ONLINE LEARNING ENVIRONMENTS FOR FOREIGN LANGUAGE LEARNING: STRATEGIES FOR USE AND IMPLEMENTATION

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ONLINE LEARNING ENVIRONMENTS FOR FOREIGN LANGUAGE
LEARNING STRATEGIES FOR USE AND IMPLEMENTATION
Linda WAUGH Béatrice DUPUY Co-Directors, CERCLL

• Center for Educational Resources in Culture,
  Language and Literacy (CERCLL)
• The University of Arizona
• Tucson
• www.cercll.arizona.edu cercll_at_email.arizona.edu

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CERCLL

• (Center for Educational Resources in Culture,
  Language, and Literacy)

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CERCLLS MISSION

• National Foreign Language Resource Center (LRC)
• Funded by the (U.S.) Department of Education,
  under Title VI of the Higher Education Act
• Title VI also supports National Resource Centers
  (NRCs), such as the Center for Middle Eastern
  Studies
• 15 LRCs at U.S. universities
• LRCs were created to develop resources that can
  be used broadly to improve foreign language
  education in the U.S. and to help U.S. citizens
  learn more foreign languages better, especially
  the less commonly taught languages (LCTLs)
• Each LRC is unique some focus on language areas
  (like the National Middle East Language Resource
  Center, NMELRC, at Brigham Young University) and
  others are more general, with a focus on some
  aspect of promoting and improving foreign
  language instruction

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WHAT/WHO IS CERCLL?

• Established in 2006 with a four-year grant
• Grant awarded to Dr. Linda Waugh, who wrote the
  grant application (with the help of many others)
  on behalf of the Graduate Interdisciplinary Ph.D.
  Program in Second Language Acquisition and
  Teaching (SLAT), an internationally recognized
  leader in the area of second language
  acquisition, applied linguistics, foreign
  language education (and other areas)
• CERCLL Staff Co-Directors Drs. Linda R. Waugh
  and Béatrice Dupuy (SLAT faculty members)
  Associate Director Kate Mackay Technology
  Manager Garry Forger (of the Learning Technology
  Center) Business Manager Betsy Pepping (of the
  Learning Technology Center) Administrative
  Associate Ladd Keith Graduate Associates
  MBalia Thomas and Catherine Botelho (SLAT
  graduate students)
• CERCLL housed in the Learning Technology Center
  (LTC, in the Computer Center building), but about
  to move to the Integrated Learning Center (ILC)
  along with the LTC

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FOCUS OF CERCLL

• CERCLL supports the educational community and the
  nation by providing resources and research
  focused on culture, language and literacy in less
  commonly taught languages (LCTLs), especially at
  the intermediate and advanced levels
• Broad approach to language education use of new
  technologies emphasis on social and cultural
  contexts in which language is used focus on
  traditional, text-related concepts of language
  literacy as well as the new/multi-literacies
  (e.g., media literacy, cultural literacy)
• Funding of 14 projects, each under the direction
  of a UA faculty member or a UA professional
  interested in teaching/learning
• Some projects also involve graduate students
  (many of whom are SLAT students)
• Different languages are the focus of the
  projects, including Arabic, Persian, Turkish,
  Russian, Chinese, Japanese, Korean, Portuguese,
  Italian, and Spanish (as a heritage language)
• All projects have some aspect of the latest in
  technology, including educational technology as
  well as technology developed in other areas

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PROJECTS

• Focus
• Teacher Development
• Innovative Pedagogies (Innovative teaching
  methods and materials)
• Teaching Materials and Assessment
• Purpose Developing and disseminating
• Research on new teaching approaches
• Teaching Materials
• Ways of assessing
• Technology tools (including software and new
  technologies)
• 14 total, what are they?

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CERCLL ACTIVITIES

• CERCLL organizes
• Intercultural Competence Conference (Oct. 2008,
  Jan. 2010)
• Workshops for K-16 teachers
• Throughout the year
• Summer Institutes and Workshops
• CERCLL helps fund events on campus and in the
  community
• Conferences and Workshops given by other entities
• Lectures by faculty members from other
  universities
• Events in local schools
• Community activities e.g., AZ Film Festival,
  Humanities Week, Tucson Book Festival
• Fairs International Week, Language Fair, etc.
• CERCLL funds presentations
• At many national and international conferences
  about CERCLL-related activities

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ONLINE LEARNING ENVIRONMENTS

• Selected technology and technology-based projects

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TECHNOLOGY AND LANGUAGE TEACHING

• Technology has supported language teaching
  throughout the years.
• Prompted by paradigm shifts in approaches to
  language teaching (structural, cognitive,
  sociocognitive, sociocultural), technology use in
  language learning has been moving away from drill
  and practice to more communication-based contexts
  where task-based, project-based and content-based
  approaches are integrated with technologies.

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TYPOLOGY

• In this presentation, we will highlight a number
  of technology tools and their uses in CERCLL
  projects
• Stand alone applications designed with primarily
  a language teaching purpose in mind MaxAuthor,
  Hypermedia Text Annotations, OLÉ.
• Stand alone applications not designed with a
  language purpose in mind, but used for that
  purpose Game to Learn Fluency in Play, Global
  Simulation.

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MAXAUTHOR TRAINING AND SUPPORTIN COLLABORATION
WITH THE CRITICAL LANGUAGES PROGRAM AND THE
NATIONAL ASSOCIATION OF SELF-INSTRUCTIONAL
LANGUAGE PROGRAMS

• Scott Brill
• Chief engineer, CLP
• University of Arizona
• Project Director

• Critical Languages Program

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MAXAUTHOR TRAINING AND SUPPORT(HTTP//CALI.ARIZO
NA.EDU/DOCS/WMAXA/ )

• A multimedia call authoring system which started
  to be developed in 1995 with NSEP and IRS grant.
• Lets you create language instruction courseware
  for Chinese, Japanese, Korean, and 44 other
  languages. Completed courseware can utilize
  audio, video, footnotes, and graphics.
• Lessons can be delivered via Internet or
  MS-Windows.
• Free download for non-commercial use (several
  thousand downloads to date)

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MAXAUTHOR TRAINING AND SUPPORT

• Rationale/purpose This project produced a
  training video for use with the MaxAuthor
  language learning software and provides technical
  support for those using MaxAuthor.
• Manual Available on the Critical Language
  website, the online manuals provide tutorials for
  anyone that wants to use MaxAuthor, or MaxAuthor
  components to develop their own electronic
  language lessons.
• FAQ http//cali.arizona.edu/docs/wmaxa/faq/

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MAXAUTHOR TRAINING AND SUPPORTOUTCOMES

• Downloaded by thousands of instructors worldwide.
  
• Used by the US and Canadian Foreign Service
  Institutes and several Native American nations.
• Working with Dr. Ofelia Zepeda (UA) on a
  companion MaxAuthor-based DVD-ROM for her book, A
  Tohono O'odham Grammar.

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MAXAUTHOR TRAINING AND SUPPORT OUTCOMES

• "I have really enjoyed working with MaxAuthor.
  Besides being very easy to use, this software
  allows authors to create materials taking into
  account goals of specific language courses and
  learners' needs. In addition, students do not
  just read the language texts but also listen to
  them, and even see native speakers using them.
  Dr. Rosangela Silva, American University of
  Beirut.
• "MaxAuthor is an excellent tool for developing
  language materials that can be specifically
  tailored for a target audienceproviding
  language educators with an intuititive,
  non-intimidating way of developing a family of
  useful language-learning activities from a single
  text As research in Second Language Acquisition
  tells us, language learners, particularly adult
  learners, are best served by a variety of
  language-learning contexts. Exposure to
  native-speaker output is critical, and here,
  MaxAuthor 's audio and video capabilities are
  outstanding. Dr. David J. Silva, Associate
  Professor of Linguistics, University of Texas at
  Arlington

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OLÉ (ONLINE LEARNING ENVIRONMENT)IN
COLLABORATION WITH THE LEARNING TECHNOLOGY CENTER

• Garry Forger
• University of Arizona
• Project Director -Technology Manager CERCLL
• Development and Grant Management Office for
  Learning Technologies

• OLÉ Board
• (http//ole.arizona.edu)

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OLÉ (ONLINE LEARNING ENVIRONMENT)

• Responding to a topic

• Posting a topic

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OLÉ (ONLINE LEARNING ENVIRONMENT)

• Permission types

• Setting permissions

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OLÉ (ONLINE LEARNING ENVIRONMENT)

• Sample uses of OLÉ

• Japanese
• Students create speaking assignments that other
  students have to respond to.
• Arabic
• Role play One student is a taxi driver, the
  other is trying to get to the Hilton.
• ESL Business communication
• Distance communication UA students and Unicorte
  (Colombia) students.
• Students introduce themselves and instructor
  gives feedback

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OLÉ (ONLINE LEARNING ENVIRONMENT)ANTICIPATORY
ACTIVITIES

• Lesson Previews
• Brainstorming
• Predicting

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OLÉ (ONLINE LEARNING ENVIRONMENT)MONOLOGUE
ACTIVITIES

• Self-introductions
• Show Tell
• Storytelling
• Research Reports
• Media Reviews

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OLÉ (ONLINE LEARNING ENVIRONMENT)PAIR ACTIVITIES

• Scripted Exchanges
• Conversations
• Interviews
• Role Plays
• Debates

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OLÉ (ONLINE LEARNING ENVIRONMENT)GROUP
DISCUSSIONS

• Comparative investigations
• Decision Making Tasks
• Group projects
• Collaborative writing
• Conferencing

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OLÉ (ONLINE LEARNING ENVIRONMENT)EXTENSION
ACTIVITIES

• Personal Connections
• International Key-Pals

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OLÉ (ONLINE LEARNING ENVIRONMENT)REVIEW
ACTIVITIES

• Useful expressions
• Class Glossaries
• Mini Lessons
• Lesson Summaries

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OLÉ (ONLINE LEARNING ENVIRONMENT)IMPLEMENTATION

• Technology training
• Workshops on Technology and Language Instruction
  are regularly offered at the University of
  Arizona.
• Regular assignments
• Systematic feedback
• Evaluation - Scoring

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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS

• Theresa Catalano
• Ph.D. Candidate, Second Language Acquisition and
  Teaching (SLAT)
• University of Arizona

• Dr. Robert Ariew
• University of Arizona
• Project Director

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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS

• Rationale/purpose
• Research shows that hypermedia glosses
• Make significant contributions to vocabulary
  learning and reading comprehension (e.g. Coll,
  2002 Lomicka, 1998)
• Can make different contributions (e.g. Akbulut,
  2008 Ariew Ercetin, 2004 Sakar Ercetin,
  2004) based on their nature. Visual (video and
  picture) and text annotations appear to be the
  most useful (e.g. Al-Seghayer, 2001 Akbulut,
  2008).
• In this project different types of texts are
  annotated with multimedia hyperlinks (hypermedia)
  to facilitate linguistic as well as cultural
  comprehension of texts by language learners.

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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS

• The first version of this is developed as a
  model/prototype, the approach and software is
  usable for any language.
• Piloting of the materials in Italian is taking
  place this Fall (2009).
• Current expansion of project similar materials
  being developed in Arabic with the help of a new
  SLAT student who is a native speaker of Arabic.

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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS
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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS
Words in blue are glossed. Click to see the
multimedia.
Green buttons provide extra information.
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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS
The user has clicked on Roma. An image and/or a
definition appear.
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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS
User has clicked on an information button.
Additional information appears.
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HYPERMEDIA MULTIMODAL TEXT ANNOTATIONS -
REFERENCES

• Akbulut, Y. (2008). Predictors of foreign
  language reading comprehension in a hypermedia
  reading environment. Journal of Educational
  Computing Research, 39 (1), 37-50.
• Al-Seghayer, K. (2001). The effect of multimedia
  annotation modes on L2 vocabulary acquisition.
  Language Learning Technology, 5 (1), 202-232.
• Ariew, R. Ercetin, G. (2004) Exploring the
  potential of hypermedia annotations for second
  language reading. Computer Assisted Language
  Learning, 17 (2), 237-259.
• Coll, J. F. (2002). Richness of semantic encoding
  in a hypermedia-assisted instructional
  environment for ESP effects on incidental
  vocabulary retention among learners with low
  ability in the target language. Recall,14 (2)
  263-284.
• Lomicka, L. (1998). To gloss or not to gloss
  An investigation of reading comprehension online.
  Language Learning Technology, 1 (2), 41-50.
• Sakar, A. Ercetin, G. (2004). Effectiveness of
  hypermedia annotations for foreign language
  reading. Journal of Computer Assisted Learning,
  21, 28-38.

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GAME TO LEARN LANGUAGE AND CULTURE ACQUISITION
THROUGH COMPUTER GAME DESIGN/DISPLAY IN
COLLABORATION WITH THE CENTER FOR MIDDLE EASTERN
STUDIES AND THE LEARNING GAMES INITIATIVE

• Ken McAllister
• University of Arizona
• Judd Ruggill
• Arizona State University
• Project Directors

• Seemin Raina
• Ph.D. candidate
• Language, Reading Culture
• University of Arizona

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GAME TO LEARN FLUENCY IN PLAY

• Rationale/purpose
• Games, generally seen as a framework for
  providing a meaningful context for language
  acquisition.
• In games (Underwood, 1987) the user does not
  think about the language in use, but about the
  action and where it might lead next (p. 217). As
  such, games could be seen as a lever for moving
  from drill-based to context-based acquisition.
• Gee (2005) claims that Since fruitful thinking
  involves building simulations in our heads that
  prepare us for action, thinking is itself
  somewhat like a video game, given that video
  games are external simulations (p. 220).
• Games as a context for apprenticeship in the use
  of language.
• Games provide what is sometimes called stealth
  learning.

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GAME TO LEARN FLUENCY IN PLAY

• Rationale/purpose
• This project aims at providing K-16 teachers with
  an introduction to designing and building
  computer games for the foreign language
  classroom.

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GAME TO LEARN FLUENCY IN PLAY
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GAME TO LEARN FLUENCY IN PLAY
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GAME TO LEARN FLUENCY IN PLAYREFERENCES

• Gee, J. P. (2005) Pleasure, Learning, Video
  Games, and Life The projective stance
  E-Learning, 2, (3), 211-223.
• Gee, J. (2007). What Video Games Have to Teach Us
  About Learning and Literacy. 2nd ed. New York
  Palgrave Macmillan.
• McAllister, K. (2004). Game Work Language,
  Power, and Computer Game Culture. Tuscaloosa, AL
  University of Alabama Press.
• Prensky, M. (2005). Computer games and learning
  Digital game-based learning. in Raessens, J.
  Goldstein, J., eds., Handbook of Computer Game
  Studies, 97-122. MIT Press.
• Underwood, John H. (1987) Artificial
  Intelligence and CALL in Modern Media in Foreign
  Language Education Theory and Implementation.
  National Textbook Company.

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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION IN COLLABORATION WITH THE CENTER FOR
MIDDLE EASTERN STUDIES AND DEPARTMENT OF RUSSIAN
AND SLAVIC STUDIES

• Dr. Béatrice Dupuy
• University of Arizona
• Project Director
• Co-Director CERCLL

• Ahmet Okal Elena Shiskin Ph.D. Candidates in
  Second Language Acquisition and Teaching (SLAT)
• University of Arizona

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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION

• Purpose
• Re-centers instruction on the learner
• Promotes more active learning
• Develops free-expression and creativity
• Fosters true communicative competence in
  culturally meaningful and relevant contexts
• Definition Simulation is
• An event in which participants have (functional)
  roles, duties, and sufficient information about
  the problem to carry out these duties without
  play acting or inventing key facts (Jones, 1995,
  p.18).
• Not reality, students must behave and act within
  the simulation as if it were, and as they do, it
  takes on a reality of its own. Then the
  experiences of the participants become real, and
  the use of language becomes meaningful
  communication. Simulations thus encourage
  language participants to use their new language
  in the ways most people do in other (similar but
  real) situations (Crookall Oxford, 1990, p.
  15).

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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION

• Characteristics
• Long term
• Global, whats in a word?
• Entire range of authentic oral and written
  exchanges possible in and around the chosen
  premise is explored.
• Exchanges naturally grow out of the needs that
  arise from the GS and are essential to its
  successful completion.
• Full gamut of curricular areas (e.g., geography,
  history, art, music, literature, mathematics,
  etc.) other than foreign languages are tapped
  into if they are needed to complete the final
  project.
• Language skills but also practical skills (e.g.,
  posting on a blog, writing collaboratively using
  a wiki, etc.) and cognitive skills (goal setting,
  project planning, product archiving,
  self-assessment, leadership, etc.) can be
  promoted, and affective behaviors such as
  self-confidence and risk-taking can be fostered.
  

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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION

• Characteristics
• Phases and stages with in-between a briefing and
  debriefing sessions.
• Teachers and learners as one with learners being
  at the center.
• For additional details, see (Dupuy, 2006a/b
  Levine, 2004a/b, Mills Péron, in press).

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EDUCATION GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION

• GS and technology tools
• Not needed to complete GS, but can assist in
• giving access to resources and models for
  completing it.
• promoting collaboration among peers inside and
  outside of the classroom.
• in creating an atmosphere that closely reflects
  real life contexts.
• Sample tools used
• Google Docs
• Google Sketchup
• Website/LMS
• YouTube, Skype, Jing
• Facebook, LiveJournal, Flickr

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EDUCATION GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION

• Create documents and presentation online
• Share and collaborate in real time
• Review and edit as needed
• Safely store for later access
• Control who has access

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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION
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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION
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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION
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EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION REFERENCES

• Crookall, D. Oxford, R. (1990) Linking language
  learning and simulation/gaming, In D. Crookall
  R. Oxford (Eds.), Simulation, gaming, and
  language learning (pp. 3- 23), New York Harper
  House.
• Dupuy, B. (2006a). "L'Immeuble" French language
  and culture teaching and learning through
  projects in a global simulation. In J.
  Hammadou-Sullivan (ed.), Project-based Learning
  in Second Language Education Past, Present and
  Future, Research in Second Language Learning
  (vol.5). (pp. 195-214) Greenwich (CT)
  Information Age Publishing, Inc.
• Dupuy, B. (2006b). Global simulation
  Experiential pedagogy and preparing students for
  study abroad at home. In S. Wilkinson (ed.),
  Insight from Study Abroad for Language Programs
  (vol.6), (pp. 134-156). Boston (MA) AAUSC
• Jones, K. (1995) Simulations A handbook for
  teachers (Rev. ed.). London Kogan Page.
• Levine, G. (2004a). Global simulation A
  student-centered. Task-based format for
  intermediate foreign language courses. Foreign
  Language Annals, 37 (1), 26-36.
• Levine, G. (2004b). Global simulation at the
  intersection of theory and practice in the
  intermediate-level German classroom. Die
  Unterrichtspraxis, 27(2), 99-116.
• Mills, N. Péron, M. (in press). Global
  simulation and writing self-beliefs of college
  intermediate French students. International
  Journal of Applied Linguistics.

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CERCLL IN THE FUTURE

• Projects under consideration

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SAMPLE PROJECTS BEING CONSIDERED

• Continuing projects with a new focus
• Hypermedia-gt Encouraging cultural literacy
  through hypermedia text annotation (Arabic,
  Portuguese, Italian, German, others?)
• Learning Games-gt Games to Teach Developing
  Digital Game-Mediated Foreign Language Literacies
  (German, Chinese, Japanese, Korean, Spanish,
  others?)
• Global Simulation-gtGeneral and Business
  (languages TBD)
• OLE-gt Documenting OLE Success (Japanese other
  languages TBD)
• Introducing Children and Adolescents to the
  World-gtBringing Global Cultures and Languages to
  Classrooms (Arabic, Korean, others TBD)

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MORE CONTINUING PROJECTS

• Intercultural Competence Conference-gt
• 2012 Study Abroad and other Immersion
  Experiences and the Development and Assessment of
  Intercultural Competence
• 2014 Teacher Education and the Development and
  Assessment of Intercultural Competence
• CERCLL Professional Development Series-gt
• Workshops and institutes throughout the academic
  year and the summer, both at the UA and at K-12
  locations
• Possible foci film/literature technology
  results of CERCLL projects collaborative
  projects with CMES, CLAS (Center for Latin
  American Studies), CIUA (Confucius Center at the
  University of Arizona), CESL (Center for English
  as a Second Language)

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SAMPLE PROJECTS BEING CONSIDERED

• New projects
• PeRcoLate (Professional dEvelopment for College
  fOreign Language Teachers) Preparing collegiate
  Foreign Language Teaching Assistants and Adjunct
  Instructors to Teach in Multidisciplinary and
  Multi-literacy Contexts (Arabic, Chinese,
  Russian, French, German, Spanish)
• Assessment of Cultural Literacy Development
  during Study Abroad (German, Russian)
• Teaching and Learning Indigenous Languages
  Preparation of Teaching Materials and Teacher
  Training(?) (Pasqua Yaqui?)
• Culturally and Pragmatically Adequate Translator
  Education (?) (various LCTLs)
• Developing Formal Technical Registers in LCTLs
  (?) (various LCTLs)

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