EUROCALL

Jornadas ALAO / CALL Workshop

 

Desde el año 2007 el Grupo de Investigación CAMILLE del Departamento de Lingüística Aplicada de la Universidad Politécnica de Valencia organiza en la ETS de Ingeniería del Diseño las jornadas valencianas en torno a la enseñanza y el aprendizaje de lenguas asistidos por ordenador, patrocinadas por la editorial Macmillan ELT. Se han celebrado hasta la fecha las siguientes ediciones:

2007 | 2009 | 2011 | 2013 | 2015 | 2019 |

2019

UPV

VI Jornadas Valencianas en torno al aprendizaje de lenguas asistido por ordenador: Gamificación y la competencia comunicativa

VI Valencian Workshop on Computer-Assisted Language Learning: Gamification and Communicative Competence

8-9 noviembre 2019

Escuela Técnica Superior de Ingeniería del Diseño, Universidad Politécnica de Valencia

 

DESCARGAR PROGRAMA

 

Programa


Friday, 8 November 2019

15.30 – 16.15

Plenary keynote address: Dr. Kurt Kohn, Tübingen University

16.15 – 17.00

Plenary keynote address: Dr. David Bish, Education First Ltd.

17.00 – 17.30

Coffee break

17.30 – 18.30

Workshop 1: David Bish

21.00

Conference dinner

 

Saturday, 9 November 2019

09.30 – 10.15

Plenary keynote address: Shannon Sauro, Malmö University

10.15 – 11.00

Plenary keynote address: Kristy Jauregi, Utrecht University

11.00 – 11.30

Coffee break

11.30 – 12.15

Plenary keynote address: Frederik Cornillie, University of Leuven

12.15 –13.00

Plenary keynote address: Anke Berns, Universidad de Cádiz

13.00 – 14.00

Workshop 2: Shannon Sauro

14.00-15.30

Lunch break

15.30-16.30

Workshop 3: Kristi Jauregi, Kurt Kohn and Petra Hoffstaedter, LINK - Linguistik und Interkulturelle Kommunikation

16.30 –17.30

Workshop 4: Frederik Cornillie

17.30 – 18.30

Workshop 5: Anke Berns

18.30 – 19.00

Closing ceremony

 

Conferenciantes invitados

Kurt Kohn, Tübingen University

Online intercultural communication practice and learning. An ordinary gamification perspective

Ordinary gamification is about creating a protected space of controlled real-life immersion for safe, yet challenging practice and learning. It provides a kind of Vygotskian Zone of Proximal Development enabling learners to cooperate to move beyond and further develop and consolidate their currently available behavioral, cognitive and emotional competences and skills. The concept is inspired by how young children play and interact with the world around them, for instance, when imitating a phone call, playing house, or imagining driving a car. Ordinary gamification concerns creatively reducing, simplifying or transforming complex real-life activities for the purpose of autonomous world appropriation and emergent learning. Being grounded in real-life through mimicry and controlled immersion, ordinary gamification significantly contributes to the authentication of learning. Against this conceptual backdrop, I will describe and discuss the ordinary gamification potential of the TeCoLa Virtual World developed and pedagogically evaluated in the Erasmus+ project TeCoLa (www.tecola.eu) over the past three years. Key gamification features include in particular 3D virtual world environments such as the English town of Chatterdale, editable learning station boards for displaying multimedia content, and customizable avatars by which students can enter the virtual world, move around, communicate with each other in the spoken or written mode, and meet up to collaborate at one of the learning stations. The ordinary gamification focus is on creating opportunities for intercultural communicative exchanges between school students of different linguacultural backgrounds from across Europe. The students are from secondary, vocational and primary schools, and they meet in pairs or small groups at learning stations to discuss the issues presented on the boards. Various conditions are used to minimize the all-too-present school character of the communicative interactions by strengthening their immersive real-life quality. Most importantly, this includes using the students’ common target language as a pedagogical lingua franca, accessing the TeCoLa Virtual World from home, a preference for low-preparation topics (e.g. “Breakfast”, “Fashion”, or “Waste disposal”), an emphasis on communicative interaction over task completion, and the integration of measures of self-reflection and pedagogical mediation. Case study observations and feedback from students and teachers will be presented to demonstrate the pedagogical value of an ordinary gamification approach for boosting intercultural foreign language communication practice and learning. Special attention will be given to issues of immersive authentication and speaker-learner emancipation.

Workshop

Petra Hoffstaedter, Kristi Jauregi & Kurt Kohn

TeCoLa telecollaboration for intercultural communicative competence development

This workshop is based on outcomes of the Erasmus+ project TeCoLa (www.tecola.eu). Workshop participants will collaborate in three steps to explore how telecollaboration tools and activities can be used to engage foreign language learners in intercultural encounters with authentic communicative practice.

Step A: The participants will review their teaching objectives and practices regarding intercultural communicative competence development. They will discuss their objectives and practices in relation to the communicative and intercultural possibilities and limitations of the face-to-face classroom.

Step B: The participants will review a few selected intercultural telecollaboration tools (including virtual worlds, video conferencing, and Google Drive) presented via a data projector. They will discuss the tools’ pedagogical potential in light of the insights gained from step A.

Step C: Stimulated by prototypical task descriptions, the participants will collect and discuss ideas for intercultural telecollaboration tasks they deem suitable for overcoming classroom limitations identified in step A.

The participants will collaborate in small groups as required. Brainstorming, awareness-raising and reflective discussions will be supported by collaboration tools including Kahoot and/or Padlet.

Biodata

Kurt Kohn is Emeritus Professor of Applied English Linguistics at the University of Tuebingen (Germany). His professional interests include online intercultural communication and foreign language learning, English as a pedagogical lingua franca, and foreign language teacher education. Recent articles include “Learner agency and non-native speaker identity in pedagogical lingua franca conversations" (with P. Hoffstaedter, CALL 2017, 30/5), "MY English - a social constructivist perspective on ELF" (JELF 2018, 7/1), and “Towards the reconciliation of ELF and EFL” (In N. Sifakis & N. Tsantila, ELF in EFL Contexts. Multilingual Matters, 2018).

Petra Hoffstaedter holds a PhD in General and English Linguistics and is the founding director of LINK - Linguistik und Interkulturelle Kommunikation GbR (Germany) with a long history of European projects in multimedia content development, blended language learning, telecollaboration for intercultural foreign language learning, and language teacher education. She participates in the Erasmus+ project TeCoLa with a special focus on task development for intercultural telecollaboration, TeCoLa exchanges and teacher coaching, and pilot course evaluation. Recent article: “Learner agency and non-native speaker identity in pedagogical lingua franca conversations" (with K. Kohn, CALL 2017, 30/5).

 

David Bish, Education First Ltd.

The demonstration of Communicative Competence through CALL

A glance into the architecture of an AI powered LMS reveals the ‘Learner Model’, an abstraction of the student’s language skills and achievements, essential for providing automated task selection and creation. Whether they are truly using AI or not, increasingly sophisticated knowledge modelling tools are becoming available to language schools offering the capability to tailor and personalize learning with growing precision.

While this ‘gradebook’ at the heart of learning systems may at first appear to be nothing new, the ability to subtly gather information about student performance and uptake of the syllabus is evolving rapidly. In effect this presents data for both formative and summative assessment.

Here we have the possibility to re-imagine the role of a classroom teacher, placing them back into the system at a pivotal point supported with a wealth of information about each student. This provides opportunities to remediate with individuals, to co-assign students according to their strengths and to adapt lessons and tasks in progress based on the capabilities of the class. In effect this allows the teacher to stay within the ZPD of the students in their class, scaffolding language development with appropriate tasks either with or without technology, leaving the confines of the LMS behind.

Technological capture of performance of tasks not completed using technology may still be rudimentary, but analysis of text and writing are approaching real time. These can be coupled with a formative ‘recommendation engine’ to either boost a teacher’s options in planning or in a student’s self-study session, but also to capture a clear picture of what a student is capable of while on-task.

If we have proven evidence of what a student ‘can do’ in the form of an academic portfolio of achievements, does this provide us with a new opportunity for non-intrusive summative assessment? What, if anything, are researchers and examination boards doing with this potential opportunity and how is such continual assessment likely to be perceived compared to high stakes external examinations?

Workshops

Is CALL ‘Anytime, Anywhere’ really possible?

Bring a mobile with a Skype or Facebook account, comfortable shoes and your willingness to communicate for a hands-on practical demonstration of the EF Immersion Challenge showing how Mobile Assisted Language Learning (MALL) technology can scaffold authentic language interaction beyond the classroom with groups of international students (you!)

Along the way, we will consider and discuss how concerns over privacy, disruption in the classroom and the financial constraints of BYOD constrain opportunities for learning ‘Anytime, Anywhere’. Do we believe there is still potential in this classic conception of MALL and which of our contexts really allow for it?

Microblending: Towards a new pedagogy for CALL

In my time observing classes in a technology rich teaching environment and gathering data for my doctoral exploration of teacher adoption of technology in ESOL classrooms, I uncovered evidence of an emerging teacher pedagogy more subtle than blended or hybrid learning. I have coined the teacher’s informed selection of ICT tools microblending.

My conception of this praxis as microblending, a postmethod pedagogy, is grounded both in the teacher’s social constructivist approach to learning and task based instruction. It appears to be possible to assess readiness to in teachers to microblend and to match this with institutional preparedness for microblending to happen.

In this short talk I will present briefly the evidence for microblending and show how it can be used to describe the variation in teacher’s use of ICT tools across an institution. This can be done with such precision that it is possible to predict the uptake of ICT in individual classes. Rather than simply attempt to prescribe successful ICT implementation I would like to seek corroboration of microblending practice from the audience and see if there is any consensus over beliefs on how CALL can be used at a classroom level through the prism of microblending.

Biodata

David Bish (PhD) is a practitioner excited by the possibilities of CALL and rapid deployment of emerging technology in the context of intensive language study abroad.

David has been an educator for over 30 years both in real and virtual classrooms, in mainstream schools, universities and language schools. His career has taken him through academic management, teacher training and materials design. He has been part of teams three times shortlisted for the British Council ELTons awards for innovation but perhaps his proudest achievement is the introduction of iPads into EF Education First’s language classrooms worldwide bringing a more immediate way of engaging with technology to thousands of students and teachers.

David is currently Director of Academic Management for junior courses abroad at EF Education First where he is putting his PhD research into practice by introducing BYOD MALL tools into the classroom which enrich teaching and provide opportunities for authentic communication.

 

Shannon Sauro, Malmö University

Bridging the Digital Wilds and the Language Classroom through Fanfiction

Fanfiction, defined as stories that transform, reinterpret and reimagine characters and universes other people have already written about, represents a rich area for the teaching of languages in classroom contexts. By its very nature, fanfiction grows out of deep engagement by fans of a book, movie, television show or other piece of media driven by their very strong positive connection to the thing that they are a fan of. In addition, online fanfiction is part of a larger conversation among fans who read, comment on and sometimes even transform the fanfiction of other fans. A challenge facing teachers and researchers interested in bringing fanfiction from the digital wilds into the language classroom is capturing these aspects of enthusiasm and innovation in a formal educational space.

This talk begins with a quick overview of fandom and different fan practices that have been used by fans to develop their language skills in the digital wilds, that is, language learning that takes place in online spaces and communities that are not affiliated with formal instructional contexts. These include fan practices that celebrate media, analyze media, and or transform or critique media. While many of these fan practices have been the subject of applied linguistics and literacy research, fanfiction that has received the greatest focus. This talk then explores the six-year implementation and redesign of a fanfiction project that was incorporated into a Swedish university English teacher education course and designed to bridge the divide between literature and linguistics courses often found in language programs. Each iteration of the project, which included revisiting the selection of the source text (e.g. moving from The Hobbit to the Sherlock Holmes mysteries), drew upon feedback from students who were both fans and nonfans and incorporated an ever-expanding role for the use of online fanfiction archives and authentic fanfiction texts.

Workshop

Fanfiction for Language and Literature Teaching

Language learning at school is often remote from the informal practices in the target language that students exhibit outside the classroom in online and digital contexts. For instance, in many L2 classrooms, there is limited connection made between to the language of popular media or digital games young people enjoy and the language of the classroom. This stands in contrast to work on informal language learning, such as online fan fiction writing or other fan practices and digital gaming which has explored how extramural creative or digital activities can benefit the development of linguistic, digital, literary, and intercultural skills. There is a need, therefore, for the development of teaching materials and teacher training that draws upon creative and literary online youth practices that foster plurilingual communicative competence.

Accordingly, the ongoing Erasmus+ project “FanTALES” (Fanfiction for the Teaching and Application of Languages through E-Stories) sets out to bridge existing multilingual practices, online fanfiction practices, and work on interactive fiction (IF) in a project for the development of teaching activities and teacher training materials for secondary school language learning.

This workshop will walk participants through the learning through doing module on using fanfiction for language teaching, developed by the FanTALES team. This workshop will include an overview of fanfiction and common genres and tropes, tools and techniques for searching fan fiction archives, and practice with in-class short-form fan fiction writing.

This workshop is designed for in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, as well as teacher trainers but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary.

Biodata

Shannon Sauro is a researcher and teacher trainer in the Department of Education at the University of Maryland, Baltimore County, USA. Her areas of research include the intersection of online fan practices and language learning and teaching, and the role of virtual exchange/telecollaboration in language teacher education. She has trained teachers of English in both Sweden (at Malmö University) and the United States (at the University of Texas at San Antonio). Shannon is editor of the books  CALL for Mobility (with Joanna Pitura),  The Handbook of Technology and Second Language Teaching and Learning (with Carol A. Chapelle), and of the special issue on “CALL in the Digital Wilds” of  Language Learning & Technology (with Katarina Zourou).  She is active on two European-funded projects:  Fanfiction for the Teaching and Application of Languages through E-Stories (FanTALES) and  Evidence-Based Online Learning through Virtual Exchange (EVOLVE). Shannon is a past president of the Computer-Assisted Language Instruction Consortium (CALICO) and is currently communications officer for UNICollaboration, an international organization for virtual exchange.

 

Kristy Jauregi, Utrecht University

Gamified intercultural communication exchanges in language learning processes: the fun factor

Gamification is the use of game practices in learning (or work) environments in order to enhance motivation, concentration and effort, aspects common to all games. In this presentation, we will see how gamification can be incorporated into language courses while providing opportunities for learners to play games in an international setting. We will show examples of gamified tasks used in different educational settings developed in different European projects. We will conclude by discussing advantages and challenges of integrating gamified online intercultural communication exchanges into the language curriculum.

Biodata

Kristi Jauregi Ondarra is Associate Professor at Utrecht University (The Netherlands). Her main area of research is on Computer Assisted Language Learning (CALL). She is particularly interested in studying the role that telecollaboration may play in enhancing the communicative competence, intercultural awareness and motivation of L2 students, and in reshaping the pedagogical beliefs, activities and roles of language teachers. She has initiated and coordinated different European projects (TeCoLa, NIFLAR & TILA) and has participated in the Euroversity network project.

 

Frederik Cornillie, University of Leuven

TBA

 

Anke Berns, Universidad de Cádiz

Gamification and language learning: What, how and why bother?

Although games have always been present in language teaching and have been used to engage students towards learning, the concept of gamification is relatively new. In my talk I intend to look at ways in which gamification has been defined and, in recent years, been implemented within educational contexts, with a special focus on language learning. In this context three fundamental questions will be addressed: what? how? and why bother? The first question (what?) will be answered by providing an overview of the current uses of gamification in education and language learning; the second question (how?) will be addressed by discussing some potential areas of foreign language learning in which gamification techniques could provide valuable tools to enhance learning processes, fostering language competences such as, for instance, communication. Finally, the third question (why bother?) will analyze and discuss the significance of gamification for learning along with its pros and cons.

Workshop

From games to gamified apps for language learning

The workshop will focus on my personal experience with the design and implementation of games and gamified applications for foreign language learning. To this end I will present and discuss different examples of applications that have been designed and implemented in collaboration with the AIDA group of the University Autónoma de Madrid (UAM) and the SPI&FM group of the University of Cádiz (UCA).

Biodata

Anke Berns currently holds a position as a Senior Lecturer of German at the English and French Department of the University of Cádiz (Spain), where she received her PhD in 2002. She has been working for more than 24 years as a teacher, teacher trainer and CALL/MALL designer in different areas of foreign language teaching (German, English and Spanish). Her research interests focus specifically on design-based research, learner motivation and learner needs, a field in which she has published not only several books and made contributions to peer-reviewed journals as well as international research conferences, but also received several awards from her University.

 

Patrocinan Generalitat Valenciana, EUROCALL y Universitat Politècnica de València