Connecting Digital and Self: Promoting Free Research in Language Education

1. From digital self & students, to professional self & teachers #ILSB17 Huw Jarvis Founder and Editor of WWW.TESOLacademic.org Promoting Free at Source Research Leading in Social Media for Language Education Email: tesolacademic@hotmail.com Follow us: @TESOLacademic Join our Facebook group: TESOLacademic.org Subscribe to our You Tube channel: TESOLacademic LinkedIn for professional networking: Huw Jarvis

2. Outline Reflecting on and locating the debate Defining terms Why does it matter? For what we do with our L2 students For teachers continuing professional development (CPD)

3. Brainstorm differences\similarities in accessing\transmitting information Pre-internet paper-based medium (PBM) Web2 digital-based medium (DBM)

4. Locating the debate in the literature Digital residence (White and Cornu, 2011) being connected has become a part of who and what they are ‘Self’ and social networks have become mutually constitutive as ‘networked selves’ in which “...individual and collective identities are simultaneously presented and promoted” (Papacharissi, 2010: 305) Pegrum (2010) “I link therefore I am” A series of studies on independent learning in home and host countries shows significance of L2 English use with digital devices often over and above conscious learning (traditional CALL\MALL) (Jarvis, 2013; Jarvis, 2014; Jarvis and Krashen 2014).

5. At a macro level digital residence in English as an L2 matters because it … can bring authenticity and reflects what the world does informs debates about language ownership and native speaker norms is a factor in shifting from EFL\ESL to ELF Is your L2 curriculum and your practice equipping students to live out a part of their lives in a FL with and through digital devices? Are students creating and sharing content using a variety of apps and software programmes in an L2? Are we addressing issues of digital footprints, online safety, referencing skills, reliability of information issues, managing information etc? Digital literacy & 21st Century skills are now KEY to ELT, MFL for students and teachers – it’s more than CALL\MALL

6. At a micro – PPP+CALL\MALL vs TBLT+MALU • Mobile Assisted Language Use (MALU) “... non-native speakers using of a variety of mobile devices in order to access and\or communicate information on an anywhere\anytime basis and for a range of social and\or academic purposes in their L2” (Jarvis & Achilleos, 2013) • Towards a “post tutorial CALL\MALL era” of MALU with task-based language teaching (TBLT) Jarvis with Ellis (2015). • With TBLT we can specify what people do, and design tasks which anticipate language use. 4 key TBLT criteria: a focus on meaning; there is some kind of gap; learners use their own linguistic and non linguistic resources; there is an outcome other than the display of language (Ellis, 2012)

7. PPP – setting the context, concept checking and dialogue building (1st P) - from Jarvis with Ellis, 2015.

8. Controlled practice pair work (2nd P) -> Freer activity production (3rd P)

9. Tutorial CALL\MALL (“Structural” Warschauer & Kern, 2000) Source: http://www.english-4u.de/past_tense_ex1.htm

10. CALL\MALL (“Cognitive” Warschauer and Kern, 2000) Students work in pairs to manipulate a text which is then used as a “model” for their own writing. (Jarvis, 1997) John’s day yesterday After dinner he played with his children and chatted to his wife. At about 11.00 pm he went to bed. He got up and had a shower. He left for work at 8.15 and got back at about 6.00 pm. At about 7.45 he had breakfast. He watched TV for about an hour and then had dinner with his family. Yesterday John woke up at 7.00 in the morning.

11. TBLT + MALU • On Friday ask ss to take some picture of what they do over the weekend (Pre-task) • On Monday set up task: X amount of time to go round the room - show each other pictures of weekend - find out what others did ->in groups decide who had the most exciting time • During task teacher notes errors & assists if required • SS use devices in class -> a focus on meaning; a gap; a use own linguistic and non ling. resources; an outcome other than the display of language

12. Reflections • Syllabus same structural\functional products • PPP: Input = output. TBLT: student generated output (leading, as required) to input or “focus on form” • PPP: Fixed dialogues, controlled interaction. TBLT: student generated dialogues and interaction. Authenticity in TBLT • Edtech: PPP = explicit language practice. TBLT = lang usewith social media before during or after the task • It’s about reflecting the reality of students living out a part of their lives in authentic contexts

13. MALU in EAP contexts

14. Professional self and teachers CPD & “life long learning” are one aspect of our professional self, and is with us in all that we say and do CPD may (or may not) manifest itself in traditional face-to-facestaff meeting Formally CPD is usually channelled through in-service training days, and occasionally through conferences Our f-t-f networks comprise other staff/participants and a trainer/speakers

15. Digital professional self (DPS) Manifests itself in what we chose to do and not do in our CPD as teachers, in an online environment Who we share and interact with form our Personal Learning Network (PLN) It’s not just students who live out a part of their lives in an online environment Online unlike f-t-f: is not location specific, and sometimes not time specific (asynchronous); allows us to choose what content to access; mitigates costs of attending conferences It’s usually not one or the other It can be a good idea to separate the personal and the professional! A quick overview – more on Saturday

16. DPS on Facebook How many participants are on Facebook? How many participants use Facebook as part of their CPD? Some you join e.g. IATEFL is one of the largest with 15,000 members and lots of Special Interest Groups (SIGs) or TESOLacademic.org with almost 12,000 members Some you “Like” and “Follow” e.g. TESOL International Association Some are set up for a specific event e.g. International Language Symposium Brno 2017 – use it to share and have a conversation Many will have additional channels on Twitter (@IATEFL, @TESOLacademic, @ilsb17) and\or LinkedIn and\or blogs etc.

17. DPS on blogs & webinars How many participants have a language education blogs? How many read them? How many participate? There are 100s of examples out there. An all time favourite for #CPD is Scott Thornbury’s A to Z of ELT blog https://scottthornbury.wordpress.com/index/ You can follow the blog by opening a WordPress.com account, he is also on Twitter @thornburyscott Webinars have become increasingly popular synchronous spaces to listen, watch and discuss

18. DPS on YouTube e.g. TESOLacadmic.org 21 Keynotes; 50 Research Paper talks (from leading journals: ELTJ; TESOL Q; System); Featured book publications A primary channel for: promoting free at source research building an online community for language education Cf. Krashen’s Keynote …

19. YouTube channel: a source for interaction

20. DPS on Twitter … what has it ever done for us as teachers? Apart from … Connecting us to 100s and 1000s of others; Allowing us to share articles, FB posts, blogs, YouTube talks; webinars; Providing a place for synchronous conversations e.g. #ELTChat; Forcing us to keep it clear and simple … if you can’t say it in a tweet … Giving us 24/7 #CPD Giving us # tags such as #TESOL, #mfltwitterati; #MFL to reach so many more than followers\following

21. Start NOW … • Download the app and open an account on your smartphone • Follow @TESOLacademic and @skrashen… and others • Compose a Tweet (a question or an observation) about this talk and the previous one INCLUDE #ILSB17 in the text (this is our community) • I will help build YOUR online community by retweeting (RT) some comments over the conference and replying interesting questions • Follow-up on Saturday and\or by working though our free TASK SHEET on WWW.TESOLacademic.org Start #CPD, build a #PLN & engage

22. References • Ellis, R. (2012). Language teaching research and language pedagogy. Chichester: Wiley-Blackwell. • Jarvis, H. (1997). 'Word-processing and writing skills: practical applications to language teaching textbooks.' British Journal of Education Technology. Vol.28, No.3. pp. 165-175. • Jarvis, H. (2013). ‘Computers and learner autonomy: trends and issues.’ In S.Sheehan, (Ed), British Council ELT Research Papers Volume 1. London: The British Council. 387-409. • Jarvis, H. & Achilleos, M. (2013). ‘From computer assisted language learning (CALL) to mobile assisted language use.’ TESL-EJ. 16\4. 1-18. • Jarvis, H. (2014). 'Digital residents: Practices and perceptions of non native speakers.' Asian EFL Journal Teaching Articles. 75. 21-35. • Jarvis, H. & Krashen, S. (2014). ‘Is CALL obsolete? Language Acquisition and Language Learning Revisited in a Digital Age.’ TESL-EJ. 17\4. 1-6. • Jarvis, H. (2015). 'From PPP and CALL/MALL to a Praxis of Task-based Teaching and Mobile Assisted Language Use.' TESL-EJ.19\1. 1-9. • Pegrum, M. (2010). ‘I Link, Therefore I Am’: network literacy as a core digital literacy. E–Learning and Digital Media. 7\4. 346-354. • Papacharissi, Z. (2010). Conclusion: A Networked Self. In Z. Papacharissi (Ed.) A Networked Self: identity, community, and culture on social network sites. 304-318. New York: Routledge. • Warschauer, M. & Kern, R. (Eds.) (2000). Network-based language teaching: concepts and practice. Cambridge: Cambridge University Press. • White, D. & Cornu, A. (2011). Visitors and residents: A new typology for on-line engagement. First Monday. 16(9).

23. From digital self & students, to professional self & teachers #ILSB17 Huw Jarvis Founder and Editor of WWW.TESOLacademic.org Promoting Free at Source Research Leading in Social Media for Language Education Email: tesolacademic@hotmail.com Follow us: @TESOLacademic Join our Facebook group: TESOLacademic.org Subscribe to our You Tube channel: TESOLacademic LinkedIn for professional networking: Huw Jarvis