Slide 1

The Future of Language Learning at NWR7A proposal for the revitalization of the World Language Laboratory

Photo credit: http://www.flickr.com/photos/stevacek/2542866416/In 1996 years ago, Northwestern Regional High school invested in a state of the art language learning laboratory that at the time was the most advanced in the state of Connecticut. A lot has changed since then. Students have changed. The world has changed and technology has advanced gar beyond the capabilities of 13 years ago. We have used this lab extensively throughout the ensuing years. This presentation is designed to inform the board and the public of what we have at present and how we can improve our facilities to incorporate the skills and knowledge our students will need as we proceed into the 21st century.

1Language classrooms

Photo downloaded from: http://www.sxc.hu/browse.phtml?f=view&id=881694then:now:Photo downloaded from: http://www.robotel.com/english/documents/Brochure_SymposiumFamily_2006-12-15.pdf

Foreign Language instruction has changed considerably in the last 50 years. The memorized dialogues of the 1970s are long gone. Pages and pages of verb drills are a thing of the past. Now, the emphasis in language classrooms is communication.

2Languages are learned:through interactionthrough active expressionat different rates by different studentsfrom authentic sourceswith lots of practice!Language learning requires:

TIMEImage downloaded from: IMG]http://www.morguefile.com/data/imageData/public/files/f/faustfoundation/preview/fldr_2008_11_02/file0001346822207.jpg[/IMG]Authentic sources:Native speakersLiteratureMedia sourcesMusic

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Image downloaded from: http://www.clker.com/search/literature/1and the facilities in which to learnto practiceto collaborate with other learnersto solve problemsto create with the languageListenread.speak..communicate!How can we provide this?A NEW state-of-the-art Language Learning Laboratory!Language learning with technology:(Frommer, 1998)Our existing language laboratory:

24 student stationsHeadsets and tape decksTeachers consolePhoto credits: Sarah Viets May, 2009

Photo credit: http://www.flickr.com/photos/dickysingh/697144439/do paired student dialogues

Photo credit: http://www.flickr.com/photos/trondjs/2403303001/

Image downloaded from: http://www.flickr.com/photos/kateconsumption/136222273view DVD or VHS videoscomplete CD and tape listening activities

Image downloaded from: http://www.flickr.com/photos/dannysullivan/273994198/view the InternetBUTSome stations have microphones that do not work.Students cannot control the device.Not all the headphones work. Students cannot control the device.

Students can view only teacher controlled.Photo credit: http://www.flickr.com/photos/hermanau/2066553739In our language lab we can:There is a lot that we CANNOT do!

While there are a number of things we can do in our lab, including paired speaking activities and video viewing, the number of things we cannot do outnumbers those we can by far. According to Frommer (1998), the three elements of language learning that ca and should be addressed with technology are 1. affording great amounts of time for practice, 2. exposing students to large amounts of authentic material, and 3 giving students control of their own learning. Our current situation affords the first time. Students talking in pairs or in groups get more talking time per class period than they would in a traditional classroom setup. We can make an attempt at exposing them to large amounts of material, but in a teacher controlled setting. The students have no keyboards or control over the video, audio or internet material. We cannot address the third need because of our teacher centered setup.

12Our existing language laboratory:

4 sets of headphones do not work2 monitors do not work = only 18 fully working stationsTeachers console frequently freezes and must be shut down and restarted.NO REPLACEMENT PARTS AVAILABLENo keyboards!Photo credits: Sarah Viets May, 2009

The problems with the current lab include the antiquity and the expense of maintaining the equipment. It costs the district about $800 for each repair visit. We have only one visit budgeted per year. The equipment is so out of date, that they cannot replace most pieces when they break. At the present time, there are 4 headsets that do not work and 2 monitors that do not work. They are not at the same stations, which means that if you want to do various activities in the same period, students have to move around to find working equipment. There are also technical glitches that occurred when the lab was moved from its original location to its present location, that never got fixed. You cannot move easily from one type of activity to another on the console. The teacher frequently has to shut down the entire console to reset the machine to move from one activity to another.13

STUDENT control over their own learning:

Use of software programs

Keeping students motivated is always a factor in the classroom. Because students have no internet access from their stations, they can only see the internet pages on the monitor that the teacher controls. They cannot move forward at their own pace, but have to wait until the teacher moves the lesson forward. This can be frustrating and cause them to lose interest in the lesson. It is hard to motivate when they are bored. Installing new pc based language lab would allow for individuals to log onto the internet or language learning software and proceed at a pace that is right for the individual student. This gives the student the opportunity to self assess and decide when he or she is ready to move onto the next part of the lesson. Blogging, skyping, podcasting, game type grammar activities can all be completed within the lab. These are the activities that keep todays students interested and are a great way to reinforce what we are teaching.

14Preparing our students:Subject contentGlobal understanding21st century technology21st century skillsExperiencesApplication

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In todays classroom we are concerned not only with our content matter but with preparing student sto cope in a global and constantly changing world. Cultural literacy is supremely important today. The pace at which technology is changing our society is ever increasing. We need to address this within our won individual subject matter and it cannot be done with textbooks alone. We need to prepare our students with hands on experiences that enable them to master our content, use it so solve real world problems and apply the knowledge in new and unexpected situations. Utilizing the latest technological advances affords students the best opportunity for this. In foreign language, we still use older technologies with tapes, cds; and headphones, but we can and should infuse the newer technologies into our classes, thus preparing students for the world of their futures while motivating them to do well now in the classroom.

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New lab with individual Internet access:

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vietsvilleImage downloaded from: http://vietsville.wikispaces.com/

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We are in a unique position in Foreign language to implement modern technologies practically and easily. With individual internet access in a language laboratory, students will be able to fill their plates with authentic language activities that may or may not be made for classroom applications. They can research using online databases and websites. They can make use of Wikis, blogs, eboards and skyping to interact and communicate with native speakers from anywhere in the world as well as within their school or classroom. They will be able to access authentic and teacher or students prepared media sources. They will make use of online grammar and cultural exercises that coincide with most new textbooks and also teacher made resources. They can use the latest language software loaded onto the pcs and online. These activities will serve to provide authentic usage of the language, valuable grammar practice and will keep students motivated to learn.

16Communicative tasks made easier with technology:

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When it comes down to it, communication is the key. Using modern technology, students can accomplish all of these tasks and more, and teachers can easily assess them.17Performance Assessments:Students can:produce text documents.research and present on cultural topics.record spoken language individually, in pairs or groups.receive teacher or peer feedback.access wide variety of media from stations.work collaboratively to produce any of the above.

With the right technology, teachers can assign practical projects where students must use authentic and valid native source materials. Students will be able to produce quality work that can showcase what theyve learned. Teacher sill be able to give timely feedback and advice that can be immediately and easily incorporated into the student work. Students will be able to work collaboratively or individually from school or home.18What is out there?

Photo credit: http://www.flickr.com/photos/thomashawk/100050220/There is a wide array of language learning software available today. Four of these will be put forth for further investigation.19What is out there?ReLANpro all digital software based language lab. Worlds first truly green language learning system.

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ReLANPro environmentally aware20What is out there?SANAKO Study 700

Image downloaded from: http://www.sanako.com/Products/Language_Learning/SANAKO_Study_700.iw3

Portable or fixed location21What is out there? Sony Virtuoso Digital Language Learning System

Photo downloaded from: http://www.sansinc.com/VirtuosoBrochure.pdf

King of language lab software available in pieces for easier budgetting

22What is out there?

Images downloaded from: http://www.robotel.com/english/documents/Brochure_SymposiumFamily_2006-12-15.pdf

Symposium, audio, video, multimedia 23Is it worth it?S!IyehS!Oui!Yes!

SourcesCaula, Ana Maria, and Eva Tsuquiashi-Daddesio. "The Sony Virtuoso/Soloist Multimedia Language Learning System: Dream or Nightmare?." International Journal of Learning Vol. 12, No. 4 (2006): 83-89. 12 May 2009. . Frommer, Judith. "Cognition, Context, and Computers: Factors in Effective Foreign Language Learning". pp. 199-223 in Judith A. Muyskens, ed. New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. AAUSC Issues in Language Program Direction. Boston, MA: Heinle & Heinle, 1998.Hallam, Maura Kate. "Language Labs: A 21st Century Tool for 21st Century Learning." Language Educator November (2008): 34-37. 5 May 2009. . Kyeung Kim, Hoe, and Dorothy Rissel. "Instructors' Integration of Computer Technology: Examining the Role of Interaction." Foreign Language Annals Vol. 41 No.1 (Spring 2008): 61 - 81. Smartclass Symposium: Digital Language Lab Solutions. Robotel. 12 May 2009 .

Stepp-Greany, Jonita. "Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millenium." Language Learning and Technology Vol. 6, Num. 1 (January 2002): 165-180. 5 May 2009. . Washington, G. 2008. Introducing the ReLANPro [Internet]. ASC Direct, Inc; cited 12 May 2009] . .

Williams, Lawrence. "Web-Based Machine Translation as a Tool for Promoting Electronic Literacy and Language Awareness." Foreign Language Annals Vol. 39 No. 4 (Winter 2006): 565-578.