HAL (Le Centre pour la Communication Scientifique Directe), Nov 1, 2022
#GTnum UCA #RAVEL Ressources pour l'Apprentissage en classe Virtuelle et l'Enseignement des Langu... more #GTnum UCA #RAVEL Ressources pour l'Apprentissage en classe Virtuelle et l'Enseignement des Langues Co construire des scénarios d'enseignement de l'anglais innovants à l'école primaire Perspective d'évaluation écologique d'un projet collaboratif chercheurs-enseignants-cadres académiques
Teacher beliefs affect choices of methods, representations of learning, and classroom practice, a... more Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speakin...
HAL (Le Centre pour la Communication Scientifique Directe), 2014
This paper reports on the development of an analytical framework for the observation and analysis... more This paper reports on the development of an analytical framework for the observation and analysis of interactive whiteboard (IWB) use in the foreign language (FL) classroom. Developed from existing classi cations of IWB activity in generic educational contexts (e. g., Armstrong et al. 2005; Bennett and Lockyer 2008; Hennessy et al. 2007), the instrument constitutes a new tool for analysing IWB use specifically in FL teaching and learning. It is based on empirical data collected during a large-scale collaborative project on the IWB in second language teaching and learning, which followed 44 teachers of six languages in seven countries to obtain class video recordings and participant commentary for a website supporting language teachers in integrating the IWB in communicative teaching practice. The paper outlines the process of developing the coding instrument to analyse three main aspects of IWB use: participant configuration, IWB tools and features, and language teaching objectives, providing de nitions and examples of each item. The instrument is then applied to the dataset of over 250 video clips of FL teaching with the IWB, providing a detailed overview of teachers' use of this technology across educational contexts in Europe. The classification system adopted in the study thus offers a new framework for the analysis of IWB use in language teaching, which adds to the existing body of literature on the use of interactive technologies in general education, and constitutes a tool for language teachers, trainers and researchers to investigate classroom practice in other contexts.
This essay presents a constructivist theory of teaching and learning based on White- head's t... more This essay presents a constructivist theory of teaching and learning based on White- head's three-stage model of romantic, precision and generalisation experiences and supported by the writings of mathematics and music educators. This model is linked to current second lan- guage teaching methodology with particular reference to technology integration. Examples of classroom language teaching practice, including interactive whiteboard-mediated learning activi- ties, show how this approach can enhance learning opportunities and learner autonomy. Teacher resistance to communicatively oriented technology integration and the persistence of traditional methodology - dubbed 'pencil sharpening' - is attributed to misapprehension of acquisitional facts and lack of models to support pedagogical transformation. A number of recent teacher education initiatives point the way to a programme of pedagogical change which can allow the integration of learning technologies to fulfil their p...
Current models of foreign language teaching in Europe encourage the integration of interactive te... more Current models of foreign language teaching in Europe encourage the integration of interactive technologies to provide learners with opportunities for authentic input, collaboration and reflection within the broadly communicative and task-based frameworks. However, many recent studies of technology integration in state school contexts question the extent of the pedagogical transformations so far effected. This talk takes the issue of technology in teacher education as a prism through which current paradigms of foreign language teaching and learning can be investigated with the overall goal of showing how the effective integration of learning technologies in language classrooms can promote learner autonomy and support language development. The first section explores general pedagogical principles and their links to substantive research-based recommendations for second language teaching. Examples of teaching activities with the interactive whiteboard (IWB) illustrate the role of techn...
he teaches English as a Foreign Language (EFL) and English language learning and teaching. He is ... more he teaches English as a Foreign Language (EFL) and English language learning and teaching. He is a member of the CeLiSo (Centre de Linguistique en Sorbonne, EA 7332) research unit. His research focusses on language learning technologies-Computer-Assisted Language Learning (CALL) and Computer-Mediated Communication (CMC). His research interests include ESP didactics, ESP course development in online settings, language proficiency testing, peer interaction in L2 learning, and teacher education. With Shona Whyte, he co-chairs the DidASP special interest group on ESP didactics within GERAS (Groupe d'Etude et de Recherche en Anglais de Spécialité), the French ESP research association.
This qualitative study investigates the relationship between learning opportunities and teacher c... more This qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as...
Supplemental material, sj-pdf-2-ltr-10.1177_13621688211064932 for Classroom learning of English L... more Supplemental material, sj-pdf-2-ltr-10.1177_13621688211064932 for Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools by Aisha Siddiqa and Shona Whyte in Language Teaching Research
Reviewing 20 years of telecollaborative research, O’Dowd (2015) shows how online intercultural ex... more Reviewing 20 years of telecollaborative research, O’Dowd (2015) shows how online intercultural exchange has become a mainstay of the (university) foreign language (FL) classroom. He identifies two purposes for telecollaborative exchange: "‘authentic’ interaction with […] learners from other countries” and "experience of ‘real’ intercultural communication.” Much of the literature focuses on the second objective: FL culture (Kramsch, 2014), other cultures (Guth & Helm, 2010), technological mediation (Kern, 2014). Fewer studies focus on language learning per se; these often underline difficulties in promoting genuine negotiation of meaning or effective peer feedback (Belz & Reinhardt, 2004). Research also frequently highlights limitations of telecollaboration due to (a) technical difficulties, (b) artificial exchanges, limited to personal registers (Hanna & de Nooy, 2009), and (c) unchallenging task design (O’Dowd & Ware, 2009). If past approaches have been lacking in these r...
HAL (Le Centre pour la Communication Scientifique Directe), Nov 1, 2022
#GTnum UCA #RAVEL Ressources pour l'Apprentissage en classe Virtuelle et l'Enseignement des Langu... more #GTnum UCA #RAVEL Ressources pour l'Apprentissage en classe Virtuelle et l'Enseignement des Langues Co construire des scénarios d'enseignement de l'anglais innovants à l'école primaire Perspective d'évaluation écologique d'un projet collaboratif chercheurs-enseignants-cadres académiques
Teacher beliefs affect choices of methods, representations of learning, and classroom practice, a... more Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speakin...
HAL (Le Centre pour la Communication Scientifique Directe), 2014
This paper reports on the development of an analytical framework for the observation and analysis... more This paper reports on the development of an analytical framework for the observation and analysis of interactive whiteboard (IWB) use in the foreign language (FL) classroom. Developed from existing classi cations of IWB activity in generic educational contexts (e. g., Armstrong et al. 2005; Bennett and Lockyer 2008; Hennessy et al. 2007), the instrument constitutes a new tool for analysing IWB use specifically in FL teaching and learning. It is based on empirical data collected during a large-scale collaborative project on the IWB in second language teaching and learning, which followed 44 teachers of six languages in seven countries to obtain class video recordings and participant commentary for a website supporting language teachers in integrating the IWB in communicative teaching practice. The paper outlines the process of developing the coding instrument to analyse three main aspects of IWB use: participant configuration, IWB tools and features, and language teaching objectives, providing de nitions and examples of each item. The instrument is then applied to the dataset of over 250 video clips of FL teaching with the IWB, providing a detailed overview of teachers' use of this technology across educational contexts in Europe. The classification system adopted in the study thus offers a new framework for the analysis of IWB use in language teaching, which adds to the existing body of literature on the use of interactive technologies in general education, and constitutes a tool for language teachers, trainers and researchers to investigate classroom practice in other contexts.
This essay presents a constructivist theory of teaching and learning based on White- head's t... more This essay presents a constructivist theory of teaching and learning based on White- head's three-stage model of romantic, precision and generalisation experiences and supported by the writings of mathematics and music educators. This model is linked to current second lan- guage teaching methodology with particular reference to technology integration. Examples of classroom language teaching practice, including interactive whiteboard-mediated learning activi- ties, show how this approach can enhance learning opportunities and learner autonomy. Teacher resistance to communicatively oriented technology integration and the persistence of traditional methodology - dubbed 'pencil sharpening' - is attributed to misapprehension of acquisitional facts and lack of models to support pedagogical transformation. A number of recent teacher education initiatives point the way to a programme of pedagogical change which can allow the integration of learning technologies to fulfil their p...
Current models of foreign language teaching in Europe encourage the integration of interactive te... more Current models of foreign language teaching in Europe encourage the integration of interactive technologies to provide learners with opportunities for authentic input, collaboration and reflection within the broadly communicative and task-based frameworks. However, many recent studies of technology integration in state school contexts question the extent of the pedagogical transformations so far effected. This talk takes the issue of technology in teacher education as a prism through which current paradigms of foreign language teaching and learning can be investigated with the overall goal of showing how the effective integration of learning technologies in language classrooms can promote learner autonomy and support language development. The first section explores general pedagogical principles and their links to substantive research-based recommendations for second language teaching. Examples of teaching activities with the interactive whiteboard (IWB) illustrate the role of techn...
he teaches English as a Foreign Language (EFL) and English language learning and teaching. He is ... more he teaches English as a Foreign Language (EFL) and English language learning and teaching. He is a member of the CeLiSo (Centre de Linguistique en Sorbonne, EA 7332) research unit. His research focusses on language learning technologies-Computer-Assisted Language Learning (CALL) and Computer-Mediated Communication (CMC). His research interests include ESP didactics, ESP course development in online settings, language proficiency testing, peer interaction in L2 learning, and teacher education. With Shona Whyte, he co-chairs the DidASP special interest group on ESP didactics within GERAS (Groupe d'Etude et de Recherche en Anglais de Spécialité), the French ESP research association.
This qualitative study investigates the relationship between learning opportunities and teacher c... more This qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as...
Supplemental material, sj-pdf-2-ltr-10.1177_13621688211064932 for Classroom learning of English L... more Supplemental material, sj-pdf-2-ltr-10.1177_13621688211064932 for Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools by Aisha Siddiqa and Shona Whyte in Language Teaching Research
Reviewing 20 years of telecollaborative research, O’Dowd (2015) shows how online intercultural ex... more Reviewing 20 years of telecollaborative research, O’Dowd (2015) shows how online intercultural exchange has become a mainstay of the (university) foreign language (FL) classroom. He identifies two purposes for telecollaborative exchange: "‘authentic’ interaction with […] learners from other countries” and "experience of ‘real’ intercultural communication.” Much of the literature focuses on the second objective: FL culture (Kramsch, 2014), other cultures (Guth & Helm, 2010), technological mediation (Kern, 2014). Fewer studies focus on language learning per se; these often underline difficulties in promoting genuine negotiation of meaning or effective peer feedback (Belz & Reinhardt, 2004). Research also frequently highlights limitations of telecollaboration due to (a) technical difficulties, (b) artificial exchanges, limited to personal registers (Hanna & de Nooy, 2009), and (c) unchallenging task design (O’Dowd & Ware, 2009). If past approaches have been lacking in these r...
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