RESOLUTION REFERENCES TITLE PURPOSE BASIC DATA
Computer Assisted Language Learning (C.A.L.L)
Computer Assisted Language Learning (2007). Szendeffy J. University of Michigan Press.
Computer Assisted Language Learning
Definite C.A.L.L. and advantages about them.
Bibliographic
Warschauer, M. (2003). Computer-assisted language learning: An
introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International.
Computer-Assited Language Learning: An Introduction
C.A.L.L introduction. A tipology of C.A.L.L Programs and Applications. History about C.A.L.L.
Didactic
Bamrung, T. (1998). Computer assisted
Language Learning. Uses of C.A.L.L in English Language Teaching
Advantages and Limitations of C.A.L.L and how to use them in English Language Teaching.
Didactic
Graham, D. (2001). Language Learning
Online. Melbourne: Language Australia. Language Learning Online. C.A.L.L methods.
How to applicate C.A.L.L methond in English Foreign Learning.
Bibliographic
Healey, D. (2003). Learner choices in self-directed second language learning.
Learner choices in self-directed
second language learning
Futures of C.A.L.L. Views about their history.
Experimental
C. A. L. L.
1. Definition of CALL
Computer-assisted language learning (CALL) is an approach to teaching and learning in which the computer and computer-based resources such as the Internet are used to present, reinforce and assess material to be learned. It usually includes a substantial interactive element. It also includes the search for and the investigation of
CALL has also been known by several other terms such as technology-enhanced language learning, computer-assisted language instruction (Davies) and computer-aided language learning but the field is the same.
2. Advantages of CALL (more information about the advantages in the article)
- Motivation
Generally speaking, the use of technology inside or outside the classroom tends to make the class more
interesting. However, certain design issues affect just how interesting the particular tool creates motivation. One way a program or activity can promote motivation in students is by personalizing information, for example by integrating the student’s name or familiar contexts as part of the program or task. Others include having animate objects on the screen, providing practice activities that incorporate challenges and curiosity and providing a
context (real-world or fantasy) that is not directly language-oriented.
- Adapting learning to the student
Computers can give a new role to teaching materials. Without computers, students cannot really influence the linear progression of the class content but computers can adapt to the student. Adapting to the student usually means that the student controls the pace of the learning but also means that students can make choices in what and how to learn, skipping unnecessary items or doing remedial work on difficult concepts. Such control makes students feel more competent in their learning. Students tend to prefer exercises where they have control over content, such as branching stories, adventures, puzzles or logic problems. With these, the computer has the role of providing attractive context for the use of language rather than directly providing the language the student needs.
- Authenticity
have a conscious feeling of being members of a real community. In situations where all are learners of a foreign language, there is also a feeling of equality. In these situations students feel less stressed and more confident in a language learning situation, in part because surface errors do not matter so much. This works best with
synchronous CMC (e.g. chats) as there is immediate feedback but email exchanges have been shown to provide most of the same benefits in motivation and student affect.
- Critical thinking skills
Use of computer technology in classrooms is generally reported to improve self-concept and mastery of basic skills, more student-centered learning and engagement in the learning process, more active processing resulting in
higher-order thinking skills and better recall, gain confidence in directing their own learning. This is true for both language and non-language classrooms.
3. Uses of C.A.L.L. (More information about each one in the article)
- Computer as Drill and Practice. - Computer as Tutor.
- Computer as Simulation / Problem Solving. - Computer as Game.
- Computer as Tool for ELT teachers and learners. - Applications of Internet for ELT.
4. Tips in Using C.A.L.L.
The following are tips for ELT teachers in using CALL:
• Do not isolate CALL from the rest of the curriculum. Try to integrate CALL with other subjects or disciplines in the curriculum. Using CALL across the curriculum will make it more integrative.
• Consider CALL as one of many learning resources. Teachers should try to incorporate other learning resources and materials such as books, magazines, video, audio tape, with their teaching.
• Choosing appropriate CALL software for the learner, such as age, need, and interest is important. Software evaluation guides are important tools for the teachers in choosing suitable software.
• Using CALL is not the end in itself. Follow-up activities are also important. A lot of lessons end when CALL finishes in class. In fact, follow up activities such as group discussion, writing assignments, searching for more data from other learning sources e.g. interviews, and surveys are also important.
• Do not expect that all students in class would enjoy working on the computer. A lot of students prefer human interaction (such as student – teacher or student – student ) than with the computer. Teachers should provide alternative activities for those students who prefer traditional learning approaches.
• Do not expect that all students can work easily with the computer. Many students take much longer to learn certain skills such as using the keyboard, the mouse, etc., while other students pick up these skills easily. Teachers must be patient and willing to help the slow groups.
• Try to incorporate a variety of activities on CALL such as desktop publishing (e.g. word processing), e-mail correspondence, web publishing (e.g. home pages, newspapers), chats and moos, and web based assessment.
RESOLUTION REFERENCES TITLE PURPOSE BASIC DATA
Content and Language Integrated Learning (C.L.I.L)
Darn, S. (2011). Content and Language Integrated Learning. Izmir University of Economics, Turkey. British English Council.
Content and Language Integrated Learning
Definition and advantages about C.L.I.L.
Didactic
Perez, I. (2010). Basic principles and
aspects of CLIL. Basic principles and aspects of C.L.I.L Adapted to the Spanish Education, definition and basic principles of C.L.I.L.
Bibliographic
Lorenzo, B. (2007). Bilingüal
Program. Bilingüal Program in Spanish Education. How develop a bilingüal program in the Spanish Education.
Competences in C.L.I.L.
Experimental
Marsh D. - Langé G. (eds.), Using Languages to Learn and Learning to Use Languages, Jyväskylä, University of Jyväskylä , 2000
Teaching through a foreign language
Definition and aims. CLIL
components: languages, schools, learners, teachers. Methodology and teaching strategies.
Didactic
Darn, S. (2011). CLIL: A lesson framework. Izmir University of Economics, Turkey
CLIL: A lessson
framework How to create a lesson framework through C.L.I.L.
Experimental C. L. I. L.
1. Definition of CLIL
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the
2. How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.
• Knowledge of the language becomes the means of learning content • Language is integrated into the broad curriculum
• Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate
• CLIL is based on language acquisition rather than enforced learning
• Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning
• CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme
• Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes
Reading is the essential skill.
On the other hand, according to the 4Cs curriculum called (Coyle 1999), a well planned CLIL lesson should combine the following elements:
+ Content - allowing progress in knowledge, skills and understanding of the specific issues of a particular curriculum
+ Communication - Using language to learn while learning to use the language itself
+ Cognition - Developing cognitive skills that link the formation of concepts (abstract and concrete), knowledge and language
3. Basic Principles of practical CLIL in the classroom.
- The language used to learn content area but also have to learn the language in order to understand and communicate.
That is, the use of language is significant because it is not the sole purpose of learning but there is twofold. This implies that the CLIL teacher needs to consider both field goals as the language is required, ie not only the curriculum but also matter what Dalton-Puffer (1) called language curriculum.
- The subject being studied is what determines the type of language that you need to learn.
Therefore, both the specific vocabulary and the structures or types of discourse (describing, telling, etc.), and also partly language skills that can be practiced (hear, hear, speak, write or interact) are determined especially for the material that is taught (2). Well in Middle Knowledge or Science students will learn the specific language of those materials and work with their own types of scientific discourse.
- Fluency is more important than grammatical and linguistic precision in general.
This is essential for learning both content and language develops with confidence. However it will be necessary to take advantage of opportunities that arise to pay attention to linguistic form because if mistakes are many this may affect the comprehension and production of content matters. A key to help work the linguistic form is the concept of "scaffolding" or scaffolding in English. Concept which will be discussed many times in this course.
4. The advantages of CLIL
CLIL helps to:
• Improve overall and specific language competence • Prepare for future studies and / or working life • Develop multilingual interests and attitudes
