Implementing ICT in the Language Classroom Developing Strategies that Work

1. Implementing ICT in the Language ClassroomDeveloping Strategies that Work Sake Jager University of Groningen ALT-SURF Conference 10 April 2003

2. Outline • Topic: • ICT for Language Learning in Dutch universities • Perspective: • Head of Centre for ICT and Learning, Faculty of Arts • Former teacher of English • Manager Digitalenklas project (“Digital Language Classroom”) • Issues: • Language learning at Dutch universities • ICT Strategies • Tradition of CALL • How does Digitalenklas fit in? What is it all about? • What remains to be done • Discussion: • Comparison UK / Netherlands • What can we learn from each other?

3. Language Learning at Dutch Universities • Many languages on offer, rapid decline in interest • Nationwide study to improve the attractiveness of studying languages: • Repositioning of traditional academic language departments • Arts curriculum based on profiles • Linguistics, Literature, Languages separated, with Language in subordinate role • No changes yet, future for language studies in the balance • Difference with UK: few language centres, self-access facilities • Climate uncertain, but open to change • General feeling that something needs to be done

4. Innovations • Languages: • Adoption of Common European Framework of Reference to define target levels for Language Learning • All disciplines: • Introduction of Bachelor-Masters system: changes in the organisation rather than the content of the curricula • ICT: • Full-scale introduction of Virtual Learning Environments • Campus-wide introduction, central support • Mix of top-down and bottom-up implementation strategies

5. Tradition of ICT in language learning • CALL • Late 80’s and early 90’s: teacher as developer (PC, BASIC, authoring programs) • Commercial CD Roms didn’t catch on • Mid 90’s Hologram: • Authoring system, primarily for grammar • Tailored to teachers’ needs • Exchange of modules • Cooperation in software development • Still used today • Technology superseded by the web • Late 90’s: Increase in the use of the Web for CALL, very often on individual teachers’ initiatives

6. Starting point of Digitalenklas • Language learning in need of change, cannot be solved by technology alone • Necessity for co-operation between universities to reduce cost and to foster innovation • Tradition of CALL to be taken into account at introduction of VLE’s • Overall need to assess ICT technologies in the face of current ideas about teaching and learning languages

7. About Digitalenklas • Two-year project, financed by SURF and contributing universities (Utrecht, Leiden, Tilburg, Groningen) • Focus: • General-purpose VLE’s for Language Learning • Language-specific application: Ellips • Languages involved: Dutch, English, Spanish, Arabic

8. Use of technology • Activities that can be done at the computer (self-directed, single, pairs, groups) are programmed as such. • VLE’s: • Potential for task-based, learner-oriented, authentic learning • Used for open-ended activities, communication, discussion • Not optimally equipped for non-European languages • Ellips: • Closed-type exercises • Adaptivity • Feedback • Unicode support for languages

9. VLE Demo • Dutch course, University of Tilburg; Spanish course, University of Utrecht • Main benefits of this part: • Exchange of ideas about innovative language teaching methods • Tackling technology and organisational issues together

10. Introduction Ellips • Closed-type exercises • Requirement to conduct pre- and post-communication activities outside language classroom • Need to practise “mechanical” aspects of language learning outside classroom • VLE’s better suited for testing than for training these types of activities • Import of existing Hologram materials

11. Demo Ellips • Student interface; teacher interface • Main aspects: • Re-use of materials by using one server application for development • Coding scheme based on CEF to support re-use of materials (IMS-compliant) • Coding scheme for semi-adaptive exercise selection • Webrecorder to store student input on the web for later review

12. Digitalenklas in a nutshell • Bridges gap between general learning technologies and language-specific technologies • Promotes new insights about language learning: use of open-ended tasks, authentic materials, etc. • Raises awareness of CEF • Facilitates co-operation and re-use of ICT-enhanced language learning materials

13. Digitalenklas Consortium • For maintaining and expanding project results • Infrastructure supported and updated • Program modifications • New content development • Distribution of existing content • Charge of annual fee

14. Further initiatives • Embedding in larger, local or national initiatives • In Groningen: • Faculty-wide introduction of Blackboard • Individual Counselling Concept: • Screening and redesign of courses together with an education (technology) expert • Great interest among staff members to participate • Necessary step for true transformation

15. Discussion • How does the situation in the Netherlands compare to that in the UK? • Which discipline-specific initiatives are there? • CILT? • LTSN? • What can we learn from each other?