PONTIFICIA UNIVERSIDAD CÁTOLICA DEL

ECUADOR

TOPICS IN LINGUISTICS

PORTFOLIO

Natasha Velásquez

Marcela Saltos

Andrés Zapata

Mgtr. José Lema

2014

OUTLINE

This portfolio has been made based on the questions found in chapter 19

‘Technology’ from the book "Key Issues in Language Teaching" book to be

published in 2015 by Jack Richards. The question correspond as an answer of

the following topics:

Ways to use technology

• Ways to interact with technology

The emergence of technology and its benefits

• The benefits of TLLT

Ways to use technology

TLLT and current teaching approaches

• TLLT and language skills

The challenges of TLLT

• Testing and assessment in TLLT

Discussion questions

Introduction

For the creation of this work, we have based ourselves on an interview made to the Coordinator of

the Languages Department, Gil Baillard, as well as questions asked to current FCLL teachers, Sylvia

Lehmann and Margarita Pazmiño. The answers will be complemented by our own experience based

on our classes and own research on the diverse topics mentioned within.

Have you ever tried to incorporate a new technology into your classes? What issues did you face

in doing so?

During our Introduction to Teaching class with Sylvia Lehmann, we were introduced to the use of a

program called Prezi. At first most of the students were not able to handle the program well, as it

was something entirely new for most. However, we were instructed on how to deal with issues such

as shared work online and such. As the semester has gone on, we learned how to use the program perfectly and to use it for future endeavors.

Some issues for this system are the difficulties for students to use new technologies if they are not

completely familiar with it or if it is entirely new and difficult for them. This can prove to be quite

frustrating and, in the long run, might be the cause for a loss of interest on the subject. Another

issue is the fact that when allowed to use technology, there is always a risk factor in the possibility of distractions since this technology may allow them to focus on other, more personal tasks.

What are some benefits students can get from collaborative blogging?

Writing – Learning how to write is an important skill, and blogging can help kids of all ages learn this important skill. This is actually proven – case study.

Reading – Kids will want to read their own content, as well as that of their peers. In addition, they will have to read all the instructions on the blog pages in order to customize their blog to their liking.

Typing – It is absolutely essential that children learn to type proficiently at a young age. Virtually all jobs will require them to type properly, and the earlier this skill is learned, the better.

They also help build interaction patterns in the students, as they have their own space to express their personal views, as well as learn from others’ in order to develop their capacity of critical thinking.

Which of the aspects of technology above are available to teachers and students in schools in your

country?

All of the mentioned aspects of technology can be readily found almost all over major teaching

institutions in Ecuador. However, it is worth noting that most of these are located in the main cities

of the country. Otherwise, there are certain areas of the country that, because of their geographic

location, still have no access to Internet. There are also certain issues considering social classes and

how much money is invested at, for instance, certain “higher class” schools which also have a lot to do with the availability of technology.

How has the use of technology changed since you started teaching or learning a language?

There have been plenty of changes since back then. We are talking about around 13-15 years ago

back when Internet was just in its very beginnings in Ecuador. Back then, a typical listening part of a

class would necessarily involve material based on the coursebook using a cassette tape. Nowadays,

although this method has not entirely disappeared, we have plenty of other possibilities such as

using videos from Youtube or find listening exercises on several topics. Concerning technology, they mostly used simple computer programs mostly based on a behaviorist approach.

Moreover, computers nowadays can work as the core of teaching. With hardware assistance tools

such as the infocus, use of videos, or specialized Internet sites for language teaching to improve

their different skills such as reading, writing, etc. There are also social sites made to practice and

improve by meeting people all over the world who are interested in practicing as well. In some cases, there’s even connections made online so that people in different areas can interact.

What resources are available in your school? Consider the computers and the software installed

on them, the resources in the computer lab and the materials in the library and on your network

(if you have one) and that you use in your classroom. Would you classify these as behavioristic, communicative or integrative?

The university has a language laboratory, with Internet access. However, according to Margarita

Pazmiño, the exercises that students do in the laboratory (and not just for English, but other

languages too) are completely based on Internet sites. There is no specific software related to

language teaching installed in the computers themselves but teachers generally use the software

that comes included in a CD for the book they work with, such as Four Corners for English or the

Nouveau Taxi for French. Here is one link that is commonly used at English lab classes: http://www.bbc.co.uk/learningenglish

Can you choose three benefits from those listed above that you think offer the strongest reasons

for the use of technology?

1. Supporting different skills: sometimes students wants to focus on a particular skill. For instance,

on internet they can find web pages where they can practice listening through audio books, videos,

podcasts, etc. Also, they can broaden their vocabulary and understand idiomatic expressions that

you usually find in real communication.

2. Suitable for learners of different ability: it is possible to choose to exercise with activities

according to their level of proficiency in the language. On language teaching web pages, it is easy to

find the topics on which they have difficulties and practice in other to correct their spoken and

written performance.

3. Access to more engaging materials: for example, nowadays it is usual for children and teenagers

to learn languages through interactive activities such as video games or apps. This way they can participate actively in the learning process while having fun.

What do you think are the most difficult challenges teachers face in moving to TLLT?

The most difficult challenge is to learn how to use new technologies, especially for teachers used to

traditional methods. Furthermore, age is a crucial factor to determine the ability that the teacher

may have to handle the different software that exists in the market. The older the teacher is, the

less willing he/she will be to use such “unknown” tools. Another important challenge is to

incorporate these technologies according to the needs of the topic of your class. The teachers need

to do a lot of research to find the correct information according to the language level of the students.

It is not possible to use just any link, exercise or video, they need to be understood by the students

so it can make sense for them.

Which of the potential benefits for teachers above have you experienced yourself?

The benefit that I have experienced myself is: “Enables more learner-centered teaching”, because

by choosing an activity that will be developed according a topic that interests the students, their

motivation will increase. For instance, reading a book of their preference and writ ing a summary about the plot of the story, so the teacher can correct the ungrammatical parts of the production.

How do you think computer mediated communication can lead to ‘increase participation’?

Computer mediated communication can be an opportunity to receive a lot of feedback coming from

many people around the world. Students may feel interested in having a conversation with native

speaker of the language they are learning. Sometimes the best way of learning a language is through

real interaction. Students try to incorporate and use the expressions and vocabulary they have

learnt. Besides, they can improve their pronunciation and fluency. Moreover, according to Sylvia

Lehmann, the teacher also fulfills a major role since it is him or her who directs the class in order to promote activities and have the results mentioned beforehand.

Have you observed differences in your student’s communicative behavior during traditional

classroom speaking practice and online communication?

According to Sylvia Lehmann, this behavior is heavily based on the teacher himself and the activities

to happen throughout the class. However, the traditional classroom has a more “fixed” method

which can be considered to be restrictive to the communicational aspect. For instance, in the

traditional method, students are given a topic and they must focus on that one. On the other hand,

online communication provides a kind of environment where students can just follow the flow of

natural conversation, with constantly changing topics and varies subjects according to the speaker’s

participation.

In what ways does reading a text in a book differ from reading a text online?

The main difference would be the availability of texts. Online texts can be of all kinds and readily

available for anyone with Internet access through computers or other devices. This can also be a

benefit for people who have grown accustomed to digital documents over physical. It is important

to note, however, that not every text found in the Internet is entirely fitting to be used in a language

class due to the fact that these texts can have any kind of author, so there is a large possibility of

running into grammar misuses. Besides, there are some issues concerning the side effects of using technology such as visual damage.

Which of the above have you tried yourself? Can you think of additional purposes for each of these uses of technology?

One of the most agreed upon points by the teachers we spoke to, the most used one is Youtube for

it permits access to a plethora of real situations in spite of the distance to the place where it may

occur. According to Margarita Pazmiño, one of the possibilities teachers have is to choose the

material which they consider fits the topic of the class, as well as any extra activities that can be

developed from the chosen material. Another of the uses of technology is the advantage of mobile

phones, as current technology developments in smartphones have allowed new possibilities such

as the use of dictionaries for translation classes. However, there is a large disadvantage in the high

risk of distraction that they bring as well, such as the use of chats and such.

Discussion questions

How much training and support is available for teachers in your school, in the use of technology?

Draw up a plan for the kind of training program that you think would be useful, particularly for

new teachers.

According to Margarita Pazmiño, the English area involves an optional course of using Moodle for

English language teachers who work in regular or intensive courses. This same course is, of course,

obligatory for those who teach a semi-presential class. However, the process of Moodle courses

varies from language to language as, according to Gil Baillard, every teacher in the French area is

trained on Moodle.

Below we add a possible training program for teachers who are learning about the Moodle p latform used at PUCE:

Week Topic Content

1 Moodle General Orientation • Logging on, basic navigation • Profiles and messaging • Overview basic Moodle architecture / functions - resources and activities • Explore Forums and Assignments

2 Moodle Facilitating • Review online pedagogy fundamentals • Course architecture, design implications • Uploading materials to a Moodle course • Resource creation - web page, link to a file (for syllabi, lectures, handouts, articles, etc.) • Assignment creation - options, pros and cons of each • Forum creation - options, pros and cons of each Assessment principles

3 Online Faculties • Attendance (a module we've added to our Moodle) • Grade Book • Reports • Advanced activity creation: lesson, workshop, wiki • Advanced resource creation: using media (e.g. MP3 files), book • Quizzes1

Talk to teachers in your school (or go online) and find out what kind of current websites your colleagues recommend for both teachers and learners, and why.

Concerning English language teaching, one of the most agreed upon sites being used at PUCE is the

BBC English Learning site (http://www.bbc.co.uk/learningenglish). It is recommended as it includes

features such as articles divided depending on the level of the students trying to introduce the

students to real situations. Another recommended site is Dave’s ESL café (http://www.eslcafe.com)

which has resources for teachers and jobs, chats, podcasts and miscellaneous resources such as

idioms, phrasal verbs and others. All in all, the variety makes this site a very good option for it tries to involve real situations.

1 This activity has been taken from: Teaching people how to use Moodle (online)

In section 19.2, Levy lists five levels at which TLLT fits with current thinking in second language

acquisition and can support language teaching. Can you think of an example of how technology could help with each of these?

Concerning the physical level, we could consider the development of more “portable” devices.

Tablets, for instance, are an example as they include many functions which were specific to

computers in the past.

Concerning the management level, the internet connectivity allows a joined network where a

teacher is able to plan and control everything that happens with his students through the course. It

is also a means for students to practice and work on topics in spite of being outside the classroom,

even from their own home.

Concerning the applications level, the usage of certain programs that facilitate communication

between distant places has been a great step for language learning, as it is possible for students to

interact with other, real students who come from a different context. For instance, the use of Skype

or other programs to communicate between students from interconnected universities or schools from different countries.

Concerning the resource level, technology allows for the creation of better and improved sites

where trustable information can be found. Specialized websites help the students properly practice

the topics that are being studied and are, in fact, created with that as their main purpose. It also

permits the distribution of information which was previously restricted and difficult to obtain such as articles from newspapers.

Concerning the component technology level, technology permits its progress. The existence of

translating tools which are more sensitive to context based on word collocation is proof of it, as it

differs from previous times when only literal, word-by-word translation was possible; although

some claim it will never be possible to reach a point in which the machine is able to fully comprehend

the text in context.

Review the

three phases of CALL, identified by Warschauer, and some defining characteristic of each phase. How would you situate popular programs like Rosetta Stone in terms of these three phases?

According to them, programs such as Rosetta Stone would be considered as behavioristic, for it

works on a trial-and-error basis. This is because they are focused on memorization and repeating drills.

What new skills might learners and teachers need to acquire to use TLLT effectively?

The main skill would be the basic usage of a computer. With the current state of society, this is a

bigger challenge for the teachers than the students. Students, having been born in this point of

history, are quite familiar with the general usage of computers and it’s not difficult for them to

handle the newest technologies. Teachers, on the other hand, may find themselves in trouble to

adapt to this system which is completely new for them (many may have been trained as teachers

based on the traditional method) and, in some cases, they are even reluctant to use it at all.

This chapter listed many ways that technology can support the teaching of the four skills, as well

as vocabulary, grammar and intercultural awareness. Choose one of these areas and develop a lesson plan where technology is fully integrated.

Theme: Catching up on news

Skills: Listening for specific information, inferring relationships, inferring meaning

Levels: Intermediate

Grammar Focus: Present perfect Vocabulary: News, argument, competition, driving test, engaged, golf, kids,

serious, surprise, upset.

Preparation: Download the worksheet and make one copy for every two students. Cut each copy as shown by the lines.2

This plan tries to focus on listening skills based on an exercise using a computer. Finding a video from Youtube which recreates the real situation (and thus better explaining the context) along with a conversation between two people.

2 This activity has been taken from: Listening skil ls lesson plans: Catching up on news (online)

A teacher who gives out homework for student to complete online after school is making a

number of assumptions about his or her learners, their (preferred ways of) learning and their home situations. What are some of these assumptions, and are they any pitfalls to be avoided?

Some of such assumptions would be the fact that students will have an increased participation and

increased opportunities for negotiation of meaning. This, however, relies heavily on the particular

assignment that the teacher sends. For instance, a collaborative forum or chat will clearly include

collaboration and it will be easier to express themselves in an environment where they can think

thoroughly before submitting. The main pitfall might be the students’ dislike of certain programs

or ways of technology in the personal level. It really depends, again, on the students’ personal

preferences and as such it is important to recognize your students’ preferences concerning these topics.

Teachers often do not allow students to use mobile phones in class. What are some ways in which

mobile phones CAN be used effectively as learning tools?

The clearest one is the use of dictionaries and research methods. If we take smartphones into

consideration, there are plenty of possibilities such as watching videos or listening to music while

checking their lyrics. Also, depending on the students’ learning goal, some other uses are available

as to keep in touch with native speakers and get accustomed to real use of language. Although not all of these are fitting for the classroom, we must take all of the possibilities into consideration.

Do your students have access to Skype? Develop an activity that could be used with Skype.

At PUCE, the use of Skype in class is not allowed as the computers have specific software only, with

Skype only available at the Language Laboratory which is not readily available for everyone at any

time. As such, it is not possible to use it too often. As for the activities, it is possible to do so when

there are connections between universities of different countries. It is possible to agree on mass

Skype calls for language practice purposes from both sides, letting the students meet a match via

Skype to talk about various academic topics.

How can the internet be used to develop intercultural awareness? Design an activity that has this

as a focus?

It is important to mention that the Internet itself has been part of the process of globalization by

letting us know what is happening everywhere in the world in real time, even. An example is being

able to communicate with people from a different culture and get to know what different aspects

exist between the two cultures, such as their traditions, festivities, food and how they work. As for

an activity, we could consider the recognition of a foreign celebration such as Thanksgiving, and try

to include the students in this context which might be entirely new for them. It is possib le to ask

them to prepare themselves for such celebrations, what activities they would do, how they would schedule their day for this celebration or activities related to it.

SOURCES

Wallagher, Mike. (2013, December 20). Blogs for education [Supportblogging]. Retrieved November 13, 2014, from: http://supportblogging.com/educationalblogging/

Martin, Lou. (n/d). Educational Benefits of Blogging. Retrieved November 13, 2014, from : http://smallbusiness.chron.com/educational-benefits-blogging-27588.html

Interactive Classroom Vs. Traditional Classroom. (n/d). Retrieved November 14, 2014, from :

http://www.sjtvu.com/web/html/luwen/3l/3l4-5.htm

Nusca, Andrew. (2010, January 3). With TOTALe, Rosetta Stone brings the social web to language

software [review]. Retrieved November 18, 2014, from :

http://www.zdnet.com/blog/gadgetreviews/with-totale-rosetta-stone-brings-the-social-web-to-

language-software-review/10299

Maros, Susan. (2008, May 6). Teaching people how to use Moodle. Retrieved November 20, 2014, from : https://moodle.org/mod/forum/discuss.php?d=96012

Craven, Miles. (n/d). Listening skills lesson plans: Catching up on news. Retrieved November 20, 2014, from : http://www.onestopenglish.com/skills/listening/listening-lesson-plans/topic-based-lessons/listening-skills-lesson-plans-catching-up-on-news/146220.article