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CMC Technologies and Tasks for Teaching Foreign Languages:
Peter.Lafford@asu.eduBarbara.Lafford@asu.eduArizona State University
NEALLT University of Pennsylvania
April 8, 2006
The Shape of Things to come
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Introduction
CMC technologiesConnectivity (wired vs. wireless)Asynchronous & Synchronous CMC
Task-based instructionChallenges to implementationThe shape of things to come…
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Use of the Internet High school & college students have embraced the Internet, e-mail and instant messaging (IM) more than population at large
Lenhart (2003)78% of 12-17 year olds go online vs. 63% of Americans as a whole92% of online teens use e-mail74% of online teens use IM to communicate not only with friends, but also with their teachers
Thorne (2003)E-mail used for vertical communication across power and generation lines; IM more suitable for mediating interpersonal age-peer relationship building.
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Connectivity
Wired Ethernet
10 MB, 100 MB, 1 GB
WirelessWi-Fi WiMAXGSM & cell phonesInfrared & Bluetooth
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Connectivity: 802.xx
Wi-FiWi-Fi Alliance: www.wi-fi.orgWiMAX (802.16)
http://www.intel.com/technology/magazine/communications/WiMAX-silicon-0505.htm
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Connectivity: Cell phonesGSM (Global System for Mobile Communication) and Cellular telephones
http://www.gsmworld.com/index.shtml
G3 Video available on Sprint & Verizonhttp://www1.sprintpcs.com/explore/ueContent.jsp?scTopic=pcsVision
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Asynchronous CMCE-mailThreaded Discussion Boards
Virtual Team-Teaching
Threaded Discussion Boards with Audio and Video (www.horizonwimba.com)
Audio now exportable as .mp3 for repurposing
Wikis and BlogsMore integration of such tools in CMS
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Blogs: My Album/My Journal
• Automatic Photo/Journal/BlogWebsite
• Send photos and videos from phone
• Upload photos, videos, audio files via web interface
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• Automatic Photo/Journal/BlogWebsite
• Send photos and videos from phone
• Upload photos, videos, audio files via web interface
• Invite visitors
• Comments allowed
• T-Mobile includes 25 MB online
Blogs: My Album/My Journal
• Automatic Photo/Journal/BlogWebsite
• Send photos and videos from phone
• Upload photos, videos, audio files via web interface
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Board-, Blog- & Podcast fodder
Audio and Video SourcesSCOLAYabla
News outletsNewseum.orgYahoo!
Other PodcastsIf not too fast…
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Comprehensible Video, “Yabla” for French, Spanish, ESL
Current Authentic VideoDual Language CaptionsClick-on Word DictionaryNormal and Slow Audio
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Foreign Language Podcasts
•Either Educational, or for the Native Speaker•Slow down with Windows Media Player 10
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Task-based instructionIn the 1970’s task-based instruction (TBI) grew out of communicative language teaching (CLT) which “makes use of real-life situations that necessitate communication”(Galloway, 1993, p. 2).
Hymes (1972): communicative competenceHalliday (1973, 1975): linguistic functionsAustin (1962), Searle (1969) & Grice (1975): pragmatics & maxims of linguistic behavior
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Task-based instructionCLT: language learning should be driven by communicative ends and through exposure to authentic and purposeful uses of language.TBI focuses on purposeful language use through the use of content-driven tasks within a communicative context (Doughty & Long, 2003)
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Task-based instruction
Willis (2004): many definitions of task Mention need to arrive at outcome or attain a goal or objectiveTasks are meaning-focusedImply the use of more than one skill to complete a given taskResemble real-world problem-solving activities
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Task-based instructionTypes of tasks (Pica, Kanagy and Falodun, 1993)
Information gap tasksStudents exchange information (one- or two-way)
Jigsaw tasks (also Blake, 2000)Students possess different pieces of information and must collaborate in order to come to a common solution; most effective for promoting interaction
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Task-based instructionTBI interfaces well with the implementation of the National Standards for Foreign Language Teaching (National Standards, 1999)
Five C’s: communication (interpretative, presentational and interpersonal modes), cultures, connections, comparisons, communities.
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Task: Cultural Heritage Activity (Int./Adv.)
Small group (Cultural Heritage Committee) creates website on cultural products and practices of a minority ethnic community (e.g., comparing Cinco de Mayo celebration in US and Mexico) http://www.cch.unam.mx/videoconferencias/conferencias/5mayo.htm
Students plan activity using asynchronous Wimba voice boards or YackPack, or synchronously chat using laptops, PDAs or cell phones (e.g., SMS UPOC groups).
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Task: Cultural Heritage Activity (Int./Adv.)
Students go into community (US or abroad) to gather information on cultural products and practices using digital cameras or cell phones to capture audio and video digital files (e.g., clips of the celebrations, spontaneous interviews with NSs on Cinco de Mayo celebrations) http://www.t-mobilepictures.com/3141321
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Task: Cultural Heritage Activity (Int./Adv.)
Audio and video files captured by digital camera or cell phone are uploaded
from cell phone to a wiki website or e-mail (or another cell phone) as MMS via Web interface from a laptop or PDA after transfer using Bluetooth, IR, or memory card.
Students could meet to transfer files using IR to each other’s phones, PDAs, or laptops (with IR port).
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Task: Cultural Heritage Activity (Int./Adv.)
Students link to other Cinco de Mayo websites to enhance their wiki project. http://sepiensa.org.mx/contenidos/h_mexicanas/s.xix/intro.htmhttp://www.elsoldemexico.com.mx/notas.asp?urlnota=050505mayo
Students can also use cultural material from Scola, Yabla, Newseum, Yahoo Messenger Launch and podcasts to add to their wiki.
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Task: Cultural Heritage Activity (Int./Adv.)
After Wiki is set up students can communicate in the target language
asynchronously in TL via Wimba Voice Boards or Yackpack orsynchronously via ICQ chat or wireless technology (e.g., cell phones [or PDAs with Wi-Fi] to send SMS [UPOC] or IM [Yahoo groups]) messages to negotiate the content of the website and/or comment on the celebration taking place at that time.
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Task: Cultural Heritage Activity (Int./Adv.)
Students present their website to other students in computer lab or computer-equipped classroom with wireless internet access.
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Task: Cultural Heritage Activity (Int./Adv.)
Advantages of using wireless technologyGets students out into the field to gather spontaneous cultural data in the target culture community (Communities standard) without having to carry around expensive bulky equipment.Flexibility of wireless technology saves time and effort when uploading digital files; students can communicate via SMS or IM from “the field” with fellow members of group.Piques students’ interest in using the TL to communicate and collaborate to produce a common product (jigsaw activity) via cutting-edge technology with which they are already enamored; this interest may foster greater NNS-NNS or NNS-NS interaction.
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Task: Cultural Heritage Activity (Int./Adv.)
Disadvantages of wireless tasknot all students may have personal access to the wireless technologies; institutions would have to provide the hardware (e.g., cell phones, PDAs, laptops) video clips taken with still cameras or cell phones do not have the capacity or resolution of video camera recordings
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Challenges to implementation of new CMC technologies
Cost of the TechnologyHardware, SoftwareCommunication Services
Can equipment be shared?Mobile Cart of laptopsCollaborative GrantsShare cost of Distance Learning hardware with Athletics
Incorporation of Student-owned TechnologyCell-phone-based CMC (SMS and Instant Messaging)Wireless communications between laptops and/or handheld computers.
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Challenges to implementation of new CMC technologies
AccessibilityCan the students (and the Instructor) manipulate the Technology?Will the tool enhance (or frustrate) learning?Distribute the Tech-savvy among the teams
Matching the task/activity to the situationStudents, Goals, Available TechnologyPrimary, Secondary, Post-secondaryBeginning, Intermediate, AdvancedSo many possibilities …so little time!
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Where is...“The information highway”
“The information highway” will be “one generalized digital-information utility”(Bill Gates, The Road Ahead, 1995)
TV, Internet, Telephone on one lineWith VoIP, it’s here!
The Internet provides the language student not only international websites and culture, but high-quality real-time audio/video communication with native speakers.
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On the horizonThe Walls are Watching…
Radio Frequency ID (RFID) Student ID cardsID’d as a language major, the touch-screens offer menus in your target language
Union Café, Library Checkout, etc.In a campus coffee house, morphing virtual reality walls would define language & context
Italian Gelato Caffè/French Sidewalk Café/Spanish Flamenco barCafé, Travel Agency, Museum
And You are Watching the Walls
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References (1)
• Austin, J. L. (1962). How to do things with words. London: Oxford University Press.
• Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4 (1), 120-136. Retrieved May 1, 2005, from http://llt.msu.edu/vol4num1/blake/default.html
• Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7 (3), 50-80. Retrieved May 1, 2005, from http://llt.msu.edu/vol7num3/doughty/default.html
• Galloway, A. (1993). Communicative language teaching: An introduction and sample activities.Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved May 1, 2005, from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED357642
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References (2)
• Gates, B. (with Myhrvold, N., & Rinearson, P.) (1995). The road ahead. New York: Viking Penguin
• Grice, H. P. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics III: Speech acts (pp. 41-58). New York: Academic Press.
• Halliday, M. A. K. (1975). Learning how to mean. London: Edward Arnold.• Horizon Wimba: www.horizonwimba.com• Hymes, D. (1972). On communicative competence. In J. B. Pride & J.
Holmes (Eds.), Sociolinguistics (pp. 269-93). Harmondsworth, UK: Penguin Books.
• Lenhart, A. (2003). Generation IM: Teens and technology. PowerPoint presentation given at Hommoks Middle School PTA, Larchmont, NY. Retrieved May 1, 2005 from http://www.pewinternet.org/PPF/r/14/presentation_display.asp
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References (3)
• My Album: www.t-mobilepictures.com/3141321/fleat-cmc1 Password: fleat5
• National Standards in Foreign Language Education Project. (1999). Standards for foreign language learning in the 21st century. Lawrence, KS: Allen.
• Newseum: www.newseum.org• Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using
communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice, Vol. 1 (pp. 9-34). Clevedon,
• England: Multilingual Matters.• SCOLA: www.scola.org• Searle, J. R. (1969). Speech acts: An essay in the philosophy of language.
Cambridge: Cambridge University Press.
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References (4)
• Thorne, S. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.
• Upoc: www.upoc.com• Willis, J. (2004). Perspectives on task-based instruction: Understanding our
practices, acknowledging different practitioners. In B. L. Leaver & J. Willis (Eds.), Taskbased instruction in foreign language education: Practices and programs (pp. 3-44). Washington, DC.: Georgetown University Press.
• Yahoo!: www.yahoo.com • Yahoo! International: world.yahoo.com
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