Are we there yet 4
19
Are we there yet? Normal ising CALL in the context of primary languages in Engl and. Monika Pazio University of Bedfordshire, UK
Transcript of Are we there yet 4
Are we there yet?Normalising CALL in the context of primary languages in England.
Monika Pazio
University of Bedfordshire, UK
The new normal
“Do not confine your children to your own learning, for they were born in another time”Chinese proverb
NormalisationNormalisation
A stage “when computers … are used every day by language students and teachers as an integral part of every lesson, like a pen or a book … without fear or inhibition, and equally without an exaggerated respect for what they can do. They will not be the centre of any lesson, but they will play a part in almost all. They will be completely integrated into all other aspects of classroom life, alongside coursebooks, teachers and notepads. They will go almost unnoticed.” (Bax 2003: 23)
MFL in the UK
Mandatory primary MFL status from September 2014
Varied provision
Generalist and specialist teachers
Low numbers of foreign language speakers
ICT in the UKICT in the UK
Big investment into ICT equipment
All primary school equipped in at least one interactive whiteboard
Pilots of tablets
Variety of equipment available
Research
What is normalisation in the primary context?
What factors impede normalisation in primary MFL?
Normalisation in primary MFL
Normalised MFL
Normalised ICT
Attitudes
Stakeholders’
Staff
Children
Towards successful provision
Towards languages in general
Towards Early Language Learning (ELL)
Towards ELL
Towards languages
towards MFL
Attitudes
Stakeholders and staff
Children
Towards change
Towards integration
towards ICT
Training and supportTraining and supportMFL
Pedagogical training
Secondary school support
Foreign language training and exposure
Funding
Training and supportICT
Pedagogical
Technical
Funding
logisticsLogistics
Teaching arrangements
Type of provision
Secondary school requirements
(MFL)
logisticsLogistics (ICT)
Availability of equipment
Location
Quality of equipment
Pedagogy
Generalists
Only IWB use
Better understanding of children’s learning needs
Lack of confidence with language skills to be creative with CALL
Wide variety of technology embedded into other subjects
Specialists
Only IWB use
Lack of confidence with ICT to be creative with CALL
Better knowledge of the language and language teaching pedagogy
Children’s views
Preference for generalists
Value individual work with technology
Expect creativity they experience in other subjects
Enjoy learning languages
Conclusions
The need for a more three dimensional integration
Limited integration driven by lack of confidence in case of both types of teachers
Obstacles to normalisation center around: attitudes, logistics, training and pedagogy
Twitter: @monikapazio
A special “thank you” to Kamil, Julia and Magda Karton for the photos
Email: [email protected]
Thank you!
