Transcript Gee Macrory Project Findings - Technologically

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Observations
Focus group work with children
Interviews with trainees and teachers
Questionnaire data from trainees
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The development of intercultural
understanding
Roles of teachers and learners
Learner autonomy: authentic spontaneous
communication
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Intercultural understanding/competence vs
intercultural communicative competence
Real children, others’ lives
Linguistic factors: “it must be funny when we
pronounce a word wrong”
Affective factors: “they are our friends”
The role of technology:“ you absolutely have
to see them”
Child as ‘teacher’ – reciprocal nature of
learning:
- “ you have to speak a traditional kind of
English”
- “We learn new words from each other”
 Role of actual teacher – still a learner too: “ I
thought teachers knew everything”
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From anxiety to desire for independence
 “It’s ok to get it wrong”
 “Want to have conversations not a play”
 “The more we use it, the easier it gets”
 “Ears pricked up so you have to learn more”
 “Really want to be able to choose what to do”
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What do we mean by communication
strategies?
Strategies for:
Making oneself understood
Ensuring you understand others
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Introducing / presenting new information
Checking understanding
Responding to requests for
clarification/repetition
Self-correct
What do the children need to understand and
what do they need to be able to say?
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Listening skills
Showing understanding or lack of: verbal and
non-verbal
Asking for clarification or repetition
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4.4.3.5 Interaction strategies
Planning
Execution
Evaluation
Repair
See scales for :
- Turntaking
- Co-operating
- Asking for clarification
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4.4.5 Non-verbal communication
Practical actions
Paralinguistics
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How do we plan for developing interaction/
communication strategies in both?
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What kinds of opportunities does the new
technology afford?
Which communication strategies are needed
and what is particular about the technology?
Do the different communication tools on the
LP/VC require different communication
strategies?
What are particular needs of children when
not supported by teachers?
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Language choice
Focus on which skills
Planning: balance of content and form
Progression
Assessment
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Some quotes here…. Comments generally
support our observations and what the
children say (inc from Sp and Fr trainees)
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Positive responses from children, trainees
and staff in all 3 countries
A number of linguistic issues to address in
devising appropriate pedagogy
Impact upon content/process of teacher
training
Promotion of cross-curricular approaches in
school and universities
Collaborative work at European level,
including EC teacher competences