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Slide 2 A proposal for the revitalization of the World Language Laboratory Slide 3 Language classrooms Photo downloaded from: http://www.sxc.hu/browse.phtml?f=view&id=881694 then:now: Photo downloaded from: http://www.robotel.com/english/documents/Brochure_SymposiumFamily_2006-12-15.pdf Slide 4 Languages are learned: through interaction through active expression at different rates by different students from authentic sources with lots of practice! Slide 5 Language learning requires: TIME Image downloaded from: IMG]http://www.morguefile.com/data/imageData/public/files/f/faustfoundation/preview/fldr_2008_11_02/file0001346822207.jpg[/IMG] Slide 6 Authentic sources: Native speakers Literature Media sources Music Slide 7 and the facilities in which to learn to practice to collaborate with other learners to solve problems to create with the language Listen read . speak .. communicate ! Slide 8 How can we provide this? Slide 9 A NEW state-of-the-art Language Learning Laboratory! Slide 10 Language learning with technology: Exposes student to large amounts of authentic language (written, spoken, visual) Allows students to proceed at their own pace) Provides more practice time (Frommer, 1998) Slide 11 Our existing language laboratory: 24 student stations Headsets and tape decks Teachers console Photo credits: Sarah Viets May, 2009 Slide 12 What our lab CAN do: Photo credit: http://www.flickr.com/photos/dickysingh/697144439 / Photo credit: http://www.flickr.com/photos/trondjs/2403303001/ Photo credit: http://www.flickr.com/photos/hermanau/2066553739 Image downloaded from: http://www.flickr.com/photos/kateconsumption/136222273/ Image downloaded from: http://www.flickr.com/photos/dannysullivan/273994198/ Slide 13 Photo credit: http://www.flickr.com/photos/dickysingh/697144439/ Paired student dialogues Photo credit: http://www.flickr.com/photos/trondjs/2403303001/ Image downloaded from: http://www.flickr.com/photos/kateconsumption/136222273 View DVD or VHS videos CD and tape listening activities Image downloaded from: http://www.flickr.com/photos/dannysullivan/273994198/ Internet BUT Some 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/2066553739 We can: Slide 14 Students cannot: Rely on the headsets to work properly. access the internet from their work- stations. control the media being used (CD, DVD, etc.). pace their own learning. record and listen to their own voices (and receive feedback). use word processing. communicate with each other in written form. get the teachers attention without shouting or waving their hands. There is a lot that we CANNOT do! Slide 15 Our existing language laboratory: 4 sets of headphones do not work 2 monitors do not work = only 18 fully working stations Teachers console frequently freezes and must be shut down and restarted. NO REPLACEMENT PARTS AVAILABLE No keyboards! Photo credits: Sarah Viets May, 2009 Slide 16 STUDENT control over their own learning: Recording capabilities Self assessment Podcasting Viewing control Rewind control Internet browsing control Collaborative opportunities Use of software programs Slide 17 New lab with individual internet access: Research using online databases and websites Use wikis, blogs, e-boards and skyping Access authentic media sources Interact with native speakers Use latest software Access online grammar practice exercises and activities Communicate with classmates in written form Slide 18 Communicative tasks made easier with technology: Photo credit: http://www.flickr.com/photos/57734740@N00/3265780715/ persuade debate chat assess share listen Slide 19 Performance Assessments: Students can: use word processing software to produce text documents. use presentation software to produce research on cultural topics record spoken language individually, in pairs or groups and receive teacher or peer feedback access wide variety of media from stations work collaboratively to produce any of the above Slide 20 What is out there? Slide 21 What is out there? ReLANpro all digital software based language lab. Worlds first truly green language learning system. Image downloaded from: http://relanpro.ascdirect-usa.com/ Slide 22 What is out there? SANAKO Image downloaded from: http://www.sanako.com/Products/Language_Learning/SANAKO_Study_700.iw3 Slide 23 What is out there? Sony Virtuoso Digital Language Learning System Photo downloaded from: http://www.sansinc.com/VirtuosoBrochure.pdf Slide 24 What is out there? Images downloaded from: http://www.robotel.com/english/documents/Brochure_SymposiumFamily_2006-12-15.pdf Slide 25 Is it worth it? Slide 26 S! Iyeh S! Oui! Yes! Slide 27 Sources Caula, 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. 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.. 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.