ICT for primary EFL

New technologies in primary
English teacher training
Shona Whyte
Equipe LiDida
Bases, Corpus, Langage, UMR6039
Université de Nice-Sophia Antipolis

51e Congrès De La SAES, Atelier 24 - Didactique Et Acquisition Des Langues, 21/05/11
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Threefold argument:

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1. ICT

new technologies are the only
salvation for FL teaching in
French schools

Shona WHYTE, Nice whyte@unice.fr eﬂ.unice.fr
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BUT

only if teacher cognition
research informs training

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AND

this research can inform wider
questions of classroom
acquisition

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Learning to teach with videoconferencing in
primary FL classrooms

✤ Special issue of ReCALL on
CALL and CMC Teacher
Education research: enduring
questions, emerging
methodologies

✤ Edited by Nicolas Guichon and
Mirjam Hauck

✤ September 2011

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Plan

✤ Introduction

✤ Background

✤ Project

✤ Findings

✤ Conclusion

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Introduction

✤ “1000 visioconférences pour
l’anglais à l’école primaire”

✤ VC links for primary EFL
classes

✤ longitudinal project:

✤ 8 practising primary teachers

✤ 6 months

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Background

Context
Literature

✤ generalist teachers
✤ Borg (2009): teacher cognition

✤ whole-class teaching, rote learning
✤ Cutrim Schmid (2008): IWB for EFL

✤ CER
✤ Develotte, Guichon, Kern (2007): VC

✤ centralised recruitment/promotion
✤ Gruson (2011): VC in French primary
EFL
✤ masters training

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Project “recipient” “resource”

✤ videoconferencing in English between W V
pairs of primary classes in the Alpes-
Maritimes

✤ 8 (6) generalist primary teachers; 2 teacher C E
trainers; researcher as participant observer

✤ “resource” (experienced EFL teacher) to
“recipient” (novice EFL teacher) class
J M
✤ 6 months: initial training => ﬁrst VC
sessions (Jan-June 10)

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Project: data

✤ pre-training questionnaire (FL, ICT experience)

✤ video recordings of VC sessions

✤ learner focus-group interviews after VC sessions

✤ learner drawings of VC experience

✤ teacher and trainer contributions to asynchronous discussion group

✤ video-stimulated recall interviews

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Project: VC set-up

✤ whole-class to whole-class communication

✤ IWB + VC equipment at front of class; panel
of 4-6 speakers at front of class; other pupils
observing from desks

✤ session format: opening ritual (date, weather)
> vocabulary review > one or two games
(bingo, hangman) > story and/or song >
close (class debrieﬁng)

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Project: VSR interviews

✤ VC videos segmented into activities (opening
ritual, games) and shared online

✤ teachers invited to select successful/failed/
puzzling episodes

✤ 45-90 minute interview with researcher

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Project: participant profiles
E: “since it’s a
new thing I can’t ✤ coding of interview transcripts
rely on
references. Even ✤ teacher orientation:
if you look on M: “they only saw
internet there’s ✤ teacher (E) the fun side [of the
no sample lesson ✤ teaching (J, W) IWB] and they
plan” hadn’t noticed the
✤ learner (V)
concept we wanted
✤ learning (M) them to learn”
V: “they want to ✤ technology (C)
show what they
know”
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Project: participant profiles

“recipient” “resource”

W teaching V learner
What different
concerns do teachers
C technology E teacher have?

J teaching M learning

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Project: teacher concerns

1. effective VC teaching
How do different
teacher concerns affect
2. second language learning
classroom interaction?
3. teacher role and learner
participation

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Findings (1) Effective VC teaching

Hangman

✤ selected by teacher J as
successful activity

✤ remote class sets word
(topic: emotions)

✤ speakers in J’s class take
turns to guess a letter

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Findings (1) Effective VC teaching

Teachers value:

✤ “what works”

✤ collaboration, teamwork

✤ learner enjoyment

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Findings (2) Second language learning

Bingo

✤ selected by teacher J as
unsuccessful activity

✤ speakers in J’s class take turns
to call out words (body parts)

✤ other learners in both classes
check off

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Teachers focus on:

✤ “what works”

✤ collaboration, teamwork

✤ learner autonomy

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“Maintenant pour l'année
prochaine c'est ça, c'est à dire
NOT
avoir ce, ce, ben ce vocabulaire
c'est pas ce vocabulaire mais, cette
✤ L2 difﬁculties
capacité à dire […] je voudrais
✤ opportunities for FL learning que ça ils l'aient, pour pouvoir se
dégager justement de ces
✤ reﬂection on teaching situations, mais, en anglais” (M)

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Findings (3)
Teacher & learner participation: 2 patterns
T1 P2
P1
P1
P2
P3
P4 T1
T2

rehearsed performances “triangular” interactions:
with no teacher intervention T1-P1-(P2) + T2-P2-(P1)

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Findings (3)
Teacher & learner participation

Consequences

✤ little or no spontaneous learner-learner interaction in FL

✤ memorised routines in rehearsed settings

✤ learner stress in triangular settings

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Conclusion
Teachers can and
do self-train with new
✤ researcher participation technology, but cannot identify the
promotes sharing, affordances of the new tools unless they
communication, and receive help in identifying effective language
reflection learning practices. Conversely, it is difficult for
trainers to discover and pass on such useful
✤ specific FL teacher practices without having participated in
specifically directed technology training
training is essential
themselves in the first
place.
✤ technology training
must be embedded in
FL context

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research can inform
training; development of
training resources can
inform research

http://unt.unice.fr/uoh/learn_teach_FL/

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✤ Borg, S. (2009). Teacher cognition and language education. London: Continuum.

✤ Cutrim Schmid, E. (2008) Potential pedagogical beneﬁts and drawbacks of multimedia
use in the English language classroom equipped with interactive whiteboard
technology, Computers & Education, 51: 1553–1568.

✤ Develotte, C., Guichon, N., and Kern, R. (2007) «Allo Berkeley? Ici Lyon... Vous nous
voyez bien? Etude d'un dispositif d’enseignement- apprentissage en ligne synchrone
franco-américain à travers les discours de ses usagers. ALSIC, 11 (2): 129-156.

✤ Gruson, B. (2011). Analyse comparative d’une situation de communication orale en
classe ordinaire et lors d’une séance en visioconférence. Distance et Savoirs, 8: 395-423.

✤ Whyte, S. (to appear). Learning to teach with videoconferencing in primary EFL
classrooms. ReCALL.
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ICT for primary EFL

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