Primary EFL in isolated communities: Using the web for input and output

1
Primary EFL in isolated communities Using the
web for input and output

• Shona WHYTE, University of Nice
• www.unice.fr/whyte

2
Website for young FL learners
www.unice.fr/whyte

• A French primary CALL classroom
• SL research, CALL and the young learner
• Cherry English website
• Web games
• Speaking and listening
• International communication
• Evaluation and recommendations

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A French primary CALL classroom
www.unice.fr/whyte

• Situation
• mountain area in Alpes Maritimes
• isolated villages, 2-4 teacher schools
• composite classes
• limited FL resources
• new ICT provision

• Class
• 18 pupils, aged 7-11 years
• class teacher specialist instructor
• 6 computers online in class
• one 90-minute class per week
• workshop format computer, FL instructor, alone

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Website for young FL learners
SL research, CALL and the young learner
www.unice.fr/whyte

• Instructional requirements
• strong emphasis on oral language
• extensive, contextualised input
• opportunities for output
• cognitively appropriate noticing
• focus on meaning and communication

• Research
• SLA Ellis, Lightbown
• Chapelle 1998
• Young learners
• Moon, 2005
• Ramirez Alonso, 2007
• Teachers
• Chambers Bax, 2006

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Website for young FL learners
Class website
www.unice.fr/whyte

• Web-based games
• oral input
• Speaking and listening
• output, noticing
• International communication
• meaningful interaction

Cherry English
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Website for young FL learners
Web-based games
www.unice.fr/whyte

• Selection criteria
• Animated interactive games with sound and images
• Freely available on internet
• Features
• Feedback do learners know whether they are
  right?
• listening comprehension do they have to
  understand?
• Variety are there different types of game?
• Learner assessment learners opinion of games

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Websites
NS
little kids only
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Learner assessment of web games
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Website for young FL learners
Speaking and listening
www.unice.fr/whyte

• Output Group recording with instructor
• Input Listening comprehension based on group
  recording
• Output Individual learner recordings
• Auto-input Noticing exercise based on own
  recording

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Website for young FL learners
International communication
www.unice.fr/whyte

• Rationale authentic communication
• Projects
• Class exchange Scotland
• Postcard project English-speaking countries
• Problems
• Institutional rules
• Generalist teacher confidence

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Website for young FL learners
Advantages of website
www.unice.fr/whyte

• For learners
• Attractive workspace
• Extension of FL contact time
• Showcase for class work
• Focus for international communication
• BUT uptake?

• For instructors teachers
• Preparation from a distance
• homework
• Instructor/teacher communication
• Instructor/parent communication
• BUT time expertise

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Website for young FL learners
Recommendations
www.unice.fr/whyte

• Normalisation of computer use
• Development of materials for young learners
• Support for generalist FL teachers

Cherry English
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Primary EFL in isolated communities Using the
web for input and output
Cherry English

• Shona WHYTE, University of Nice
• www.unice.fr/whyte