ICT and Teaching and Learning of Modern Foreign Languages - Assignment Example

Topic: what impact does the use of ICT have on the teaching and learning of Modern Foreign Languages at a secondary level? Introduction There is no single best criterion to teach and learn modern foreign languages (MFL). It is also not easy to choose the best set of teaching tools from the available sources. Information technology is being given too much importance in national curriculum these days. New challenges have emerged before teachers as well as students to tap the opportunities offered by information and communication technology (ICT) to get practice on the usage of the hardware and software skills so that the experience of learning and teaching MFL increases motivation, enthusiasm and creates confidence among students. . New possibilities through ICT Text, images and data processing through the usage of ICT expands the horizon of learning and teaching MFL, making it compatible for each other. ICT has made it possible to make a foreign pen-friend or a link school, thus helping the learner to enhance the learning skills through collaboration, interaction and communication in the preferred foreign language. Through modern language teaching, ICT has come of age by serving the actual aim of facilitating the otherwise cumbersome task of teaching and learning a foreign language. It has, in a way, customised the practice and learning of language through particular programmes and simulations. Systematic application of the usage of computer technology in learning the languages needs to be researched and outlined so that students get the maximum benefit of the challenging new technology. Therefore, it is of utmost importance that some future planning and strategy is developed to review the curriculum, to convert the potential into genuine and real benefits of the usage of ICT for MFL learners (Higham, Jeremy: University of Leeds). Pdf file 1:Year of publication not given Important role of national curriculum Due importance has been given to the preparation of national curriculum, so that attainment aims and programmes of study, specially associated with design technology provide important framework for proper planning, presentation, and assessment of IT related work, as specified in page iv of Her Majestys Inspectorate (HMI), (7989): Information Technology from 5 to 16, Curriculum Matters 15, London: Her Majestys Stationary Office (HMSO). Higher importance is given to the Programmes of Study for ‘Information Technology Capability in the National Curriculum’ to develop ICT capabilities via different curriculum activities in each key stage of learning via examples of various tasks. (Department of Education and Science (DES) and the Welsh Office, (1990b): Technology in the National Curriculum, London: HMSO, p. 51). ‘The World of Communications and Technology’ is one of seven areas specified in the National Curriculum proposals for modern languages which ‘must be covered at least over the period of each key stage’. (DES and the Welsh Office, (1990a): National Curriculum: Modern Foreign Languages for ages1 t o 16, London: HMSO, paragraph 6.25.) This field of experience brings together different resources of long distance communication through the use of technology, including computers, electronic mail, text and data processing (Higham, Jeremy: University of Leeds). Pdf file1: year of publication not given According to Savage (2007:9.00), reporting back from a QCA meeting on the secondary curriculum review on how ICT can help, “Our biggest curriculum challenge is to sustain a desire to learn”. Mick Waters, Director of Curriculum at QCA, is also of the opinion that curriculum should be restructured and developed in such a way that it motivates secondary students to the potential in future of learning a foreign language. The four major aims of the curriculum review are not to follow set rules and approaches, but provide flexibility, easy walkover from one stage of learning to another and suggestions on how to perform better. Research made by EPPI Centre suggests that secondary students would feel more at ease and involved with their syllabus, if they feel sure that whatever is being taught, is objective and purposeful and they are allowed to take command of their learning process. It needs to change the perspective from concentrating on what to teach to know whom to teach. In a way, teachers should keep in mind the age factor of their students and their mental make-up, which has changed with the times. According to Mick Waters, “Teenagers are different now and we have to come to terms with that in the way we treat them and offer them learning”. Communication is central in ICT. Students should be allowed to communicate with the world outside while remaining within the four walls of the classroom. Made-up situations won’t help students to learn. Research has revealed that students are ahead of their schools in taking the benefits of information technology, casually making a rapport with online communities and learning on their favourite topics. It is the schools that are lagging behind their students by not providing them a lively stage to perform creatively through ICT means (Savage, 2007). According to Facer and Owen (Futurelab), year of publication not given there are many important functions, which ICT has the power to deliver in Modern Foreign Language teaching and learning. It encourages language learning, links learners across institutions through informal out-of-school educational pursuits, provides opportunities for realistic practice of language in genuine contexts, and provides learners with maximum success in language learning via responsive diagnostic and feedback systems. It also equips learners with latest language engineering instruments, which offer timely help in language use. MFL teachers can interact through information and resource sharing. Teachers can further increase the impact of ICT in MFL teaching by using ICT to talk with native speakers of languages and use genuine material. Some of the features of ICT that are quite relevant with language learning and teaching communities are: 1. Motivation ICT can motivate secondary level learners by providing ‘real and relevant’ possibilities of connecting real language learners with related and involving material concerning foreign language entertainment and information sources (Facer and Owen, Futurelab). 2. Learning across and outside institutions It makes actually possible to converse in foreign languages with native speakers via video and e-mail contacts with schools in other countries through individualized and mobile devices, and via home internet connection, making it possible to practice languages outside the languages classrooms (Facer and Owen, Futurelab). 3. Meaningful practice of language in context ICT has made it possible to practicing languages in context with actual native speakers in all areas of expertise – reading, writing, listening and speaking, which was not possible earlier (Facer and Owen, Futurelab). 4. Effective practice and progress Through Computer Assisted Learning Paradigm, different facets of progressive language acquisition, essential to language learning, can be attained through the practice of drill and test systems. It is possible in a friendly environment of working at one’s own comfort level, offering the benefit of on the moment response on diagnostic testing of abilities and promotes learners to supervise their own learning (Facer and Owen, Futurelab). 5. Language engineering applications ICT is beginning to provide useful applications like portable devices -- dictionaries, pronunciation (speaking dictionaries), context-specific phrase books and the like. Professional translators use corpora and translation memories -- a professionals equivalent of the vocabulary book. Machine translation, although not perfect, is becoming more advanced. The usage and benefits of these tools is yet to be fully researched and analysed (Facer and Owen, Futurelab). 6. Information and resource-sharing between MFL teachers Teachers can create their own resources and samples of good practice by developing data banks of tests and MFL resources in specific languages, which can be shared by other teachers. Sir Bernard Lovell School Online MFL and ICT resource centre is such an example of information and resource sharing among teachers (Facer and Owen, Futurelab). Intercultural understanding at secondary level According to Fisher et al (2004: 50-58), the teaching of foreign culture through MFL learning is a difficult task as culture is a changing concept and it carries a set of beliefs, meanings and behaviours related to that country. There is actual risk of deriving different meanings from the cultural influences. Sub-cultures of that country might get ignored by teachers. At secondary level of teaching, time, syllabus and missing link with the native speakers are a major limiting factor to touching only history and social structure of the particular country. Experiences and attitudes of the native speakers need to be known first hand by learners of MFL to match it with the information learners have been given on the cultural characteristics of the native speakers. Case study Many schools are using ICT for teaching and learning languages. The Qualifications and Curriculum Authority with the purpose of popularising the use of ICT in teaching and learning modern foreign languages conducted case studies and chose five schools to know the impact it had on students. Students were interviewed and staff of MFL also shared their experiences. The participating schools were: Hemsworth Arts and Community College Parkside School The Ashcombe Language College The Heathfield Technology College St Robert of Newminster Roman Catholic School Results of the case studies verified that students can individualised their learning in a multimedia computer suite at their personal comfort zone and there is no need to take the teacher’s help in judging performance of the whole class. Students can develop their understanding of grammar and increase their power of imagination. Images and video clips help in broadening the cultural horizon of students by getting knowledge of the foreign country whose language they are being taught with the help of ICT. Their creative level gets enhanced by making short films and presentations and by practicing their written and oral skills through storyboarding, script writing and recording. Secondary students create and upload their own revision material, which can be used when they are outside the classroom. Through voting devices, teachers can at once judge those students who haven’t completely grasped the concept, which is followed by class discussion on that topic for clarity purpose. The case studies, according to the report of Qualifications and Curriculum Authority, have proved that some principles need to be followed for good practice . They are: teachers’ access to proper hardware and technical help freedom to students to use ICT to encourage learning instrumental in broadening their vision, not on the individual point of view Vast range of ICT activities and freedom to students to check one another work Teachers’ training on the usage of software to increase their ongoing professional development At least two data projectors for MFL departments and common practice of sharing resources among teachers Those Internet sites should be known to teachers from where they can download currently prepared material by other MFL teachers to save time when developing their own material . Specific activities at key stages -- Key Stage 3 Key stage 3 is a stage of language learning at secondary level. Actual learning of a foreign language starts in the UK at this stage. Earlier stages 1 and 2 cover primary level in MFL teaching. The government plans to language learning at primary level has added to the risk that is associated with other subjects also, of pupils dropping off from Key Stage 3 and showing decreased interest in putting efforts and involvement. It makes a case argument of the best examples of language teaching will be only those pupils who show deep interest and eagerness for learning a foreign language, which might be taking different forms (Facer and Owen, Futurelab). ICT benefits to learners First, learners become capable of checking their ranking through rapid and low-stakes self-assessment. The role played by motivational impact becomes more complex due to the grammar intricacies, like in German language, secondary students have to be highly motivated. One example of learning a foreign language through low stakes online tests’ involving the use of computer is the DIALANG project. Secondly, at secondary level of learning and teaching MFL, genuine and interesting material like popular music, video and other means of entertainment are of crucial importance in regenerating students’ interest. Thirdly, class participation through language games on whiteboards with multiple input devices can be appealing enough for all learners, helping teachers to bring them at a level platform of performance. Fourth and most beneficial to secondary level learners is the opportunity of communicating with actual speakers of the specified language via video conferencing and internet communications (Facer and Owen, Futurelab). Importance of video-conferencing According to Butler & Fawkes (1999), there is a range of worthwhile video-conferencing activities for students. Different conversation topics for GCSE speaking test help in the practice of vocabulary and structure and also in-depth study of the topic through the native speakers’ point of view by knowing their experiences and views. It becomes easier by talking to the same partner every time, as both get a chance to know each other, making friends. It boosts confidence in the learner. Statistics prove that such means of ICT help in motivating students to learn MFL. Current scenario of video-conferencing Currently, video-conferencing is not a necessary part of day-to-day learning activities; it is seen as a other than routine activity, involving the services of City Learning Centres, or Specialist Languages colleges in which learners gather around in a group to ask questions to dignitaries of those countries whose language they are learning. There are currently projects in the running also, the like of Global Nomads Group, or the Shei-Ra Foundation activities involving children of the same age group speaking to one another about the major happenings in the foreign country. Such tie-ups among children are very helpful and closely related with the process of language learning. These ventures stimulate further research and preparation activities, done by partnering with particular ICT aided facilities (Facer and Owen, Futurelab). Internet The use of internet as communication medium is comparatively better means of communication between the students of various countries. It should be ensured that child protection remains in reach and the UK student community converses in other than English language. Schemes like E-mail ‘pen pal’ should be encouraged in routine class room and out-of-school environment as well. It is worth mentioning that the EU ALTE network has established a European online community for secondary schools. Following the same thought has been the initiative of Futurelab, providing a platform to language learners in Spain and England to play an interactive game through the internet. This might be followed up by further researching the language engineering tools that make learning things like translation possible via software (Facer and Owen, Futurelab). Becta publication report The impact of ICT can be gauged from the latest Becta publication on the use of technology and its positive impact on pupils in the UK. The research report, conducted at Quality in Education Centre, University of Strathclyde in more than 350 schools has revealed that ICT is providing many benefits to teachers in using resources like word processing, blogging, authoring software, video-conferencing, e-mail, interactive video, multimedia resources, presentations software, spreadsheets, interactive whiteboards, and databases (ICT News Update, 2007). According to research, secondary level students form worthwhile associations, are feeling motivated to take risks to do advanced writing, aided by colour, images, sound, and video files. It provides speed and accuracy in writing, as pupils are totally engrossed in their activities. According to the report, video-conferencing is one big reason of motivation, as it enables direct interaction with locals, putting their learning into actual context. Worth mentioning have been the projects of Digital Video in the MFL classroom initiated by CILT in 2004 and again in 2005-06, providing the learning benefits, which include: better attention on pronunciation increased chances to memorisation better level of pupil inspiration better class dynamics the inculcation of collaborative skills a better knowledge of film language and audience better image of MFL in the school Many language teachers, according to the report, are communicating with one another through discussion forums, contact the resource bank and create blogs and podcast with their students. It has stressed to conduct further research on the line of Scotland/Scottish CILT pilot project on Modern Foreign Language Environment (MFLE) to know the true impact of MFLE so that more such projects could be initiated (ICT News Update, 2007). Benefits of Interactive Whiteboards The report has mentioned how ‘best practice’ teachers employ their interactive whiteboards in modern foreign languages. Three main characteristics of students’ motivation while using the IWB were: the lesson was planned in a manner that it promoted the interactive and participatory attention on the IWB all along visual, kinaesthetic and auditory characteristics were combined to provide intrinsic stimulation learning approach on lessons using IWB involved step-by-step introduction of new terms in a coherent way, instead of taking big steps, and these steps were made easy by further continuous feedback from the software or the teacher Results suggest that there is good evidence to prove the benefits of ICT to both teachers and learners of modern foreign languages and recommends creation of related materials for teachers and students through online and digital resources and attain better language skills via digital video and photography, and communication via video-conferencing and blogging . Conclusion All is not that positive and welcome regarding the usage of ICT means in British schools in the matter of foreign language learning at secondary level. To know the actual position on the usage of ICT by the foreign language departments, it is important to measure the response in suburban and inner city schools as well. Further, it is important to expand the horizon of computer usage. Necessary resources need to be provided according to the importance given to information technology in the learning of modern foreign languages; otherwise it won’t be possible to fulfill the needs of national curriculum. Intercultural understanding of foreign language at secondary level should be given its due importance. Cultural contact with native speakers through video conferences can play a major role in motivating learners to continue and enjoy the learning process. The credit goes to ICT in motivating and inspiring learners through internet, e-mailing pen pal, interactive video, Internet and making teachers’ job easy through word processing, blogging, authoring software, video-conferencing, multimedia resources, presentations software, spreadsheets, interactive whiteboards, and databases. Today’s ICT has remarkably extended the horizon for learning anywhere, anytime and the term ICT has become a symbol of strength for the future of education. Learners are benefiting from the usage of information technology in varied ways and it has changed their opinion on learning MFL, thus, contributing to improving their skills, opportunities and lives. References: Butler & Fawkes 1999. ‘Videoconferencing for language learners’, Language Learning Journal, no. 19, viewed 16 April 2007. Facer & Owen (Director of Learning Research), Futurelab, ‘The potential role of ICT in modern foreign languages learning’, viewed 16 April 2007, . Fisher et al. 2004, ‘Computer-Mediated Communication: Promoting learner autonomy and intercultural understanding at secondary level’, Language Learning Journal, no 30, page. 50-58, viewed 16 April 2007. Higham, J, ‘Information technology and modern languages in the national curriculum’, University of Leeds, viewed 16 April 2007. Milton J 2002, Futurelab, ‘Report 1: Literature review in languages, technology and learning’, Centre for Applied Language Studies, University of Wales, Swansea, viewed 16 April 2007, < http://www.futurelab.org.uk/research/reviews/lang04.htm>. ‘2004 Report: ICT in schools – The impact of government initiatives’, May 2004, Ofsted, viewed 16 April 2007, . Savage, Alex. AST 2007, ICT and the secondary curriculum review, viewed 16 April 2007, . ICT News Update 2004-2007 ‘The impact of ICT in schools’, The National Centre for Languages and All, viewed 16 April 2007, < http://www.languages-ict.org.uk/news/impact.htm>. ‘The use of ICT for teaching and learning languages’, viewed 16 April 2007, . ‘What the research says about using ICT in modern foreign languages’, Report, viewed 16 April 2007, . Read More