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BCLI/BILC: Professional Seminar – Copenhagen 2009

BCLI/BILC: Professional Seminar – Copenhagen 2009. The 21 st Century Classroom : Keeping up with the Times. La classe du 21 e siècle. L’adaptation au changement PRESENTATION Canadian Forces Language School (CFLS) Distance Tutorials: Present and Future

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BCLI/BILC: Professional Seminar – Copenhagen 2009

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  1. BCLI/BILC: Professional Seminar – Copenhagen 2009 • The 21st Century Classroom : Keeping up with the Times. La classe du 21e siècle. L’adaptation au changement • PRESENTATION • Canadian Forces Language School (CFLS) • Distance Tutorials: Present and Future • École de Langues des Forces Canadiennes (ELFC). Vers une généralisation du tutorat à distance. • Pascal NTIRAMPEBA, Ph.D. Linguistics • Pascal.Ntirampeba@forces.gc.ca

  2. Presentation Outline • CFLS: Digital classroom • CFLS : Distance tutorial with Alliés courseware • ALLIÉS courseware content • Course structure • M1L1-Index of activities • Reading, writing and grammar • Oral activities • Course management tools • Reference books • Results • Benefits of distance tutorials • Conclusion

  3. CFLS : Digital classroom: 2005- • We have digital equipment: radio, TV, Internet connection, Smartboard (interactive white board) • Students and teachers are connected to the Internet • We can watch and listen to Radio-Canada audio and video documents, TV5 Monde, etc. • Students and teachers have access to public servers • Alliés courseware is integrated in the classrooms • PICTURE • 16 CF multimedia laboratories in Canada

  4. CFLS : Distance Tutorial with Alliés Courseware • Alliés Courseware: result of CFFC digitalization (Canadian Forces French Curriculum) • Students • Canadian students : high demand • Beginners first priority (Level 1 and 2), advanced students and candidates for PSC (Public Service Commission) tests • Human resources • Programmers and technicians : development and technical support • 10 Tutors : for pedagogical and administrative support. Picture-tutor’s work station • Supervisor : pedagogical advisor.

  5. ALLIÉS COURSEWARE

  6. ALLIÉS COURSEWARE CONTENT • User-friendly courseware • 15 modules • Modules have from 2 to 4 lessons • Same structure for all lessons • 5 additional modules for level maintenance

  7. EX. M1L1-Index of Activities Structure • Ex. Module 1 Lesson 1 (5 parts) • Introduction: 4 activities: objectives of the lesson • Learning: 54 activities • Review: 6 activities • Test: 5 activities • SLE test: 3 activities; similar to real tests • Icons: check mark, pencil, microphones, earphone, glasses, G • Same structure for all lessons • Module test after 4 lessons: no key, no reference book

  8. Reading, Writing and Grammar • Reading-M1L1A4: Reading dialogue related to introductions • Writing-M1L1A45: Filling in the blanks … • Students listen to words and write them. • An icon displays history of errors: ex. 10. bottes • Grammar: M1L1A22, p.2 • Students read grammar rules and examples. • Students can change language. • They click on exercises and do all the exercise pages. • After unsuccessful trials: use the golden key in order to get the answer. • Tutors systematically check grammar activities and send more exercises if necessary.

  9. ORAL ACTIVITIES • Speaking exercises: approx. 5 hrs per lesson • M1L1A6p.2, picture 3 (left)-Etud.Ntirampeba • Tutors systematically listen to student recordings • Tutors send feedback to students: oral or written notes (ex. pronunciation problems) • Tutors schedule a conversation (1hr per week) and suggest additional resources (ex. phonetic book chap.1-Alphabet): • Text-to-speech software : not available in this demonstration version. Converts text into sound. • Ca…pi…tai…n : syllabic reading • Oral-Listening: M1L1A2-ex.watching a video – Etud.ELMS

  10. MANAGEMENT TOOLS • Messaging • Via Alliés (ex.above-Speaking activities) • Via an interactive white board: coming soon • Statistics : ex. M1L1 • Give an overall view of the results obtained in all the activities in a given lesson • See M1L1A63 • Less than 60%: redo the activity • See how many attempts a student made • Focus on difficulties during conversations: ex. masculin-féminin: bon + noun • Reports(ex. Maj Nickerson since July 1st ) • Show how much time was spent on the course • Requirement: 10 hrs per week

  11. Reference books • French/English dictionary • Type a word or : ex. ordinateur, • Word from a grammar exercise : M1L1A50-G:highlight it and access its meaning by clicking on the dictionary: ex. serveuse • Grammar book: for review • Click Grammar and choose an index by module or by topic. • Conjugation book • Enter a verb (travailler: to work) and click on Conjugation • Enter an occurrence of an irregular verb (ex. eues, sera) and click Conjugation • Vocabulary in context: give co-occurrent words • Ex. Officier : officier d’approvisionnement, élève officier • Phonetics book(sound : /s/ versus /z/): dessert /désert • See Phonetics chap.5A32-39 • Practice the point during the weekly conversation

  12. RESULTS • On PL tests (achievement tests), results are similar to those obtained after classroom teaching, but in less time. Same conclusion in Lappin-Fortin et Tremblay (2008) on Writing. • Perseverance : 94% of students do 1 or 2 PLs. • 91% of the students who complete a PL succeed • 70% of linguistic profiles on PSC tests improve, 20% remain unchanged and 10% are lower than initial profiles • Main reason for withdrawal from training : operational requirements

  13. BENEFITS OF DISTANCE TUTORIALS (1) • For all participants • Flexibility and accessibility to SL training • Administrative process and follow-up simplified • Quick access to information • For DND/CF • Saving resources • Compliance with the Canadian Official Languages Act • Supervision and evaluation of quality standards: centralised, effective and inexpensive • Electronic and centralised curriculum modification

  14. DISTANCE TUTORIAL BENEFITS (2) • For learners • Decrease in absence from work • Decrease in separation from family • Individualized training • Responsibility and accountability • Best preparation for the PSC’s Oral Interaction test • For tutors • Students are highly motivated • Evaluation and follow-up are integrated within the program • Could lead to tutors teleworking in order to contact students in different time zones

  15. CONCLUSION: DISTANCE TUTORIAL IS • High-potential learning tool: it could play a major role in SL training in the future . • Adapted to CF operational challenges and requirements • An effective, economical and flexible solution • Available anywhere there is an Internet connection • A training resource in addition to the regular classroom • Eases curriculum development and distribution.

  16. ACRONYM : ALLIÉS • : Apprentissage d’une langue en toute liberté en Interaction avec des Éléments en Synergie • Autonomous Language Learning in Interaction with Elements in Synergy • Data 2007-2009-CDROM • Data 2007-2009-LAM • Data 2007-2009-PSC

  17. Introduction • My name is Pascal Ntirampeba • Please use Pascal to save time and energy • I am a French teacher. • I am commissionned by CFLS to talk about our new French courseware ALLIÉS. • Here is my presentation outline • Accent : si-label, tools ma-nagement, de-velopment, • Ad-ministrative support

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