New World, New Media

Paul Woods Regional English Language Advisor, The British

Council, Argentina

Digital media Based in Argentina, supporting British Council ELT

initiatives in the “southern cone” of Latin America, and promoting the use of British Council’s digital and non-digital products for learners and teachers.

3 areas:

1. Rapid spread of new technologies2. Research into the use of LearnEnglish and

Teaching English websites in Argentina, Mexico and Colombia

3. Initiatives in Argentina, Uruguay, Chile and Paraguay to supply primary school children with laptops

1. The Rapid Rise of Digital

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Technological advances have led to a communications revolution

Traditional forms of media are giving way to content consumed through personal internet devices, like computers, smartphones, tablets, I-pads.

15 years ago the idea of a resource centre without walls was revolutionary!

We are not dealing with a new trend, but a totally new reality

The shoal effect

“The shoal effect comes from observing nature: the path of each fish is tied to the movement of the next fish, they all move at the same time and in the same direction. Just like social networks. Communication takes place between friends”

Juan Carlos Ortiz, President of DDB Latina

The shoal effect

Juan Carlos Ortiz, President of DDB Latina:

• Consumers analyse the experiences and opinions of others and obtain information through their digital social networks; in other words consumers are deciding as a group to go toward or move away from specific content.

Consumers analyse the experiences and opinions of others and obtain information through their digital social networks; in other words consumers are deciding as a group to go toward or move away from specific content.

Six degrees of separation

Frigyes Karinthy (1930) “Chains”. It’s a small world.

Every human is connected to every other through a chain of six or fewer known elements.

Adrian Underhill’s opening plenary -connectedness as a way to make sense of “mess”

In a world with 7 billion inhabitants, all the signs seem toindicate that we are all still connected at only 6 degrees of separation.

• This means creating content for language teaching and learning over which individuals can take ownership, making them participants in their own learning and sharing information and learning activities with others in their networks.

The Not-So-Distant Future

The Universal Translator

SpeechtransSpeechtrans

http://www.youtube.com/watch?v=j4-rr9L85xc&feature=player_embedded#!

http://www.youtube.com/watch?v=j4-rr9L85xc&feature=player_embedded#!

A much improved

Google Translate?

At the cutting edge of innovation

Using tele-presence technology to enable remote teaching

Using handheld devices to enable learners

to learn anytime, anywhere

Integrating language learning with social

networking

Apps and TV

Big City Small World

Big City Small World

LE PodcastsLE Podcasts

Android Apps

Android Apps

GamesGames

Word on the Street

Word on the Street

2 The LearnEnglish WebsiteCountry/Territory Visits Pages/Visit Avg. Time

on Site% New Visits Bounce

Rate

Colombia 292,160 7.64 09:32 53.02% 31.51%

Brazil 242,977 6.41 07:55 53.62% 34.20%

Argentina 206,374 7.54 09:01 52.12% 30.28%

Chile 146,285 7.78 09:26 56.40% 30.51%

Peru 56,916 6.91 08:43 62.03% 33.99%

Ecuador 19,397 6.15 08:08 62.27% 37.32%

Uruguay 18,880 7 08:38 49.54% 32.00%

Venezuela 17,253 6.19 08:22 59.10% 36.31%

Paraguay 2,800 5.96 08:31 53.07% 33.07%

Bolivia 2,301 5.72 08:54 63.23% 37.24%

French Guiana 614 6.55 08:29 45.28% 37.13%

Guyana 304 5.3 08:04 68.75% 44.41%

Suriname 240 4.78 06:10 69.58% 45.00%

  1,006,502 7.23 08:54 54.22% 32.14%

Research – Jan/Feb 2012

Datos Claros organised 18 focus groups with website users and non-users in Argentina, Mexico and Venezuela. All groups were coordinated by specialists in motivational techniques and recorded for subsequent analysis.

Users Non-Users Mixed

Kids Youth Teachers Kids KidsYouth YouthTeachers Teachers

Argentina

Mexico

Venezuela

1

1

1

1

1

1

1

1

1

1

1

1

1

2 1

1

1

--

--

--

--

--

--

--

--

-- --

Total number of groups: 18

Teaching Methodologies

“That ‘click’ that the song provides is fantastic… The way it

gets students involved and the way it lasts over time.”

“I love technology so that’s where I got pulled in… I take my laptop. We start a blog at the beginning of the year… to find out how students want to

work.”

“I use the Fun activities a lot, because I am interested in having my students smile.”

“Thank God we have that website (BC). We never had a tool as powerful as Internet in

the past.”

“For me, grammar is essential… I teach grammar. Without grammar, we can’t

phrase the question right and students can’t answer

correctly.”

“I use stories. I get into the story and then do a listening exercise.

A game.”

“Text books, reading books.”

“We work with a book and follow the program… we do a

lot of work in books, using audio and workbooks.”

“I am all about structure. I am one of those people who write the basic formulas

for verb tenses on the blackboard.”

“Playing with the computer.” “Songs, videos”

“I teach in a constructivist style. It’s all about discovery and problem-solving so

students can discover both new vocabulary and structures.”

Based on the structuralist theory (repetition exercises) and on constructivism (learning through error) are predominant in the educational process of all three countries.Techniques have become more flexible with the addition of fun learning spaces and technology

Based on the structuralist theory (repetition exercises) and on constructivism (learning through error) are predominant in the educational process of all three countries.Techniques have become more flexible with the addition of fun learning spaces and technology

Traditional

FunOnline

Tools for Teachers

“We use interactive presentations. We have projectors in the classrooms and interactive blackboards.”

“Multimedia and books, and some already have their materials online.”

“We have an advantage: the BC had interactive blackboards”

The selection of how to display materials depends on the technology teachers have available for use in the classroom

All use books, workbooks and CDs

Some use public and institutional websitesSome use public and institutional websites

“I work mainly with AGENDAWEB, and TOLEARNENGLISH, with the BRITISH COUNCIL website and the ESL website.”

“The books that we use have the option to enter a website.”

 “I use Internet to search for readings, games, grammar practice."

 “I put together educational Facebook visits. If they write things, they can ask questions and respond to them.

Doubts: What Teachers Recommend

“We try to be in touch with students and make ourselves available via mail or phone so they can get in touch with us and resolve their doubts.”

Teachers want to play a starring role in language instruction.There is a certain reluctance to recommend spaces where students

can learn on their own.

The internet has become the alternative for resolving doubts, thus replacing (to some extent) book and workbooks.

The internet has become the alternative for resolving doubts, thus replacing (to some extent) book and workbooks.

“We give them a reference, an online dictionary: www.wordreference.com” “I always assign activities for homework.”  “I do a lot on the computer. I open a website and I put that class on a note card and I put everything we did in that class and send it to the students.”  “An English language dictionary is essential so they see how to write the work.

“They have to sit down at the computer the way we used to sit down with a dictionary.” “They have the books. We go over questions from the homework during the first few minutes of class. I also recommend using the BC website.” “They all have the student’s book and the workbook, which provides supplementary exercises. These are really important tools: if they don’t understand something, they can go back. The BC has a plethora of pages open to everyone, with exercises and applications for practicing on the IPod or phone.”  

Satisfaction with the Available Tools

Teachers believe that they have more than enough tools available to meet their demands.

Plenty of technology is involved, making the teaching process easier.

“Nowadays there is a lot of bibliography adapted to new technologies.”

“There is a book with an interactive program, which is excellent because it gets students involved.”

Teachers would like to see…A greater selection of interactive materials.

Audio tools to help students in oral production.

“More comprehensive, interactive books”

“…Now the computer works like a book. You have a grammar exercise with examples and the actual exercises can be printed. There is a lot of multiple choice as well.

There are titles with suggestions on how to write a story.”

“Teaching is now closely related to technology..”

“…Listening exercises… Putting on the CD from a certain book but instead of reading, they listen.”

“Websites with dialogue and recordings… because the secret is training your ear. In other words, it’s all about understanding what someone is saying.”

Traditional

Textbooks provide a theoretical framework along

with an audio CD, in work guided by a teacher.

A learning space that often replaces face-to-face

encounters.Some students participate in

blogs for practice.

Activities that go beyond formal learning methods.

Songs, movies and TV series. .

Online

Study Methodology: What Young People Think

“I have a teaching book called Total English”

“…I try to practice by watching movies with subtitles in English.” “My teachers recommend

books.”

“At Wall Street, almost everything is online. You have a user name and password and you connect to class with earphones and a mike.” “I like watching movies, first

without the subtitles and then with.” “On the BRITISH COUNCIL

website, you can download all the podcasts and print out the lessons.”

“The music… I hear them in English and try to understand them and then I search for the lyrics.”

“We have a book with different lessons.”

“We have a blog and all the posts have to be in English.”

“I take classes… twice a week and the teacher gives the actual class.”

“I use the game section of LEARN ENGLISH when they ask use to do writing.

“Through repetition. I have been assigned tongue twisters in English.”

Fun

Tools for Young People

All use books, workbooks, CDs, PCs to studyAll use books, workbooks, CDs, PCs to study

“I connect to Internet… to the BBC, radio 2… and the truth is, that’s how to train your ear.

“I always go to the BRITISH LEARN ENGLISH website or the BBC.”

“If I’m busy, I choose music on Channel 3”

“I use Internet more than I did five years ago, when I used books.”

Websites, online materials, radio and e-books arereplacing traditional printed textbooks.

Websites, online materials, radio and e-books arereplacing traditional printed textbooks.

Doubts: Where Young People Get Answers

“Yo le pregunto a mi abuela.” (V M)“Yo le pregunto a mi abuela.” (V M)All use Internet for content and grammar, and to look up wordsthey don’t know.

Some use Google translate but have doubts about its accuracy.

Teachers are often consulted as well.

“When I don’t understand something… I visit the websites of the BRITISH COUNCIL, CAMBRIDGE, BBC… A few good ones are WORDREFERENCE, YAHOO ANSWERS”

“I use the Google translator… It’s bad, really bad.”

”If I’m at home, I get out the dictionary but I prefer Internet. I don’t have a specific website, I use the Google translator”

“Le pregunto al profesor on line” (M V U)

“”We do a page in the group and we fill in all our questions and everyone provides the answers… It’s a facebook page where you ask a questions and people answer it and correct you”

The selection of tools is sufficient to respond to their questions.

They combine traditional instruction with technologies and spaces where they can meet to practice

Study Methodology – Young People

“Sometime they tell me what website to visit… I don’t

remember the name of the site, but all the words are

there… It’s like a dictionary.”

“Sometime they tell me what website to visit… I don’t

remember the name of the site, but all the words are

there… It’s like a dictionary.”

“Always Internet. I look for games and sometimes I look

up words I don’t know.”

“Websites with games. The British Council website has

games and songs… puzzles. I always use Internet as a

translator, the Google Chrome translator.”

“It has word searches.”

“Memory games, number and letter games. It was a lot of fun

because we would compete against one another.”

“I watch the series.” “I watch the series.”

“The books are fun. They have funny comics and a lot of

colours.”

“They put on music in English.”

“Movies.” “Movies.”

“We have to draw in my book.”

Traditional

Focussed on the use of books, workbooks and CDs

that go with the texts.

An additional space for learning among older children.

They use Internet to find answers and for fun.

Activities used to supplement traditional tools Songs, movies

and series. Memory exercises.

Fun Online

“Doing exercises in the books”“Doing exercises in the books”

“Sometimes we work at the blackboard”“Sometimes we work at the blackboard”

“Using photocopies, reading”“Using photocopies, reading”

“We have a practice book for reading and another book for exercises”

“We have a practice book for reading and another book for exercises”“The dictionary. To learn new words”“The dictionary. To learn new words”

“There are exercises where you have to listen and answer”“There are exercises where you have to listen and answer”

How young people like to study

Expectations related to the studying process are covered and students find answers in both traditional and fun spaces.

The Internet is not generally considered an option for studying.

“I would like to study with games, songs and comics.”

“Playing, word searches, crosswords.” “Playing, word searches, crosswords.”

“Games.” “Games.” “Dancing.”

“I like listening… Because it’s easy to learn… It’s easier to imitate the pronunciation… Develop my ear.” “I like listening… Because it’s easy to learn… It’s easier to imitate the pronunciation… Develop my ear.”

“With my English book. It has exercises and I like to do them.” “With my English book. It has exercises and I like to do them.” “Writing, reading.”

“I like books”“I like books”“Reading, because I like to read.”

Evaluation of the Teaching English site

What teachers said

Main use: To find material to give to studentsMain use: To find material to give to students

They question the accuracy of the material and the way students make use of Internet due to their language limitations

They question the accuracy of the material and the way students make use of Internet due to their language limitations

“Internet is a double-edged sword. You see all sorts of stuff, but there is a lot of junk out there.”

“…I don’t usually recommend it… For example, I never recommend online translators…”

“I use it for exercises for all grammar topics. It depends on the level, I choose according to the difficulty I need.”

“I try to give them the most up-to-date contents from the month or week.”

They recommend using it dailyHigh level of brand recall

“MAC MILLAN”

“SHERTON ENGLISH”

“BRITISH COUNCIL”

“LA MANSION DEL INGLES”

“Once a week for sure. Either for games or for reading.”

“We recommend 20 or 30 minutes every day."

“BRITISH – everyday.”

“…I tell parents that their children should play on the Interchange or Cambridge website. Thirty minutes

every day.”

“TOLEARNENGLISH”

“SPELLING CITY”

“TELL ME MORE” “ENGLISH WE SPEAK”

“ ELS

“BBC”

“UK”

Those who use Google as their main search engine get exercises and dictations(the minority)

Those who use Google as their main search engine get exercises and dictations(the minority)

Where students go to find out

“Sometime I use the computer… I search for a word… I almost always use Google because there’s this thing that translates from Spanish to English.”

“The computer because it’s smart even though it doesn’t have a brain.”

“I prefer the Google translator”

“When I have questions, I ask my private teacher.” “When I have questions, I ask my private teacher.”

“Sometimes I do homework with my mum and sometimes with my dad.”

“My mum is an English teacher.”

“Yo le pregunto a mi abuela.” (V M)“Yo le pregunto a mi abuela.” (V M)

“When I don’t know what a word means, I use the Google translator. I write the word and it tells me what it means in Spanish.”

“When I don’t know what a word means, I use the Google translator. I write the word and it tells me what it means in Spanish.”

Most common doubt: meaning of a word. Google Translate is the biggest helper, the place where most students find answers.

The family provides answers when studying at home.

Once they leave the classroom, students generally do not consult their class teachers when they have questions.

“I ask my private teacher.” “I ask my private teacher.”

“My mum knows a lot of English.”

The Ideal Website for Teachers

They focus their needs around the contents.Design: they describe these contents in very basic ways,

with phrases like “plenty of icons” and “attractive.”

Free Free

ContentsContents

Trustworthy Trustworthy

Up-to-date Up-to-date

Separated bylevels

Separated bylevels

Short andconcise

Short andconcise

Separated bysubject

Separated bysubject

Corrections inEnglish and in Spanish

Corrections inEnglish and in Spanish

Clear enough to allow the student to use it

on his/her own

Clear enough to allow the student to use it

on his/her own

Interactivematerial

Interactivematerial

Continuity ofmaterial

Continuity ofmaterial

Provides offline continuity

Provides offline continuity

Videos Videos

Songs Songs

Fun Fun