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Using technology

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by

François Vanleene

on 12 January 2016

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Transcript of Using technology

Using
technology
to create learning materials from
authentic
and
semi-scripted
resources

François
Vanleene
& Nadežda
Novaković
How to define
authenticity
?
Controlled !
Authentic !
Contrived !
authentic material ?
Expose learners to real language
Aid cultural understanding
Encourage creativity and imagination
Motivate and engage
Aid L2 comprehension
May not seem to match classroom goals
May be hard to find (LCTLs)
Cause anxiety and frustration
May seem difficult in the first place
Learning Resources classification
L2 learners
Authentic
Scripted
Semi-scripted
L2 learners
native speakers

Controlled !
Contrived !
Authentic !
Only certains aspects of the source can be used !
academic goals can be pursued indirectly !
edit the task, not the text !
Active engagement with the raw text
Make sure that the input is tied with the lesson objectives
Internet provides an increasing number of various "realia" that can be used in class.
Our highly trained LARC language instructors use
authentic resources
for various purposes and levels: their need to edit them with advanced technology is somehow
reduced
.
However, technology is an asset that can be used by LCTL's teachers, who generally lack both scripted and authentic material ! Examples follow.
Authentic materials for comprehension
Vidéo resources, media of choice
easy to find
reduce frustration
variety of activities
Same resources for different levels
1.
Viewing without sounds
to build meaning based on visual clues.
2.
Sounds added
:
watch, pause & repeat
comprehension questions that can lead to cultural perspectives
circling the words heard
transcription
repeat
match screen shots and short descriptions
Etc.
Steps
3.
Follow-up activities
(simulation, role-play, reading, discussions)
Authentic materials for assessment (IPA)
Webquest / Rally
Goal : reaching a natural and spontaneous practice of TL
Active engagement through simulation of daily life situation
Learners use problem-solving capability in another language
Steps
Havt, André.
Pato com laranja.
http://portacurtas.org.br/filme/?name=pato_com_laranja
Mo'tamedi, Nazanin.
Kasraian : secret photographer
http://www.jadidonline.com/story/14062008/frnk/kasraian
Bienvenue chez les Robinson
Sort & match
Authentic materials for (formative) assessment
Raw-material as starting point for task-oriented assignments
Engage students
Bring cultural elements into the course

Steps
1. Learners pick up a song in the TL
2. Learners extract and explain 5 sentences from the song (referring to daily life situation)
3. Learners sing to win a song contest
4. Lyrics and video clips during interpretation of the song
1. Students organize a 5 days trip to Rio, to attend a wedding.
2. Budget, map and list of restaurants and hotels
3. Must organize their week by checking and negociating prices (recorded role plays) , looking for nearby attractions and things to do.
4. Students must justify all the choices above.
Authentic materials to elicit production
1. Suitable materials : images, cartoons, videos
2.
Previewing questions
to guide learners' comprehension
3.
Breaking inputs
into parts to involve all students in the process : retelling the story / prediction / expressing opinions or degrees of certainty
Objectives
Establishing a link between authentic material and grammatical content through functional objectives
Ex. : "retelling a story", "reporting a speech", "describing a scene", "expressing degrees of certainty", etc.
Steps
Project "Go idol"
Tools
Expressing degrees of certainty
Brandt, Vitor.
Bicho
.
http://portacurtas.org.br/filme/?name=bicho
Quino.
¡Qué mala es la gente!
Authentic materials to teach grammar
Adapting materials to pursue particular functional needs
Maintaining top-down processing strategies to keep students involved and focused
Keeping main communicative properties of the source
Steps
1. Inputs modified to fit functional goals (i.e. "reporting someone's speech"→adding cartoon bubbles to pictures
Objectives
2. Grammatical exploratory of students (contrastive observation of modified cartoon and additional narrative text with reported speech)
Source :
Quino.
¡Qué mala es la gente!
Creating materials
Reason
Not enough material available in peculiar dialects, such as Iraqi (LCTLs)
Absence of recorded communications
Steps
1. Video designed for learning purpose only
2. Audio resulting from improvised role conversations between native speakers, departing from a topic.
Technology
Lesson gin (Rapid Rote)
Hot Potatoes
Smart Board
Articulate storyline
Animation studio pro
Softchalk cloud, moodle, blackboard
Skype
A big thank to :
Lina Hariri
Cassia De abreu
Shahnaz Ahmedeian
cdeabreu@mail.sdsu.edu
lhariri@mail.sdsu.edu
sahmadeianfard@mail.sdsu.edu


nnovakovic@mail.sdsu.edu
fvanleene@mail.sdsu.edu
Acknowledgment
François Vanleene
Nadežda Novaković
Full transcript