Medium-term programme of activities of the ECML 2000-2003archive.ecml.at/documents/reports/wsrep133E2001_6.pdf · textbook authors and other multipliers in the area of modern languages.

EUROPEAN CENTRE FOR MODERN LANGUAGES CENTRE EUROPEEN POUR LES LANGUES VIVANTES

Nikolaiplatz 4, A-8020 Graz, Tel.: +43-316-32 35 54, Fax: +43-316-32 35 54 4, e-mail: [email protected]

Medium-term programme of activities of the ECML 2000-2003 Project 1.3.3. Workshop report 6/2001: ICT and young learners (Graz, Austria, 18-22 September 2001) Coordinators: Valerie SOLLARS, Faculty of Education, University of Malta Mario CAMILLERI, Faculty of Education, University of Malta Co-animators: Helena LEJA, Teacher Training College, Rzeszów, Poland Teresa MARTÍNEZ DEL PIÑAL, Buenaventura Gonzáles Primary School, Bezana, Spain Zoltán POÓR, University of Veszprem, Faculty of Teacher Training, Hungary

In 1994, upon the initiative of Austria and the Netherlands, with special support from France, eight states founded the European Centre for Modern Languages (ECML) as an Enlarged Partial Agreement of the Council of Europe1. It was to become “a forum to discuss and seek solutions to the specific tasks and challenges that face them in the coming years and which will play a decisive role in the process of European integration”. Following a successful initial trial period (1995-1998) the continuation of the activities of the Centre was confirmed by Resolution (98) 11 of the Committee of Ministers. At the time of writing, thirty-two states1 subscribe to the partial agreement. The aim of the Graz Centre is to offer – generally through international workshops, colloquies, research and development networks and other expert meetings – a platform and a meeting place for officials responsible for language policy, specialists in didactics and methodologies, teacher trainers, textbook authors and other multipliers in the area of modern languages. The ECML’s overall role is the implementation of language policies and the promotion of innovations in the field of teaching and learning modern languages. The publications are the results of research and development projects established within the framework of the first medium-term programme of activities of the ECML (2000-2003).

1 The 32 member states of the Enlarged Partial Agreement of the ECML are: Albania, Andorra, Armenia, Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, “the former Yugoslav Republic of Macedonia”, United Kingdom.

Medium-term programme of activities of the ECML 2000-2003 Project 1.3.3. Workshop report 6/2001: ICT and young learners (Graz, Austria, 18-22 September 2001) Coordinators: Valerie SOLLARS, Faculty of Education, University of Malta Mario CAMILLERI, Faculty of Education, University of Malta Co-animators: Helena LEJA, Teacher Training College, Rzeszów, Poland Teresa MARTÍNEZ DEL PIÑAL, Buenaventura Gonzáles Primary School, Bezana, Spain Zoltán POÓR, University of Veszprem, Faculty of Teacher Training, Hungary

© March 2002

The European Centre for Modern Languages (ECML) has published various studies concerning innovative approaches in modern language teaching and learning. However, the opinions expressed in the publications are not to be regarded as reflecting the policy of the Governing Board of the Enlarged Partial Agreement of the ECML or its Secretariat. The present report can be downloaded free of charge from the ECML website: http://www.ecml.at. Applications for reproduction and translation should be addressed to the Executive Director of European Centre for Modern Languages, Council of Europe, Nikolaiplatz 4, A-8020 Graz, Austria.

Project 1.3.3 – Workshop report 6/2001 European Centre for Modern Languages (ECML) 5

Table of contents Report of the workshop 6/2001.................................................................................... 7 Introduction................................................................................................................. 7 The technical aspect..................................................................................................... 7 Theoretical & linguistic issues ..................................................................................... 8 Linking theory to practice............................................................................................ 8 Group activities ........................................................................................................... 8 Further information & conclusion................................................................................ 8 List of appendices ...................................................................................................... 9 Appendix A: Technical session 1 (Tuesday, 18th September 2001, 11:15-12:30)...... 11 Appendix B: Using the STARS website – notes for project participants.................... 13 Appendix C: Technical session 2 (Wednesday 19th September 2001, 16:30-18:00) .. 21 Appendix D: Technical session 3 (Friday 21st September 2001, 11:00-12:30) .......... 23 Appendix E: Working with young learners ............................................................... 25 Appendix F: Classroom management and organisation in the context of ICT and language learning.......................................... 29 Appendix G: Aspects pratiques et pédagogiques du projet 1.3.3. du CELV de Graz “Les technologies de l’information et de la communication et les jeunes apprenants en langues” (Atelier 6/2001, 18-22 septembre 2001) ........... 33 Appendix H: Contemporary theories and trends to support teaching modern languages to young learners .................................................................................. 39 Appendix I: Circuits for second phase – September 2001-May 2002........................ 45 Appendix J: List of participants in Workshop 6/2001............................................... 47


Project 1.3.3: Report of the workshop 6/2001 Tuesday September 18th – Saturday September 22nd 2001 Introduction The main aims of the workshop were to: – introduce the project and review work achieved during the piloting stage; – prepare teachers who will be participating in the second phase of the project; – promote the use of ICT in the teaching of modern languages in the primary school; – discuss methodologies which are relevant to the teaching of young learners. These aims were to be achieved both as a result of the presentations by the team members as well as the participation of the participants during the group tasks. Given the nature of the project, three broad issues had to be discussed and tackled simultaneously: – the technical aspect involved in using the stars website; – the theoretical and linguistic issues; – linking theory to practice – pedagogical issues. The technical aspect Several presentations were delivered over the week in order to ensure that participants had a clear understanding of the various components of the website and how to use the available facilities. These included presentations with information about: – the background and history of the website together with its various specifications

(Appendix A); – the Stars Website (Appendix B); – using the teachers’ forum (Appendix C); – working with graphics (Appendix D). Following each technical presentation participants were required to carry out related tasks on the computers set up for this purpose in the seminar rooms.


Theoretical & linguistic issues Theoretical and linguistic issues were reviewed and revised during two presentations: – working with young learners (Appendix E); – teaching modern languages to young learners. Rather than present new information, these sessions served to remind participants of existing theories, knowledge and understanding of how young learners learn specifically with reference to language learning. Linking theory to practice Two of the team members had very close connections with some of the teachers working in the pilot phase of the project. These members presented examples of work which could be carried out in the classroom, without disrupting the set curriculum but simultaneously using the stars website and the stars storyline. In addition, participants were given precise hints and tips on practical arrangements which need to be carefully considered before the implementation of the project. – Classroom management and organisation in the context of ICT & language learning

(Appendix F); – Practical and pedagogical aspects of the project (Appendix G). Group activities Several group activities were assigned to the participants to enable them to focus on: – using stories across the curriculum; – identifying constraints and possible solutions to facilitate participation in this project; – activities which suit the characteristics of each star and which could be done in class

with young learners. At the end of the workshop, the participants were invited to group themselves in circuits with 4 countries to each circuit. Five circuits are planning to use the English version of the website and 1 circuit should be working on the French website (Appendix H). Further information & conclusion Further information about the project can be obtained from the ECML website (http://www.ecml.at/activities/programme.asp) as well as the website specifically set up for the project (http://stars.ecml.at/). A detailed account and evaluation of the various phases of the project will be written towards the end of 2002 once the second phase of the project is completed.


List of appendices Appendix A: Technical session 1 (Tuesday, 18th September 2001, 11:15-12:30) Appendix B: Using the STARS website – notes for project participants Appendix C: Technical session 2 (Wednesday 19th September 2001, 16:30-18:00) Appendix D: Technical session 3 (Friday 21st September 2001, 11:00-12:30) Appendix E: Working with young learners Appendix F: Classroom management and organisation in the context of ICT and language learning Appendix G (only in French): Aspects pratiques et pédagogiques du projet 1.3.3. du CELV de Graz “Les technologies de l’information et de la communication et les jeunes apprenants en langues” (Atelier 6/2001, 18-22 septembre 2001) Appendix H: Contemporary theories and trends to support teaching modern languages to young learners Appendix I: Circuits for second phase – September 2001-May 2002 Appendix J: List of participants in Workshop 6/2001 / Liste des participants de l’atelier 6/2001


Appendix A: Technical session 1 (Tuesday, 18th September 2001, 11:15-12:30)

Technical session 1 – Tuesday 18th September 11:15-12:30

Task:Browse the postcard albums and the class profiles sections of the website. Note any changes you would like to see in the site’s design and operation. Send at least ONE email to one of the participating classes or one of the children who contributed a story to a postcard album.

Topics covered during this presentation:• Background and history of the website.• Accessing the website. Browser considerations. Design issues.• The main sections of the site: the postcard albums, the class

profiles and the teachers’ forum.


Appendix B: Using the STARS website – notes for project participants The Stars website is at stars.ecml.at. This introductory page lets you choose either the French or the English version – click on the appropriate flag. The website is conceived as a place where children can publish their own writing and participant teachers and project team members hold a forum about the project. The website consists of 3 main sections: – the Stars postcard albums, where postcards sent by children on behalf of each star

are displayed; – the class profile pages (called Our Class), where each participating class can post

information about themselves; and – the teachers’ forum, where participating teachers and project team members can

exchange information about the project. It must be emphasised that the website is still in an experimental stage of development, and feedback is solicited from all project participants regarding problems encountered in using it and suggestions for improvement. Technical note Because web browsers DO unfortunately differ in the way they format a page’s layout and in the way they interpret program instructions, the website is not guaranteed to work reliably on all browsers. The website has been tested on both Internet Explorer 5.5 and Netscape Navigator 4.7 on a PC, with Internet Explorer giving the better results. I would like to hear about your experiences with using the site with other browsers or different browser versions, and other platforms such as the Macintosh. The site will not work on any browser which does not support Javascript, or in which the Javascript feature has been disabled. If your browser is not Javascript-enabled, you will receive a warning message when you enter the site to let you know of this problem. You will then need to either enable the Javascript feature (in Netscape Navigator you do this by choosing Preferences from the Edit menu – the Javascript option is then in the Advanced section) or upgrade to a newer browser. The site also needs to use a feature called cookies to maintain session identity information. If this feature is disabled in your browser, you will not be able to log in – see the section about logging in and out below. If you are using Internet Explorer, make sure that the security level is set to Medium-Low – this feature is accessible from the Tools menu, Internet Options … item.


The publishing metaphor Because the chosen theme for this project centres around the story of 4 stars travelling around European countries, it was decided to use the postcard as the primary publishing metaphor. Because of its association with travelling, its ubiquity and familiarity, the brevity and succinctness of its message, and its pictorial nature, the postcard was thought to provide an apt metaphor for presenting the idea of publishing to the children. In this case, using the website children send e-postcards (electronic postcards) on behalf of a visiting star. Each star’s postcards are collected in an album, which can be viewed online by anybody browsing the site. Like real postcards, e-postcards carry a brief message focused on a single event or topic. Unlike real postcards, however, e-postcards may carry any sort of message – a poem, a recipe, a joke, etc. Also, e-postcards need not carry a picture, although it is recommended that most do to enhance the children’s publishing experience. The e-postcard metaphor is also used for the class profiles. The various website sections The various sections of the site are accessible via the main menu occupying the left-hand side of all site pages. The HOME page The HOME page is the first page of the site, containing the background story to the project theme. It is the page which comes up when you navigate to the site stars.ecml.at/en (English version) or stars.ecml.at/fr (French version), and is also accessible via the HOME option on the main menu. The postcard albums The four postcard albums are accessible via the main menu items labelled ‘Bouncy Star’, ‘Brainy Star’, ‘Brighty Star’ and ‘Nosy Star’. Each item leads to the front page of the corresponding album, which contains the star’s profile and a link to the pages containing the postcards for this star. Clicking on this link displays the first page of the postcard album. Postcards are displayed 3 to a page. If there is more than a single page in an album, page tabs appear down the right-hand side of the screen – clicking on a page tab takes you to the corresponding album page. You can also use the ‘next page’ and ‘previous page’ buttons at the bottom of the page to navigate from one page to another Each postcard displays the name of the sender together with an envelope icon – to send an email to the postcard writer click the envelope icon. Below the writer’s name is the writer’s class together with a book icon – clicking the book icon takes you to that class’ profile pages. The rest of the postcard contains the date, title, message (story) and (optionally) a picture.


The class profiles Each participating class is responsible for maintaining its class profile by posting stories and pictures about their class, locality, country, and anything of interest about themselves. The class profiles menu item takes you to a page containing a list of all participating classes together with their teacher. Clicking the book icon beside each class takes you to that class’ profile pages. Login The login menu item identifies the user as a project participant. More about this in the next section. Logging in and out of the site Although anybody may browse the postcard albums and the class profiles, only project participants are allowed to add and edit material to the site. For this purpose, project participants need to identify themselves to the system by logging in using the LOGIN item on the main menu. Clicking on the LOGIN item takes you to the LOGIN page, which requests your USERNAME and PASSWORD. You should have received your user name and password with these instructions. Enter these into the respective fields (boxes) on the login page and then click the login button. Note that you will have to type in your password ‘blindly’, because the browser will display an * instead of each character you type in – this is to hide your password from anyone who happens to be looking on. The USERNAME and PASSWORD are case insensitive – it does not matter whether you use capital letters or small letters. Assuming you have entered BOTH username and password correctly, you will receive a welcome message and after a few seconds you should be returned to the site’s HOME page. If instead of a welcome message you receive an error message saying that the username and password you supplied are not known to the system, then probably you mistyped something – reenter the username and password carefully. If you are SURE that you have not mistyped your username or password but the system still won’t log you in, then there is probably a technical problem. Contact the webmaster to have the problem resolved. Once you log in, you will notice that the LOGIN item on the main menu has changed to LOGOUT. You will also notice that your name appears in the blue ribbon at the foot of each page. If not, then your browser probably has cookie support disabled – you will need to enable this to log in successfully. When you have finished using the site you need to LOGOUT. The system will also automatically log you out if you spend more than 30 minutes on the same page.


Users and user rights The system recognises three types of users, besides casual browsers who may only view the site. – Class. A class user can add new messages to the postcard albums and their own

class’ profile page. They cannot edit or delete messages from either of these types of pages, and have no access to the teachers’ forum.

– Teacher. A teacher may edit and delete messages posted to the postcard album

pages and the class’ profile pages by children from his/her class only, but may not add new messages to the stars’ postcard albums. He/She may also participate in the teachers’ forum.

– Observer. An observer is one of the ECML project team. Observers may participate

in the teachers’ forum. The username and password you supply when you log in identify you as one of these three types. Teachers and observers have a personal user name and password. However, all children in a class share one username and password. Sending e-postcards Postcards are sent either by children or by the class teacher on behalf of the children. Wherever possible, children should be allowed to send the postcard themselves – remember that the teacher can always edit or delete messages later if necessary. To send an e-postcard you need to proceed as follows: – Make sure you are logged in using the class username and password. Check in the

blue ribbon at the foot of the page that you are indeed logged in using the class account.

– Go to the album to which you want to add a new postcard. – You should see a button labelled ‘Add new entry’. Click this button. – You should now be presented with a blank postcard ready for you to fill in. – Click in the field labelled ‘Your name’ and type in the name of the child sending the

message. – Click in the field labelled ‘Message title’ and type in a short title for the message (not

exceeding 50 characters). – Click in the field labelled ‘Type your message below’ and type the message. There

is no maximum size for a message, but you should try to keep it as brief and to the point as possible.


– If you wish to add a picture to the message, click the BROWSE button on the right hand side of the postcard. This lets you choose an image file from your harddisk. How you procure this image file is up to you – it may be a scanned image or drawing, or an image acquired from a digital camera or painted using a painting program. The image MUST be in either GIF or JPG format, and the file size should NOT exceed 60000 byte. Although there is no limit on the width or height of the image, to ensure that the image fits neatly in its allotted space on the right hand side of a postcard and allow enough space for the message it should preferably not exceed 300 pixels in width. See below for some tips about using images on the website.

Note that the image you choose is NOT displayed at this stage – unfortunately this is a limitation of all browsers.

– When you are satisfied with your postcard and are ready to send it, click the Post Message button below the postcard. Assuming you have not omitted any of the mandatory sections of your postcard, clicking this button will send all the information to the site. Your postcard will then be displayed, image and all, as a confirmation of receipt. If a problem was encountered with the image you supplied (for example the file size exceeded the maximum allowed of 60000 bytes, or it was not in GIF or JPG format) you will be notified accordingly. Note that in this case the postcard will still be accepted by the system – only the image will be rejected.

– Click the Continue option to return to the postcard album. You should find you

postcard on the first page of the album – postcards are organised in order with the newest ones first and the oldest at the end of an album.

Adding a message to a class profile page

To add a message to the class’ profile, go to the class’ profile page and click Add New Entry. Proceed as for adding a new postcard to an album. Class profile messages are organised with the oldest message first and the newest last. It is recommended that the first message posted to a class’ profile page introduces the class and its teacher. Editing and deleting postcards

Once a postcard has been sent, children cannot change it. If changes need to be made to a postcard, these must be made by the teacher. To modify a postcard proceed as follows. – Make sure you are logged in using the class teacher’s username and password.

Check in the blue ribbon at the foot of the page that you are indeed logged in as the teacher of the class.

– Go to the page containing the postcard which needs modifying. You will notice that

all postcards sent by children in your class have EDIT and DELETE options just below them.


– If you want to delete a postcard, click on the DELETE option below it. Since you

will NOT be able to undo a deletion, you will be asked to confirm that you want to delete the postcard. If you choose to proceed with the deletion operation you will receive a message confirming that the postcard has been deleted. Clicking on the CONTINUE option will take you back to the album.

– To edit a postcard, click on the EDIT option below it. This will take you to a screen

identical to the one used to create a new postcard, except that the fields contain the original message for you to edit. If the postcard contained an image, you may also choose to delete the image or replace it with a different one. Once you have edited the message as required, click on the Post Message button to send it. You will receive confirmation that the postcard has been received. Clicking Continue will then return you to the postcard album.

When you’ve finished editing or deleting postcards remember to log out. Editing and deleting class profile messages To edit or delete a message from the class’ profile, you must be logged in as that class’ teacher. Go to the class’ profile page containing the message to be deleted or edited and proceed as for editing or deleting postcards. When you’ve finished editing or deleting class profile messages remember to log out. Participating in the Teachers’ Forum To participate in the teachers’ forum you must be logged in as a teacher or an observer. Once you join the forum you may send a message by clicking the Add New Entry button. Adding a new forum message is similar to adding a new postcard to the postcard albums, except that there is no provision for including an image. You are also given the opportunity to EDIT and DELETE messages you have sent yourself. When you’ve finished adding or editing forum message remember to log out. Preparing images for use on the website – Make sure that the graphics/painting software you use can save images in JPG and

GIF (sometimes called Compuserve Graphics Interchange) formats. – The website does not accept Image files larger than 60000 bytes. JPG files are

usually smaller than GIF files because the format uses a better compression technique, and so you should as much as possible save images to be uploaded to the website in JPG format.


– When saving an image in JPG format you can choose the amount of compression to

be used – higher compression settings result in a smaller image file. However, be aware that at high compression settings the quality of the image deteriorates badly and it starts looking blotchy. A setting of between 15% and 20% is usually adequate and produces images of acceptable quality.

– Because of the way web browsers format a web page, images wider than say

300 pixels may cause problems – they may extend beyond the right edge of the page, requiring the user to scroll horizontally to see the whole image, or they may extend over, and cover, part of the text on their left. Consequently, avoid images that are much wider than 300 pixels. Keep in mind that some viewers may be using low resolution displays, and a 300 pixel wide image will occupy almost half the width of their screen.

– Because of the relatively small size of images which may be uploaded to the website,

it is important to keep images as simple and uncluttered as possible. For example, avoid whole class photos – it would be better to photograph the class in small groups (say 5 or 6 pupils per group) and upload 3 or 4 images instead of a single image in which none of the faces are distinguishable. Similarly, avoid wasted space in a picture by having the subject fill as much of the image area as possible. Mario Camilleri E-mail: [email protected] September 2001


Appendix C: Technical session 2 (Wednesday 19th September 2001, 16:30-18:00)

Technical session 2 – Wednesday 19th September 16:30-18:00

Task:• Log in using your teacher account and leave one message in the teachers'

forum. In your message you should introduce yourself to your colleagues (the other participants of this workshop). After your message has been posted, note that the forum page offers you the options to edit and delete your message, but not other participants' messages.

• Making sure you are still logged in, access the class profiles (choose Our Class from the main menu). Browse some of the class profiles - note that the 'Add New Entry' button only appears in the page of the class of which you are the teacher. Add a message to your class' profile page - in your message introduce the school you teach in.

Topics covered during this presentation:• Types of website users.• User accounts and user rights.• Logging in and out.• Posting messages in the teachers' forum and the class profile pages.


Appendix D: Technical session 3 (Friday 21st September 2001, 11:00-12:30)

Technical session 3 – Friday 21st September 11:00-12:30

Task:Post a message to EITHER the class profile page of your class ORone of the postcard albums, which includes an image you prepare yourself.

Topics covered during this presentation:

• Preparing images for uploading to the site.• Capturing images using a digital camera and a scanner.• Editing images in an image processing program. • Image size and quality considerations.• Posting a message with an image.


Appendix E: Working with young learners

Working with young learners

Valerie SollarsICT & Young learnersECML Workshop 1.3.3Graz September 2001

Characteristics of young learners

… the most remarkable features of the young mind - its adventurousness, its generativity, its resourcefulness and its flashes of flexibility and creativity

Gardner, 1993

1 4

Young learners learning language through ICT

• Young learners – characteristics– learning: understanding & problem solving– implications for teaching

• Language learning– Issues & concerns which influence language

learning• ICT

– ICT, young learners & the modern language classroom

Learning in an informal context

• Being actively involved in making sense of things;

• seeking information from others when it is needed;

• using what is already known, socially & psychologically;

• requiring the right conditions to demonstrate understandings;

• gradually mastering the new learning because of efforts to make sense of the actions being observed and to participate.

2 5

Characteristics of young learners

• Curious• outspoken• like to move around• are interested in exploration• inquisitive nature• active• learn by doing/hands-on experiences

The nature of learning

Implicit– occurs without our

awareness of it– automatic– making sense of

regularities– having the knowledge

without being able to talk about it

Explicit– hard to learn but can be

described– requires conscious &

deliberate effort– unique to humans– encouraged in schools

3 6


The nature of learning

MEMORISING PROBLEM SOLVING UNDERSTANDING

EXPLICIT LEARNING

Learning as understanding

• Learning as understanding occurs when new knowledge has been internalised.

• Revising and updating one’s conceptual understanding of the world.

Prior knowledge

New information

Helps to interpret

modifies

7 10

Learning as memorisation

• Refers to accumulation of information in memory through rehearsal or repetition of material

• New information is added on to existing information without impinging on other existing knowledge.

• Accumulation of info is very distinct from adaptation, modification or change.

Constructivism

• What are the implications of the learning process for the practising teacher? How can we facilitate children’s learning & understanding?

• Vygotsky’s social perspective on learning– Learning occurs from an interpersonal to

intrapersonal level in a meaningful, social context made up of a community of learners.

8 11

Learning as problem solving

• Problems share two aspects:– They all have a goal– They lack immediate ways of attaining the goal

• New knowledge is acquired in reaching a solution.

• Finding a solution implies finding the quickest route to the goal.

• Learning occurs as a result of practice.

Implications for classroom practices

• Provide as wide a range of opportunities as possible;

• Provide vivid, first-hand, new experiences;

• Place tasks in meaningful contexts, helping children to make sense of new experiences by relating them to what they already know;

• Introduce the same idea in a variety of meaningful contexts.

9 12


Implications for classroom

practices• Organise tasks to stimulate mental activity:

adopt problem solving and investigational approaches where possible.

• Provide opportunities for self-expression: when children have learnt something new, give them a chance to make something of their own from it.

• Provide opportunities for meaningful conversations between groups of children and between the children and the adults.

Issues & concerns related to language learning

• Opportunities for learning L2/FL– Using the language– Emotional climate of learning situations– Nature of the linguistic input

• Simple structure• Limited vocabulary• More repetition• Related to immediate situation

– Effects of formal instruction especially in the absence of natural exposure

• Controlling exposure• Awareness of significant features & patterns• Providing opportunities for practising language• Ensuring feedback about performance

13 16


• Interdependence of factors. It’s difficult to isolate any one factor which predicts success in language learning.

• Factors to be considered when children are involved in second/foreign languages:– An aptitude factor Some are more talented as L2/FL

learners – A social factor Some are more outgoing and more

willing to take risks as language learners– A psychological factor Some are more motivated as they

want to achieve near native proficiency.

Changing the learning environment

DepthMultidisciplinary themesKnowledge integration & application

BreadthFact retentionFragmented knowledge & disciplinary separation

Curriculum Characteristics

Emphasis on thinking skills and application

Basic literacy with higher level skills building on lower-level skills

Content

Guide student discoveryModel active learning

Present informationManage classroom

Teacher role

Create knowledgeStore informationStudent role

Restructured settingTraditional setting

14 17


• Age of the learners• Attitudes towards L2/FL• Exposure to the language• The need to use the language• Resources available • Whether teachers are native/non-native

speakers of the language

Changing the learning environment

Knowledge applicationPerformance; Projects; Portfolios

Fact retentionTraditional tests

Assessment

Facilitate exploration & collaboration

Drill & practiceDirect instructionProgramming

Role for technology

Collaborative learningIndependent learning

Social characteristics

Restructured setting

Traditional setting

15 18


the ACTIVE learning environment

• Active: tasks require cognitive behaviours that emphasise the transformation of information into personal knowledge

• Cooperative: tasks require meaningful interaction among students

• Theme-based: tasks are flexible and multidisciplinary based on an organising theme

Conclusion

We need to focus on helping children :• become learners• enjoy learning• feel that they are people who are able to

learn. • Anning & Edwards, 1999 p. 59

19 22

the ACTIVE learning environment

• Integrated: tasks emphasise content area knowledge and use technology tools to encourage learning the content in ways that are meaningful

• Versatile: tasks make efficient use of technology skills and develop those that can be applied repeatedly

• Evaluative: tasks allow the assessment of students’ ability to use the necessary knowledge and skills

20 Web-based projects address

these issues and concerns

• Create a community of learners, rich in diversity

• Allow sharing of ideas, knowledge, beliefs & practices

• Allow for use of language in real, meaningful contexts & situations

• Allow for use of a variety of tools and resources which enable varied forms of communication

21


Appendix F: Classroom management and organisation in the context of ICT and language learning HOW TO ORGANISE THE CLASSROOM.- Practical aspects to consider beforehand: ! Timetable

! Grouping

! Classroom furniture and physical conditions

! Access to the computer

! Internet access

! Financial problems and possible solutions ! School staff involvement ! Parents support

TIPS to start planning the project for your class 1. Choose clear objectives fitting your particular class’ needs of:

! Motivation (shy or lazy kids)

! Methodological changes (in very traditional schools)

2. Try to improve formal knowledge about:

! Vocabulary and grammar

! Learning strategies (use of new tools such as on-line dictionaries, word processor correction tools…)

! Writing accuracy

! Other people living in other countries

! and their own country

3. Encourage attitudes of:

! Autonomous learning

! Enjoyment of learning

! Broaden minds to communicate with different people

4. Evaluate your ICT resources and your own ability to work with them, having in mind:

! The time you can use the computers

! The classroom and its furniture

! Number of children in the class

! “Voluntary helpers” (other teachers, parents…)


STAGE 1. Preparation

CROSS-CURRICULAR APPROACH ACTIVITIES − Divide the class into mixed-ability teams/pairs LANGUAGE − Reading comprehension.- Background story

! Vocabulary work ! Prepare questions to be answered in mother

and/or foreign tongue to check global comprehension

ENGLISH & HANDYCRAFTS

− Create the first star (to be sent away) ! Draw previous sketches according to the

personality ! Describe how children imagine the star

(physically) ! Decide and list the material needed to make it ! Make the star ! Invent other features (physical and/or

psychological – likes and dislikes…-)

STAGE 2. First star at school

CROSS-CURRICULAR APPROACH ACTIVITIES LANGUAGE − Brainstorm: “What can we offer to our guest?”

− Organisation of the visit: decide whether the children can take the star home or not (considering the number of pupils, special events such as birthdays, etc.)

− Distribute responsibilities to the teams: ! Photos, pictures, charts, art work and writing

MUSIC & PE − Prepare “welcome party”:

! songs, music, dances… STAGE 3. First star at school: developing activities

CROSS-CURRICULAR APPROACH ACTIVITIES SOCIAL STUDIES, MATHS, SCIENCES…

− Collect relevant information from and for the star − Look for information on the WWW

ART & CRAFT, ICT

− Take records of the activities (photos, drawings…)

− Use digital cameras, scanner… LANGUAGE − Write down the pieces of information (co-

operative handwriting first, then using a word processor)

− Correct the texts in class


STAGE 4. First star at school: communication on the Internet

CROSS-CURRICULAR APPROACH ACTIVITIES SOCIAL STUDIES, MATHS, SCIENCES…

− Learn about other people on the Web

ART & CRAFT, ICT − Take records of the activities (photos, drawings…)

− Use digital cameras, scanner… LANGUAGE − Interaction with other classes and countries: read

carefully and look at what they have done − Prepare guessing games and other activities for

your partners to do − Select your texts and pictures − Decide whether you (the class) put the texts in the

star’s scrapbook or in the class profile and why. − Post messages and pictures

STAGE 5.- First star’s farewell: evaluation

CROSS-CURRICULAR APPROACH ACTIVITIES ART & CRAFT

− Pack the stars together with “souvenirs”

LANGUAGE − Involve children in reflection − Keep records: ! Reflective notes on the web page ! Individual diaries of children to

commemorate the star’s visit (stories about the visit, drawing, cartoons…)

Teresa Martínez del Piñal (ECML, Graz, 18-22 September 2001)


Appendix G: Aspects pratiques et pédagogiques du projet 1.3.3. du CELV de Graz “Les technologies de l’information et de la communication et les jeunes apprenants en langues” (Atelier 6/2001, 18-22 septembre 2001) Jean-François Bourdet, professeur français, a dit: « Le support d’enseignement n’est pas anodin, il a sa logique propre. L’introduction des Nouvelles Technologies de l’Information et de la Communication dans les salles de classe implique nécessairement une modification du mode d’acquisition de la connaissance. Que nous apprend donc l’ordinateur sur notre façon d’apprendre? »2 On peut se poser cette question finale dans le contexte de notre projet, la logique du projet étant centrée sur une nouvelle manière d’apprendre les langues étrangères. Cette nouvelle approche est une réponse aux besoins et aux espoirs des réalités contemporaines liés à l’exploitation de nouvelles technologies en classe de langue. En fait, l’enseignant - à part le tableau, le manuel ou les cassettes - est confronté à une “machine intelligente”, une machine attirant par ses possibilités infinies. L’élève, lui, est confronté à un apprentissage moderne, plus autonome, mais assisté donc, plus attrayant, laissant une dose d’imprévisibilité et de curiosité croissante. Le projet permet de mettre en valeur ses capacités, son savoir-faire, de développer son intérêt pour l’apprentissage différent du commun. 1. Contexte pratique du projet Le projet se concentre autour de cet outil si souhaité aujourd’hui dans le milieu des élèves et, de plus en plus souvent, des enseignants qu’est l’ordinateur et l’Internet. Les professeurs de langues participant au projet pilote ont reçu un outil sous forme de site web, techniquement pensé de façon à laisser le maximum de place à l’invention, l’imagination des élèves. Autrement dit, le site contient des éléments, points de départ, laissant une porte grande ouverte à toute sorte de créativité de l’élève. Par ailleurs, du point de vue pratique, le site est non seulement joli et attirant, mais surtout facile à utiliser, clair et, ce qui est très important, permet une vraie interaction sous forme de courrier électronique et de groupe de discussion. Avant de prendre la décision de participer au projet pilote, les enseignants se sont certainement posé la question si le niveau de connaissances des élèves était suffisant, si eux-mêmes, ils disposaient d’un savoir-faire en informatique suffisamment large pour s’impliquer dans le projet. Finalement, ils ont décidé de traiter le projet comme un défi ou une aventure.

2 J.F. Bourdet, “Du tableau noir aux écrans du virtuel”, Le français dans le monde n° 315 (mai-juin 2001).


Lors de la réalisation de la phase pilote, les enseignants étaient accompagnés par les coordonnateurs et les co-animateurs qui leur ont fourni également des recommandations et les ont assistés en cas de besoin, de doute ou de problèmes pédagogiques. Avant tout de même d’arriver au travail purement technique d’introduction des activités effectuées en classe sur le site web, les enseignants se sont souvent donné la peine de préparer les élèves au travail avec l’ordinateur. Leur travail de « gestionnaires » de classe était centré sur les objectifs suivants: • Avant l’arrivée de l’étoile: – présenter aux élèves les tâches à effectuer; – les motiver à préparer ensemble un projet d’activités (« contrat de complicité »); – faire travailler leur imaginaire et centrer le projet d’activités envisagées en classe

autour des idées des élèves; – rester en contact avec les autres classes participant au projet afin de mieux préparer

la visite de chaque étoile dans le pays et à l’école d’accueil. • Quand l’étoile est arrivée à l’école: – réaliser le projet d’activités; – mobiliser les élèves à mettre en pratique leurs talents et de préparer des jouets, des

dessins, prendre des photos; – encourager et aider les élèves à rédiger en langue étrangère le journal intime de

l’étoile; – introduire les activités sur le site web; – partager les expériences des enseignants et des élèves soit par courriel (à ouvrir à

partir du site), soit dans le groupe de discussion. • A la fin de la visite: – se charger de l’emballage et de l’envoi du colis avec des objets (préparés par les

élèves) que l’étoile emportait en voyage dans le pays suivant. 2. Aspects pédagogiques Le projet pilote a démontré qu’il est possible de l’introduire dans notre pratique scolaire quotidienne, tout en restant conforme au curriculum. Comment pourrait-on donc l’introduire dans nos curricula? Dans un premier temps, il semble nécessaire de faire une analyse détaillée de l’histoire de base, ainsi que des caractéristiques des étoiles et de voir quels sont les points communs entre celles-ci et le contenu de nos curricula. Dans un deuxième temps, il s’agira de préparer en concertation avec les élèves un projet d’activités et de procéder au choix de techniques auxquelles on fait confiance et qui s’adaptent aux capacités des élèves afin de rendre possible l’exploitation du site. Sinon, tester des techniques nouvelles.


Parmi les techniques de classe qui se prêtent bien à ce genre de travail, il y a la simulation globale. 2.1 Approche de la simulation globale Nous savons bien combien il est difficile de faire passer le réel dans la classe. Pour l’apprenant, qui a en tête un grand nombre d’images (vues à la télévision, dans la presse et dans d’autres sources d’information), il est tout de même normal de voir dans sa tête par exemple la Tour Eiffel, de s’imaginer comment elle est et ce qu’il peut voir de son sommet. Il s’adonne donc facilement à “simuler, à imiter, à faire comme si, faire semblant” 3. Il serait donc intéressant d’ouvrir les portes de la classe, d’y amener un bout du monde par le fait d’engager l’élève dans l’invention ou la recréation de la réalité. C’est l’idée de l’approche de la simulation globale. 2.1.1 Comment adapter l’approche de simulations globales au travail sur le

projet? Compte tenu du fait que les protagonistes de l’histoire proposée ont leurs propres caractères, leurs intérêts et, pour ainsi dire, une mission à accomplir, il serait peut-être utile de réfléchir sur un mini-projet (centré sur un certain nombre d’heures) au sein du projet réalisé. Il ne s’agira pas de multiplier les êtres, mais de préparer le terrain pour le travail ne gênant d’aucune façon au curriculum de l’établissement, le travail se basant sur les caractéristiques des protagonistes. 2.1.2 Une série de leçons à partir de la caractéristique de l’une des étoiles du

projet pilote, Brainy (à titre d’exemple) Je m’appelle Brainy. Je porte des lunettes, car elles me vont bien. Tout le monde pense que je suis douée, mais je crois que je ne suis qu’une étoile ordinaire. Je suis plutôt calme. J’aime lire des livres, des magazines, chercher des informations dans l’Internet et expérimenter. Je suis aussi passionnée par les inventions qui vont nous servir à protéger notre planète. Je passe une grande part de mon temps à la bibliothèque et, pour être franche, c’est l’activité que j’aime le plus. En ce moment, je suis en train de lire un livre vraiment intéressant sur le climat et son influence sur la vie des gens. Alors, qu’est-ce que vous pouvez me dire sur le climat de votre pays? Est-ce qu’il neige chez vous en hiver? Est-ce que vous profitez du beau temps en été? Ou il fait trop chaud? Brainy arrive à sa destination, dans une des écoles d’accueil où elle rencontre des élèves de niveau débutant ou intermédiaire.

3 J.-M. Caré, Qu’est-ce qu’une simulation globale?, FDM n° 252, octobre 1992.


Première leçon: Se présenter. Parler de son caractère et de ses intérêts. On prépare un jeu du genre “Questions pour un champion” (TV5). Au début du jeu on choisit un animateur qui encourage les candidats à se présenter, parler de leurs familles et de leurs intérêts. L’animateur pose des questions, commente les réponses. Brainy en parle à ses sœurs dans son journal intime. Deuxième leçon: Mon livre préféré. Les élèves transforment la classe en une bibliothèque. Ils viennent consulter le catalogue, posent des questions à la bibliothécaire, la bibliothécaire leur conseille des livres, ils choisissent un livre qu’ils conseillent ensuite de lire à Brainy. Puis, le professeur propose de travailler sur un extrait du livre choisi, connaître le(s) protagoniste(s), illustrer certaines situations, etc. Chercher peut-être des extraits de livres pour enfants ou des histoires sur l’Internet, par exemple sur le site: http://www.momes.net/Journal/histoires Troisième leçon: Je cherche des informations sur l’Internet. La leçon se déroule dans une salle d’informatique. En se basant sur les intérêts des élèves, le professeur leur propose un moteur de recherche et leur demande de trouver des informations au sujet qui les intéresse. Sinon, il propose de trouver des informations sur par exemple la météo du jour/du lendemain, les titres des actualités, etc. Quatrième leçon: Quel temps fait-il? Jouer le rôle du présentateur de la météo. Dans une agence de voyage: donner des conseils vestimentaires aux clients qui vont à l’étranger (par exemple, dans les pays où voyagent les étoiles). Consulter sur Internet quel temps fait-t-il dans les pays des classes participant au projet. Cinquième leçon: Comment je m’habille? Brainy doit sortir, faire du jogging, du shopping, etc. Les élèves deviendront des couturiers et lui proposeront des vêtements en fonction du temps. Préparer des patrons (dessiner, décrire le genre de vêtement, le tissu) une collection de vêtements à la mode dans votre pays qu’elle emportera chez elle. Les coudre (?).


Sixième leçon: Les saisons de l’année. Organiser un défilé de mode d’été/printemps.... à l’école ou en classe. Les journalistes prépareront des articles de presse sur cet événement. Septième leçon: Pourquoi j’aime le printemps / l’été / l’automne / l’hiver? (au choix). On organise des excursions de la classe avec Brainy et on fait un programme d’activités en fonction de la saison de l’année. Se renseigner par courriel sur ce que Brainy pourrait faire dans d’autres pays du projet à la même période. Apporter un appareil photo pour prendre des photos des élèves. ... Les exemples ci-dessus, montrent que les activités proposées s’enchaînent et s’inscrivent facilement dans les curricula. Le professeur a donc le choix de sujets, de techniques et de méthodes, qu’il a d’ailleurs l’habitude d’utiliser à une seule différence, cette fois-ci les activités se basent sur l’histoire publiée sur le site web. L’élève se sent ainsi au centre de l’apprentissage, dans des contextes plus proches du réel et même temps il a le plaisir de publier sa production sur le site. Pendant le travail, la classe reste en contact avec les autres classes du projet, échange des informations, travaille en coopération. 3. Conclusion L’approche proposée permet d’éviter le risque majeur que craignent la plupart des enseignants utilisant l’Internet en classe, et notamment la mise en question de la planification, qui ne saurait gérer ou prévoir, l’intégralité des parcours possibles sur un site “traditionnel” ou un document authentique laissant une large gamme de liens, la possibilité d’ouverture de nombreuses fenêtres, ce qui donne rapidement une sensation de vertige et d’impénétrabilité du contenu. Le site permet d’éviter donc ce risque et de travailler en toute confiance, laissant un libre cours à l’imagination et à la créativité. Ainsi, peut-on parler de la convergence entre l’enseignement et l’apprentissage face au nouveau médium, d’un contrat de complicité entre l’enseignant et l’élève qui se sentira au centre d’un processus dans l’espace cybernétique le conduisant vers les élèves de son âge dans des endroits du monde éloignés et inconnus. De plus, cet échange semble bénéfique dans le contexte de la nouvelle Europe mettant l’accent sur la connaissance mutuelle des identités culturelles des différentes nations. Helena LEJA Professeur de Français au Collège de formation des maîtres de langues étrangères de Rzeszow en Pologne


Bibliographie: J.F. Bourdet, “Du tableau noir aux écrans du virtuel”, Le français dans le monde n° 315 (mai-juin 2001). J.-M. Caré, Simulations globales et productions romanesques, Numéro spécial FDM / recherches et applications, “Apprendre les langues étrangères autrement”, janvier 1999. J.-M. Caré, “Qu’est-ce qu’une simulation globale?”, FDM n° 252, octobre 1992. F. Debyser, L’immeuble, Hachette, Paris, réédition 1996. F. Yaiche, Les simulations globales mode d’emploi, Hachette, Paris, 1996.


Appendix H: Contemporary theories and trends to support teaching modern languages to young learners by Dr. Poór Zoltán There are a few statements by Scott and Ytreberg (1990) that seem to be proved by the practice of teaching modern languages to young learners:

• There are many similarities between learning one’s mother tongue and learning a foreign language.

• The period from 5 to 10 sees dramatic changes in children, but we cannot say

when it happens. The magic age is between 7 and 8 when things seem to fall in place.

The Language Acquisition Theory by Stephen Krashen (1987) could be referred to as a theoretical background to the first statement. Krashen outlined five hypotheses that form a firm foundation for the approaches, methods and techniques applied when teaching languages to young learners or rather when helping them to learn.

1. The Acquisition versus Learning Hypothesis emphasises that children rather acquire languages while adults learn them.

2. The Natural Order Hypothesis states that the structures of a language are

acquired approximately in the same order, regardless what is taught in a formal setting.

3. The Monitor Hypothesis supposes that thee is a trigger in the brain which

applies rules that have been learned. This is the monitor. The monitor makes the speaker aware of a mistake after it has been made. So, the speaker must know the rules have time to think of them and apply them. These conditions do not usually apply in the conversational situations in which a child is most commonly exposed to the target language.

4. The Input Hypothesis proves that the most important factor in the amount of

language acquired by the learner is the amount of comprehensible input to which the learner is exposed. The comprehensible input is what the learner can fully understand and just a little more.

5. The Affective Filter Hypothesis refers to a notion that anxiety, motivation and

confidence play an important role in learning. There is a filter that goes up in the presence of anxiety, low confidence or in the absence of motivation. The filter goes down and the input can come through when the motivation is high, when a student is confident and when the learning takes place in an anxiety-free environment.


If the first hypothesis is accepted, we have to look into the conditions for language acquisition. According to Krashen (1987), it takes place most effectively when the input is meaningful and interesting to the learner, comprehensible and not grammatically sequenced. Michael Long (Scott, W. A. and L. H. Ytreberg, 1990) believes that it takes place best in a setting in which meaning is negotiated through interaction, so that the student has influence on the message being communicated. By Merril Swain’s (Scott, W. A. and L. H. Ytreberg, 1990) views, students acquire language most meaningfully when they have the opportunity for comprehensible “output”, i.e. when they can use it in a productive way. When taking the Affective Filter Hypothesis and the Input Hypothesis (Krashen, 1987) into consideration, one finds that learners must always be challenged, but never to a point at which frustration sets in and that the target language must be used in such a way that the message is understood, even though every word of the message may not be familiar. Thus, in a classroom designed to encourage second language acquisition there should be an emphasis on communication in an environment in which children are surrounded by the target language where teachers use natural language, but ‘caretaker speech’ (Curtain, H. A. and C. A. Pesola, 1988). What are the characteristics of this ‘caretaker speech’ or ‘motherese’ or ‘teacherese’ language? The person responsible for helping children acquire the target language, i.e. the teacher uses a slower rate of speech; distinct pronunciation; shorter, less complex sentences; more rephrasing than repetition; frequent meaning checks; gestures and other non-verbal elements of communication (i.e. body language); visual reinforcement and concrete referents (Curtain, H. A. and C. A. Pesola, 1988). Contemporary methodology of modern languages education is based not only on the five hypotheses by Krashen (1987), but on the principles of Cognitive Psychology, too. These principles are the following:

• Students are active processors of information. • Learning occurs when information is made meaningful. • How students learn is more important than what they learn. • Cognitive processes become automatic with repeated use. • Metacognitive skills can be developed through instruction. • Internal motivation is one of the major conditions for learning. • There are vast differences in students’ information processing abilities.

The approaches, methods and techniques based on the principles of Cognitive Psychology can be opposed to those of behaviourism that emphasises the importance of rote learning; habit formation; reinforcement techniques and drills. According to the behaviourist principles students are passive subjects of the procedure following the pattern of stimulus and response. (Curtain, H. A. and C. A. Pesola, 1988) The underlying theories to contemporary methodology of teaching modern languages to young learners encourage the introduction of various educational set-ups that promote natural learning, i.e. language acquisition.


One of the few rather well-known ways to promote natural learning is immersion education which is a form in which the target language is a tool to teach the curriculum. Thus the focus on the curriculum (social studies, science, mathematics, language arts, health, art, music) rather on the target language. The students of immersion programmes are generally monolingual speakers (of the first language) who learn another language for enrichment purposes. Their teachers – either native or non-native speakers of the target language – are certified to teach at elementary level. (Curtain, H. A. and C. A. Pesola, 1988) The goals of immersion education are to help learners acquire functional proficiency in the target language and promote cross-cultural understanding. It caters for the maintenance and development of the first language skills comparable to the achievement of students in mother tongue or first language-only programmes, too. All in all the mastery of subject-content material of the school curriculum is emphasised primarily rather than the improvement of the target language that is used as a vehicle. (Curtain, H. A. and C. A. Pesola, 1988) The key concepts of immersion-principles are as follows (Curtain, H. A. and C. A. Pesola, 1988):

• Communication motivates all language use. • There is natural use of oral language. • Language is a tool of instruction, and not just the object of instruction. • Subject content is taught in the target language. • The sequence of grammar instruction follows developmental sequence of the

elementary school language arts curriculum, or may be dictated by communication needs.

• Error correction is minimal and focuses on errors of meaning rather than other errors of form.

• Use of the native language is kept clearly separated from use of the target language.

• Reading instruction begins with previously mastered oral language. • Literacy skills are transferred from the language in which they first are learnt to

the next language. • Culture is an integral component of language learning. • The second language atmosphere permeates the classroom and the school.

Immersion programmes can be introduced at the very beginning or in the first few years of institutionalised education (early immersion) or at various further stages, such as secondary or tertiary levels (late immersion). The target language can be used as the ultimate tool for completing the curriculum (total immersion). On the other hand, one can deliver some content in the first language and some other subjects can be taught in the target language (partial immersion). Partial immersion programmes – early or late / at primary or secondary level – are realised at bilingual or dual language schools. If both languages of instruction are used in the in the social environment around the school as a natural means of communication, the school can be considered as bilingual (like Dutch-French schools in Belgium; Italian-German schools in South Tyrol, Italy; Finnish-Swedish schools in Finland; Russian-Latvian schools in Latvia or Romanian-Hungarian schools in Transylvania, Romania, etc.). In case the target language is not spoken by the community, the school offers dual language education rather than bilingual. There are a


few dual language schools in Hungary that offer education both in English and Hungarian or there are institutions in Bulgaria with tuition both in French and Bulgarian. In immersion programmes teachers ...

… make regular use of contextual clues such as gestures, facial expressions and body language; and of concrete referents such as props, realia, manipulatives, and visuals (especially with entry-level students).

… provide hands-on experiences for students accompanied by oral and written language use.

… use linguistic modifications when necessary to make the target language more comprehensible for the students in the beginning stages of the programme, such as: - controlled, standardised vocabulary - controlled sentence length and complexity - slower speech rate - restatements, expansions, and repetitions

… accelerate student communication by teaching functional chunks of language. … constantly monitor student comprehension through interactive means. … use the language-experience approach to reading instruction. … draw classroom techniques primarily from elementary school methodology.

(Curtain, H. A. and C. A. Pesola, 1988). Immersion programmes offer opportunities for cross-curricular learning, that is for the integration of the target language to be acquired and the content of various subjects. When studying literature on cross-curricular language education one can realise that there are three types of relationship between the content and the language of teaching. One can help students learn the target language by the content subjects. In settings of this kind the focus of our attention is on the content and language skills develop only incidentally. Students learn the language through exposure to modified content. This kind of relationship between content and language can be identified in the context of total or partial immersion programmes when either all or particular learning areas (such as Maths, Geography, History, Music, PE or Art) are covered in the target language. The methodology of teaching language by the content is based on the didactic principles of teaching the particular subject(s). At some dual language schools preparatory years are introduced to lay the linguistic foundations for learning and teaching subjects in the target language. This is the case when the language is taught for the content. On induction courses students learn specific language of various subject areas. Their language education is supported by the methodology of modern language teaching rather than that of the subject areas. The above-specified two categories characterise immersion (bilingual or dual language) programmes. The third type of relationship between language and content would be the most favourable for comprehensive schools that are not designed and licensed for immersion programmes, but the integration of content of learning areas and target language could be considered. When the language is taught in parallel with the content the focus is both on content and language; the language and content objectives in close alignment and language learning can further the goals of content teaching by giving learners help with the processes of content learning. In this parallel type of ‘language with the content’


model both language and content are graded according to the principles of modern language education methodology and subject teaching didactics. (Curtain, H. A. and C. A. Pesola, 1988) This latter category of cross-curricular language education is often referred to as topic-; theme- or content-based. What are the arguments of integrating target language and subject teaching? (Scott, W. A. and L. H. Ytreberg, 1990)

• When concentrating on a particular topic the content becomes more important than the language. It is easier to relate the lessons to the experiences and interests.

• Working on topics can help the learning process. Association of words, functions, structures and situations with a particular topic. Association helps memory, learning in context helps both understanding and memory.

• Topic-based teaching allows teachers to go into a subject in a depth. Pupils need more and different vocabulary. Their needs are brought more into focus.

• Topics allow to give more personal and local touch. • Topic-based teaching allows teachers to rearrange their material to meet actual

needs. • Timing is flexible. • All skills – linguistic, social, subject-related – are involved.

According to Medgyes (1995), the communicative and humanistic classroom should offer more real situations than realistic ones. He distinguishes real situations to realistic ones on the basis of the following statements. Realistic is the situation when you have to say something and realistic is the one when you have something to say. Topic-, theme- or content-based language teaching offers a wide range of real situations, that is such an environment in which the learner feels s/he does what s/he is interested in; s/he investigates areas in which s/he can develop skills and process information s/he needs and meanwhile uses the target language as a natural means of communication. Primary teachers can use a number of authentic materials to create natural environment and real situations to promote natural (cross-curricular) learning. Thus one can integrate oral presentation (including that of the teacher and other pupils), print materials, audios, videos, resources via ICT and real objects. So, one can rely on specific information, data, stories and other types of information. Another important factor that the success of contemporary language education is dependent on is learner autonomy. Children have to learn to be autonomous. Teachers have to help them raise their self-awareness, i.e. outline what they know, what they are able to do and ‘how far they have gone so far’. Setting goals, aims and objectives and contrasting them to the existing competencies have to be learnt in order to identify needs. As soon as the ‘way to go’ and the competencies to learn are clear; selecting resources, learning strategies and techniques to meet the needs are the next step to take. Deciding on timing, pace and amount of time to be used is important to be learnt, too. Children have to be made aware of the fact that they can take control and responsibility over their own education and when reflecting and evaluating efficiency they again make themselves aware of the fact ‘how far they have gone’.


A further aspect of learner autonomy is co-operative learning, that is the ways of the division of labour and responsibility. New roles of teachers have formulated for the past few years of the development of contemporary primary language teaching methodology. The teachers has become a resource person, a strategist, a consultant and adviser, a facilitator, monitor (but not controller) of developmental (learning) procedures) and a supporter of reflection and evaluation. References: Curtain, H. A. and Pesola, C. A. (1988) Languages and Children – Making the Match. Foreign Language Instruction in the Elementary School. Addison Wesley. Krashen, S. D. (1987) Principles and Practice in Second Language Acquisition. Hemel Hempstead: Prentice Hall International. Medgyes, P. (1995) A kommunikatív nyelvoktatás. Budapest: Eötvös József Könyvkiadó. Scott, W. A. and L. H. Ytreberg (1990) Teaching English to Children. London: Longman.


Appendix I: Circuits for second phase – September 2001-May 2002

Circuit 1 ENGLISH Circuit 2 ENGLISH

Malta Germany Slovenia Estonia

Norway Austria Latvia Hungary

Circuit 3 ENGLISH Circuit 4 ENGLISH

Poland Spain Andorra France

Holland Greece Cyprus Bulgaria

Circuit 5 ENGLISH Circuit 6 FRENCH

Iceland Lithuania Czech Republic Sweden (?)

Poland Lithuania Andorra Armenia (Hungary?)


Appendix J: List of participants in Workshop 6/2001 / Liste des participants dans l’atelier 6/2001 Principality of Andorra / Principauté d’Andorre Santos Castro Maria Isabel Educatrice en petite en moyenne section de l’Ecole Andorrane, Escola andorrana de Canillo, Carrer dels Esquirolets, Canillo Fax / Télécopie: +376 85 28 02 E-mail: [email protected] Working language / Langue de travail: French / Français Armenia / Arménie Khanian Evelina Professeur de Français, Responsable de la méthode VIFAX, Université linguistique des langues étrangères de Yerevan, Yerevan Fax / Télécopie: +374 1 151 450 / 374 1 528 899 E-mail: [email protected] / [email protected] Working language / Langue de travail: French / Français Austria / Autriche Fuchs Evelin Pädagogische Akademie der Diözese Graz-Seckau, Georgigasse 85-89, A- 8020 Graz Fax / Télécopie: +43-316 58 16 70-11 E-mail: [email protected] Working language / Langue de travail: English / Anglais Bulgaria / Bulgarie Blagoeva Holandi Rayna South-Zest University, 66, Ivan Mihailov blv, BG-2700 Blagoevgrad Fax / Télécopie: - E-mail: [email protected] Working language / Langue de travail: English / Anglais Cyprus / Chypre Constantinides Antonis Inspector of Primary Education, Ministry of Education and Culture, CY-1434 Nicosia Fax / Télécopie: +357 2 428277 E-mail: [email protected] Working language / Langue de travail: English / Anglais


Czech Republic / République tchèque Jilkova Jana Jazikova skola Kutna Hora, Pedagogical Faculty of Charles University, University Prague, Vaclavske namesti 180, CZ-28401 Kutna Hora Fax / Télécopie: +420 327 516 913 E-mail: [email protected] Working language / Langue de travail: English / Anglais Estonia / Estonie Kurrik Katrin Teacher of English, Pärnu Kuninga St Basic School, Kuninga 29, ES-80014 Pärnu Fax / Télécopie: - E-mail: [email protected] Working language / Langue de travail: English / Anglais France Lentrebecq Laurent Professeur des écoles, Formateur en français langue étrangère pour le GRETA, Inspection de l’Education Nationale – Lille, Marcq en Baroeul Fax / Télécopie: +33-3 28 33 77 69 E-mail: [email protected] Working language / Langue de travail: French / Français Germany / Allemagne Schempp Harald Rektor, Grundschule Haigerloch, Oberstadtstrasse 64, 72401 Haigerloch Fax / Télécopie: +49-7474 954710 E-mail: [email protected] / [email protected] Working language / Langue de travail: English / Anglais Greece / Grèce Kokkinou Urania State School Teacher of English, Gymnasium of Perdika, Perdika, Thesprojia Fax / Télécopie: - E-mail: [email protected] Working language / Langue de travail: English / Anglais Hungary / Hongrie Poór Zoltán University of Veszprém, Faculty of Teacher Training, Dept of English and American Studies, Egyetem u. 3, H-8200 Veszprém Fax / Télécopie: +36-88-42 92 07 / +36-88-42 26 43 / +36-88-422845 E-mail: [email protected] Working language / Langue de travail: English / Anglais


Poor Zsuzsánna Teacher of English as a Foreign Language, Rozsa ùti Altalanos Iskola (Rozsa Street Primary School), Rozsa u. 1., H-8200 Veszprém Fax / Télécopie: + 36 88 329212 E-mail: [email protected] Working language / Langue de travail: English / Anglais Szladek Emese Haszkovó u. 16/A 7.18, H-8200 Veszprém Fax / Télécopie: - E-mail: [email protected] / [email protected] Working language / Langue de travail: French / Français Iceland / Islande Lefever Samuel Assistant professor, University of Education, Stakkahlid 5, 105 R Reykjavik Fax / Télécopie: +354 563 3833 E-mail: [email protected] Working language / Langue de travail: English / Anglais Latvia / Lettonie Toropova Daina Head Assistant of Riga English Grammar School, Riga English Grammar School, LV-1004 Riga Fax / Télécopie: +371 7 61 24 25 E-mail: [email protected] Working language / Langue de travail: English / Anglais Lithuania / Lituanie Ambruleviciene Danute Professeur de français, Ecole secondaire de Kaunas, Cepinakio 7, LT-3018 Kaunas Fax / Télécopie: +370 7 39 14 21 E-mail: [email protected] / [email protected] Working language / Langue de travail: French / Français Malta / Malte Mintoff Maria D. "Tamanoff", Triq it- Torri, Birkirkara BKR 14 Fax / Télécopie: +356-24 98 72 E-mail: [email protected] Working language / Langue de travail: English / Anglais


Camilleri Mario Dept of Math, Science and Technical Education, Faculty of Education, University of Malta, Msida Fax / Télécopie: - E-mail: [email protected] Working language / Langue de travail: English / Anglais Sollars Valérie Lecturer, Department of Primary Education, Faculty of Education – University of Malta, Msida Fax / Télécopie: +356-31 79 38 E-mail: [email protected]; [email protected] Working language / Langue de travail: English / Anglais Netherlands / Pays-Bas Wermer Netty Drienerwoold Onderwijsadviseurs, Postbus 1177, NL-7500 BD Enschede Fax / Télécopie: +31-53-485 44 00 E-mail: [email protected] Working language / Langue de travail: English / Anglais Norway / Norvège Arthur Emma Teacher, NHS, Hogskolen i Stavanger, Postbos 2557, 4091 Stavanger Fax / Télécopie: +47-51-833 750 E-mail: [email protected] Working language / Langue de travail: English / Anglais Poland / Pologne Leja Helena Foreign Languages College of Teacher Training, NKJO – Ul. Lisa-Kuli 13, PL35-025 Rzeszów Fax / Télécopie: +48-17-85 324 76 E-mail: [email protected] Working language / Langue de travail: French / Français Wos Kazimiera Professeur de Français, Szkola Podstawanowa Nr 35 – Rzeszow, 35-006 Rzeszow Fax / Télécopie: +48 17 86 24 620 E-mail: [email protected] Working language / Langue de travail: French / Français


Slovenia / Slovénie Nuc Jozica Teacher, II osnovna sola Rogaska Slatina, Ul. Kozjanskega odreda 4, 3250 Rogaska, Slatina Fax / Télécopie: +386 3 58 14 178 E-mail: [email protected] Working language / Langue de travail: English / Anglais Spain / Espagne Martinez del Pinal Teresa Dirección, General Dávila 38, 5° F, E-39005 Santander Fax / Télécopie: +34-942-278 155 E-mail: [email protected] / [email protected] Working language / Langue de travail: English / Anglais Tobar Giralt Belén C.P. “Buenventura González”, Av. Menéndez Pelayo S/N, E-39100 Bezana (Cantabria) Fax / Télécopie: +34-942-580 700 E-mail: [email protected] Working language / Langue de travail: English / Anglais

Medium-term programme of activities of the ECML 2000-2003archive.ecml.at/documents/reports/wsrep133E2001_6.pdf · textbook authors and other multipliers in the area of modern languages.

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