BCLI/BILC: Professional Seminar – Copenhagen 2009

ELFC ST-JEAN / CFLS ST-JEANCMP / CPM

BCLI/BILC: Professional Seminar – Copenhagen 2009

• The 21st Century Classroom : Keeping up with the Times.La classe du 21e siècle. L’adaptation au changement

• PRESENTATION

• Canadian Forces Language School (CFLS)• Distance Tutorials: Present and Future

• École de Langues des Forces Canadiennes (ELFC). Vers une généralisation du tutorat à distance.

• Pascal NTIRAMPEBA, Ph.D. Linguistics • [email protected]


Presentation Outline

• CFLS: Digital classroom• CFLS : Distance tutorial with Alliés courseware• ALLIÉS courseware content

• Course structure• M1L1-Index of activities • Reading, writing and grammar• Oral activities• Course management tools• Reference books

• Results • Benefits of distance tutorials• Conclusion


CFLS : Digital classroom: 2005-

• We have digital equipment: radio, TV, Internet connection, Smartboard (interactive white board)

• Students and teachers are connected to the Internet

• We can watch and listen to Radio-Canada audio and video documents, TV5 Monde, etc.

• Students and teachers have access to public servers

• Alliés courseware is integrated in the classrooms

• PICTURE

• 16 CF multimedia laboratories in Canada


CFLS : Distance Tutorial with Alliés Courseware

• Alliés Courseware: result of CFFC digitalization (Canadian Forces French Curriculum)

• Students• Canadian students : high demand• Beginners first priority (Level 1 and 2), advanced students and

candidates for PSC (Public Service Commission) tests

• Human resources• Programmers and technicians : development and technical support• 10 Tutors : for pedagogical and administrative support. Picture-

tutor’s work station• Supervisor : pedagogical advisor.


ALLIÉS COURSEWARE


ALLIÉS COURSEWARE CONTENT

• User-friendly courseware

• 15 modules• Modules have from 2 to 4 lessons• Same structure for all lessons

• 5 additional modules for level maintenance


EX. M1L1-Index of Activities Structure

• Ex. Module 1 Lesson 1 (5 parts)

• Introduction: 4 activities: objectives of the lesson

• Learning: 54 activities• Review: 6 activities• Test: 5 activities• SLE test: 3 activities; similar to real tests• Icons: check mark, pencil, microphones, earphone, glasses, G

• Same structure for all lessons

• Module test after 4 lessons: no key, no reference book


Reading, Writing and Grammar

• Reading-M1L1A4: Reading dialogue related to introductions• Writing-M1L1A45: Filling in the blanks …

• Students listen to words and write them.• An icon displays history of errors: ex. 10. bottes• Grammar: M1L1A22, p.2

• Students read grammar rules and examples.

• Students can change language.

• They click on exercises and do all the exercise pages.

• After unsuccessful trials: use the golden key in order to get the answer.

• Tutors systematically check grammar activities and send more exercises if necessary.


ORAL ACTIVITIES

• Speaking exercises: approx. 5 hrs per lesson• M1L1A6p.2, picture 3 (left)-Etud.Ntirampeba• Tutors systematically listen to student recordings• Tutors send feedback to students: oral or written notes

(ex. pronunciation problems)• Tutors schedule a conversation (1hr per week) and

suggest additional resources (ex. phonetic book chap.1-Alphabet):

• Text-to-speech software : not available in this demonstration version. Converts text into sound.

• Ca…pi…tai…n : syllabic reading• Oral-Listening: M1L1A2-ex.watching a video – Etud.ELMS


MANAGEMENT TOOLS

• Messaging• Via Alliés (ex.above-Speaking activities)• Via an interactive white board: coming soon

• Statistics : ex. M1L1• Give an overall view of the results obtained in all the

activities in a given lesson• See M1L1A63• Less than 60%: redo the activity• See how many attempts a student made• Focus on difficulties during conversations: ex. masculin-féminin: bon +

noun

• Reports (ex. Maj Nickerson since July 1st )• Show how much time was spent on the course• Requirement: 10 hrs per week


Reference books

• French/English dictionary • Type a word or : ex. ordinateur, • Word from a grammar exercise : M1L1A50-G: highlight it and access its

meaning by clicking on the dictionary: ex. serveuse

• Grammar book: for review• Click Grammar and choose an index by module or by topic.

• Conjugation book • Enter a verb (travailler: to work) and click on Conjugation• Enter an occurrence of an irregular verb (ex. eues, sera) and click

Conjugation

• Vocabulary in context: give co-occurrent words• Ex. Officier : officier d’approvisionnement, élève officier• Phonetics book (sound : /s/ versus /z/): dessert /désert• See Phonetics chap.5A32-39• Practice the point during the weekly conversation


RESULTS

• On PL tests (achievement tests), results are similar to those obtained after classroom teaching, but in less time. Same conclusion in Lappin-Fortin et Tremblay (2008) on Writing.

• Perseverance : 94% of students do 1 or 2 PLs. • 91% of the students who complete a PL succeed• 70% of linguistic profiles on PSC tests improve, 20%

remain unchanged and 10% are lower than initial profiles

• Main reason for withdrawal from training : operational requirements


BENEFITS OF DISTANCE TUTORIALS (1)

• For all participants

• Flexibility and accessibility to SL training • Administrative process and follow-up simplified• Quick access to information

• For DND/CF

• Saving resources• Compliance with the Canadian Official Languages Act • Supervision and evaluation of quality standards: centralised, effective and

inexpensive• Electronic and centralised curriculum modification


DISTANCE TUTORIAL BENEFITS (2)

• For learners

• Decrease in absence from work• Decrease in separation from family• Individualized training• Responsibility and accountability• Best preparation for the PSC’s Oral Interaction test

• For tutors

• Students are highly motivated• Evaluation and follow-up are integrated within the program• Could lead to tutors teleworking in order to contact students in different

time zones


CONCLUSION: DISTANCE TUTORIAL IS

• High-potential learning tool: it could play a major role in SL training in the future .

• Adapted to CF operational challenges and requirements• An effective, economical and flexible solution• Available anywhere there is an Internet connection• A training resource in addition to the regular classroom• Eases curriculum development and distribution.


ACRONYM : ALLIÉS

• : Apprentissage d’une langue en toute liberté en Interaction avec

des Éléments en Synergie

• Autonomous Language Learning in Interaction with Elements in Synergy

• Data 2007-2009-CDROM• Data 2007-2009-LAM• Data 2007-2009-PSC


Introduction

• My name is Pascal Ntirampeba

• Please use Pascal to save time and energy

• I am a French teacher.

• I am commissionned by CFLS to talk about our new French courseware ALLIÉS.

• Here is my presentation outline

• Accent : si-label, tools ma-nagement, de-velopment,

• Ad-ministrative support

BCLI/BILC: Professional Seminar – Copenhagen 2009

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