E-Learning in Languages (ELL) Project
E-learning can be either a tool or an enabler in second language acquisition. The essential aspect to consider is its impact on student achievement. The 2009 E-Learning in Languages Project concluded with a highly successful end-of-year symposium. Schools are now invited to register their interest in joining an ELL cluster in 2010.
2009 ELL Project
There are many possible approaches to e-learning in languages. These include using hardware, software, websites, and online collaborative spaces. In 2009, ELL project schools were encouraged to be creative. Projects included:
- promoting the use of spontaneous target language through podcasts and wikis
- using MP3 players in formative assessment of speaking skills
- using smartboards and i-movies to increase opportunities for student interaction in the target language.
Accent Learning’s ELL adviser worked with two cluster groups: a Japanese cluster and a polyglot cluster (Spanish, French, German, Chinese). The objective was to investigate whether the use of e-learning raised student achievement in learning languages. The choice of e-learning tool(s) and the language skill focus were specific to each participant.
Using a teaching as inquiry process, participants:
- considered research on effective second language acquisition theory
- engaged with the Effective Pedagogy section of the New Zealand Curriculum
- introduced an aspect of e-learning into their own Learning Languages programme
- evaluated the impact.
The in-depth nature of the project created a valuable opportunity to measure shifts over time. It also provided sustained opportunities to develop deeper understanding, application and reflection of:
- the key competencies
- Ellis’s principles of Second Language Acquisition
- Ka Hikitia – Managing for Success
- the Pasifika Education Plan
- other professional readings on effective integration of e-learning and second language learning research.
Outcomes
It is rare to have PD where you get results. In this project it was [we] who had to do something. The onus was on us to make it work. We had to find our own results and were given time to reflect.
Evidence suggested that the teachers:
- became more focused in their professional reading
- improved their pedagogical knowledge
- in some cases moved from using limited e-tools (such as websites) to using Voicethread, Photostory 3, Voki, Blogspot and video cameras to improve student engagement and raise achievement
- better understood the power of relationship building: How did I not know about these students? Before, I focused too much on my programme and not on student learning.
- used student data as a basis for professional decision making: Accessing student voice was new to me. It is an important step to link what is happening in class with connecting the learning to their learning ladder which they do out of class time.
- were able to effectively integrate e-tools (depending on the level of their school’s resourcing) and became more confident with technical issues
- engaged families more closely in their children’s e-learning
- became active members of an effective learning community.
2009 ELL Symposium
Participant teachers shared their experiences at an ELL symposium in December 2009. All present, including Jane Lee and Rhys McDonald of Auckland University (National Coordinators of the ELL Project), were very impressed by the presentations and the level of presenters’ reflective thinking.
Presentations
Click to view:
Teacher feedback
It helped me to understand much better the specific learning needs of my students in the selected cohort and begin to address these needs more effectively. It was amazing for me to see the range of technologies already in use by other teachers e.g. wikis, smartboards etc. and increased my confidence to make use of these technologies in my own teaching. It is an ongoing process – lifelong learning!
I was struggling to really get 11- and 12-year-olds interested, so they would take the language further after they left our school. When I saw this project I knew I had to take part, to see if combining technology was the answer. Through the process I was able to better my teaching, improve student motivation and meet people who could offer a wealth of advice. I would highly recommend it to anyone who is considering taking part in 2010.
Through the ELL project I now have the tools, resources and understanding to meet my objectives. I have a vision for where e-language learning can lead. Although it was challenging, the rewards of taking part in the ELL project have far exceeded the demands. I would recommend it to any digital dinosaur… with the excellent support and guidance provided, we can do it!
Join the 2010 ELL Project
The 2010 project will have a particular focus on intercultural language teaching and learning. Is your school seeking to:
- implement learning languages programmes in Years 7 – 10
- sustain a school-wide learning languages programme
- investigate how to reduce disparities for students identified as at risk of not achieving (particularly Maori and Pasifika students)?
Priority will be given to schools which meet some or all of these criteria.
Any school wishing to join the project commits to the equivalent of three full days of teacher professional learning. Participants will receive ongoing professional development and support from a Learning Languages Facilitator.
To find out more about the project, or to register your interest, contact School Support.
Tel: (04) 463 9683
Mob: 027 563 9683