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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

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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.

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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

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Paired discussion

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Threads of discussion

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Example of exchange

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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".

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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

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Roles and imagesPeers 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 situationsEspecially 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

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Student and Teacher Views

– Student perceptions– Teachers’ perceptions

• Teacher 1• Teacher 2

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ThanksTeachers 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, terry.king@ucl.ac.uk Project team; Lydia Buravova, Jane Hughes, Man Yang.