html5-img
1 / 26

Revisiting the teacher s role in CALL: Designing materials for the independent language learner

Overview. OverviewBackgroundThe role of the teacherThe Independent Schools Queensland CALL ProjectBackground informationMaterials development. The role of the teacher. DemandingEvolvingIncluding, but not limited to:Classroom language teachingMotivator, guide, coach, learning adviser, asses

chaeli
Download Presentation

Revisiting the teacher s role in CALL: Designing materials for the independent language learner

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Revisiting the teacher’s role in CALL: Designing materials for the independent language learner Mike Levy The University of Queensland

    2. Overview Overview Background The role of the teacher The Independent Schools Queensland CALL Project Background information Materials development

    3. The role of the teacher Demanding Evolving Including, but not limited to: Classroom language teaching Motivator, guide, coach, learning adviser, assessor Materials developer Adapting/developing materials based upon the course text Developing new materials Materials as content Materials as process What/how the materials are used Designer of learning environments Integrating in-class/out-of-class work Importance of time on taskImportance of time on task

    4. The Independent Schools Queensland (ISQ) CALL Project Conducted in June/July, 2009 132 language teachers 59 schools South-East Queensland, Australia Goals: Gather information on how exactly language teachers make use of new technologies in language learning, including the range and focus of new technologies in use, particularly in relation to the language skills and areas the teachers’ current knowledge, skills base and confidence level with a view to professional development The overarching goal was to gain a language teachers’ perspective on current working practices. This involved looking more closely at the profile of teachers who regularly use technologies and the ones who do not, the frequency of use and in what context, levels of integration into the curriculum, assessment practices, and blocks to use and support mechanisms. We also wished to investigate the degree to which teachers engaged in blended and/or online learning and the relationship between the materials developed and the course textbook. This project followed another conducted along similar lines focusing on first-year university language teaching. This involved looking more closely at the profile of teachers who regularly use technologies and the ones who do not, the frequency of use and in what context, levels of integration into the curriculum, assessment practices, and blocks to use and support mechanisms. We also wished to investigate the degree to which teachers engaged in blended and/or online learning and the relationship between the materials developed and the course textbook. This project followed another conducted along similar lines focusing on first-year university language teaching.

    5. Number of years teachers surveyed have taught their language (n=116)

More Related