: CC
o Functional-communicative competences
n Listening n Speaking n Reading n Writing n Mediation n Grammar n Vocab.
o Intercultural competence o Methodological competence
-> c.f. Piepho, Hymes, Byram
Reflection on Intercultural Communicative Competence
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2.2 CALL in competence-oriented ed.: Principles
o Task-based learning
o Authentic learning arrangements and situated learning
o Holistic and cross-disciplinary approaches
o Cooperative learning
o Reflection and self-regulation
-> educate future teachers as learners -> according to the principles you want them to apply later -> c.f. Neocommunicative paradigm (Meißner / Reinfried)
Reflection
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2.3 Affordances and contraints .... So: Is the medium the message? (McLuhan 2003) o Affordances o Constraints (Lemke 2002, Barton/Lee 2013) <-> “Medialer Widerstand” (Lemke 2002)´? <-> “Normalization”? -> The medium is the normality – not if, but why and how of CALL is the question!
… Das ist ja schon alles interessant. Aber
irgendwie habe ich einfach so eine
Abneigung gegen alles Digitale… Mir reicht
schon der Taschenrechner in
Mathe!…
… Facebook und whatsapp nutze ich natürlich schon…
Aber so in Unterricht, weiß
nicht…
Karin Niebuhr (PH Freiburg)
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Difficultés et contraintes
.... Et donc: Is the medium the message? (McLuhan 2003) <-> “Medialer Widerstand” (Lemke 2002)? <-> Sur quel degré de “litéraricité numérique” pouvons nous compter? (Barton / Lee 2013) <-> Et si le dispositif téchnique phagocyte tout ? Maitrise et équipement numérique – les contraintes à respecter.
… Das ist ja schon alles interessant. Aber
irgendwie habe ich einfach so eine
Abneigung gegen alles Digitale… Mir reicht
schon der Taschenrechner in
Mathe!…
… Facebook und whatsapp nutze ich natürlich schon…
Aber so in Unterricht, weiß
nicht…
Karin Niebuhr (PH Freiburg)
07.12.16 13
3. The SoNetTE Approach
o SoNetTE: Social Networks in Teacher Education
o EU Lifelong Learning Project, 2012-2016
o 9 countries, 7 subjects, 3 target groups -> international, multilingual, transdisciplinary community of practice with university lecturers and researchers, students and in-service teachers
o Goal: Individual, learned-centred learning and teaching in a virtually cooperative and immersive transnational setting
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L’approche SoNetTE
o SoNetTE: Social Networks in Teacher Education o Projet UE Lifelong Learning, 2012-2016
o 9 pays, 7 domaines de recherche, 3 groupes cibles -> une communauté de pratique internationale, multilinguistique et transdisciplinaire qui comporte des enseignants-chercheur, des étudiants et des enseignants en poste
o objectif: o offrir un d‘apprentissage personalisés, centrés sur l‘apprenant. o Proposer un enseignement via des coopérations virtuelles qui
créent des environnements immersifs et transnationaux.
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Le concept SoNetTE en un coup d’oeil
o Apprentissage coperatif et suivi personnalisé grâce à des ressources éducatives libres et des groupes d‘études (transnationaux et multilinguistiques) accompagnés.
o Groupe d‘étude/study group – étudiants, stagiaires, T1, FC, formateurs de différents pays.
o Communauté de pratique internationale
o Un cours / un sujet de recherche
o Principes et démarches partagés
o Perspectives différentes et complémentaires o Etudiants, enseignants, formateurs o Specificité culturels
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3.1 A glimpse at the SoNetTE concept
o Cooperative learning and individual support through OER and guided (transnational, multilingual) study groups
o International communities of practice
o One course / research topic
o Shared principles
o Different perspectives o Students, teachers, educators o Cultural views
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Best practice – quelques exemples
n Concepte et design du média n Structure et séquences n Méthodes n Aspects interactifs n Feedback
Potentiel innovateur grâce à la structure de l‘outil
et la démarche de travail collaboratif.
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3.3 Best practice examples
o Multilingualism “by Design”? n Concept and media design n Structure and sequences n Methods n Interactive features n Feedback
o Principles, Potentials and Priorities in structures,
arrangements and processes
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You tube you teach: L’exploitation de ressources visuelles et audiovisuelles (ressources éducatives libres) pour la classe d’allemand
o Cours pour étudiants MEEF en Tandem bi-national avec la PH Freiburg o Objectifs de la formation: -exploiter les ressources (audio)visuelles
-utiliser et créer des ressources (audio)visuelles -améliorer les compétences interculturelles/numériques -construction collaborative de séquences de cours de langue) avec utilisation des outils TICE -mise en pratique en classe de langue -retour et feedback
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Multilingualism in the course design
o Course design for 4 „MEEFs“ and binational tandems with PH Freiburg o Course design and resources
o Tasks and contributions o Interactions
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Tandem-binationaux: Réflexion communicative
„Der Meißner-Aufsatz hatte recht… Aber ich glaube, man muss das im Studium wirklich erst mal selbst
ausprobieren. Wie das mit den Fragen eben…
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Binational tandems: Communicative Reflection
„Der Meißner-Aufsatz hatte recht… Aber ich glaube, man muss das im Studium wirklich erst mal selbst
ausprobieren. Wie das mit den Fragen eben…
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From “virtual” cooperations to sustainable results
o Blended learning o Task-based learning o Research-based learning o Cooperative learning [...] in new and hybrid settings! <-> lessons learned and consequences (participation? interaction? control? assessment?...)
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Lessons learned et perspectives: de la coopération virtuelle à la mise en pratique réelle.
Lessons learned et les conséquences (participation? interaction? MCC? assessment?...) o Blended learning o Task-based learning o Research-based learning o Cooperative learning
[...] in new and hybrid settings! Exemples: Journée d’études organisée par les étudiants Rencontres entre partenaires tandem E-book
sustainability
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3.3.2 Intercultural Competence
o Intercultural learning as research topic and incidental learning experience
o Transnational course – monolingual by design, multilingual through the participants
n Concept and media design
n Structure and sequences
n Methods
n Interactive features
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3.3.2 Intercultural Competence
o Basic concepts of ICC: concept map o The importance of ICC in education: synopsis of “Why intercultural
Education is important in education”
o 3 Teacher’s view on ICC: a research-based task n conduct an interview using a ready questionnaire n Add the responses into a common table and analyse the data n present your analysis in an essay or presentation tool n peer review at least one other analysis
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4. Conclusion
o Lessons Learned in SoNetTE
o Chances and Challenges of CALL
o Affordances and contraints
o Perspectives