Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011 Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom

1. Lecture:
“Contemporary Strategies for
Blended Learning
in the Language Classroom”
Claudia Warth-Sontheimer
University of Tübingen & University of Michigan, Ann Arbor
Foresite training event & conference
Sèvres, France, 5/7/2011

2. Blended Language Learning
Overview
(1) What is “blended language learning” (BLL)?
(2) Blending – What & why?
(3) Blending it! – A glimpse into some school kitchens
(4) DIY - Some ingredients to start your own blend

3. Blended Language Learning
WHAT IS “BLENDED LANGUAGE LEARNING” (BLL)?

4. Blended Language Learning
BLL as a combination of …
Blended learning offers
“a real opportunity to create learning experiences that
can provide the right learning at the right time and
in the right place for each and every individual, not
just at work, but in schools, universities and even at
home. […] Blended Learning could become one of the
most significant developments of the 21st century.”
Thorne, K. (2003). Blended Learning. How to Integrate
Online & Traditional Learning. London: Kogan Page, p. 18 (bold added)

5. More definitions
“Blended learning should be viewed as a pedagogical
approach that combines the effectiveness and
socialization opportunities of the classroom with
the technologically enhanced active learning
possibilities of the online environment […]”
Bonk, C. J. & Graham (2006). Handbook of Blended Learning: Global perspectives,
local designs. (bold added)
“constructive mix of online and face-to-face phases”
(translated from Kröger & Reisky, 2004: 11; cited in Kohn, 2006: 286)
Blended language learning (BLL) combines different methods
and elements from face-to-face and online learning

6. Blended Language Learning
BLENDING – WHAT & WHY?

7. Parts of blended learning
Blended Language Learning
Classroom
learning
Blended
learning
Mobile
(“gadget”)
Computer- & learning
web-based
learning

8. Blended Language Learning Continuum of BLL
Combines …
… offline and online methods
across levels of time and space
… offline and online resources

9. Common elements and features I
Blended Language Learning
Common elements and features I
(cf.  http://en.wikibooks.org/wiki/Blended_Learning_in_K-12/General_Comparisons_in_Blended_Learning )
Offline vs. online learning
Structured vs. unstructured / formal vs. informal learning
Off-the-shelf content vs. custom content
Synchronous vs. asynchronous communication and collaboration
(image: http://www.masternewmedia.org/images/synchronous-vs-asynchronous-collaboration-by-Ramius.gif)

10. Blended Language Learning
Common elements and features II
Different scenarios and how to distinguish them:
Distributive
 materials are provided through an online source (e.g. link, LMS)
Interactive
 students can interact with the system (e.g. quiz with feedback
or communication with other online users)
Collaborative
 students interact and collaborate with others (own class,
other class, other web users…) with the help of web tools
(cf. Reinmann 2005, 104)
 often: combination of the above

11. Blended Language Learning Potential of BLL
Sounds good, but…
 student-centered approach & support of student autonomy
 “Lifelong learning” & 21st century skills
 orientation towards communication and action
 real-life context, authenticity and authentication
 cooperation and collaboration in teams (local and abroad)
21st skills  http://www.p21.org
LLLP of the EU  more here

12. Blended Language Learning
BLENDING IT! –
A GLIMPSE INTO SOME SCHOOL KITCHENS

13. Scenario 1
Scenario 1
“Complementary online
materials”
Classroom face-to-face
teaching is
complemented by
in class…
• ... online self-study &
assessment activities
• … online search
• … work with online
dictionaries
Example:
“Old Navajo rugs”

14. Scenario 2
“At home online” component
Classroom work (onl & offl) is
complemented by online
activities at home (through
Moodle)
• materials to deepen
understanding & encourage
own paths of learning
• guided online research
• forum exchanges
• homework as online
assignment (and onl. feedback)
• self-study exercises
• feeds into next face-to-face
session & wiki-writing
Example:
La francophonie dans le monde

15. Scenario 3
Scenario 3
“Intercultural web
collaboration”
• mix of offline and online
phases (preparation –
interaction – debriefing)
• local class (in small
teams) collaborates with
class(es) abroad
• all materials (multimedia)
provided through an LMS, e.g.
Moodle
• classes interact and
collaborate through forums,
chat, Skype, Facebook and
wikis
Example: icEurope

16. Blended Language Learning
DIY –
SOME INGREDIENTS TO START YOUR OWN BLEND

17. Blended Language Learning
How to start blending?
(1) Where are your learners coming from? – as usual, pick them up from there
(2) Which resources (and support) are available to you (and your students)?
(3) Start out small
(e.g. how could one “new technology” aid your learners? How could it add a benefit
or replace something that you’re not totally happy with?) – next, add more, then,
revise a unit.
(4) Think from the perspective of skills / competences / learning aims – then pick the
tool (but of course, feel free to experiment – always wanted to use a wiki? Look for
adequate places in your syllabus  )
(5) Which role should the elements and features play in your blend?
(6) Blend it – i.e. don’t stick, don’t repeat, don’t overwhelm (see here for pitfalls)
(7) Reuse, recycle & grow: Consider working with an LMS (e.g. Moodle)

18. Blended Language Learning
The role of an LMS (e.g. Moodle)
How can Moodle help with the new roles of a teacher in BLL
and with pedagogic re-design?
Administration  organization of the syllabus, productivity/efficiency,
distributing/collecting material, scheduling duties
Assessment  providing feedback, tracking student progress, and testing
Content delivery  communicating content for different learning styles, using
multimedia, incorporating learning activities, using the Internet for the acquisition of
knowledge  all in one place (the online classroom)
Community  e.g. building the classroom community through
synchronous/threaded chats, providing office/help hours to communicate online;
community across borders
(adapted from Schmidt 2002)

19. Blended Language Learning
Some pitfalls
• Velcro model
• Duplicated model
• Complex model
(Clark, 2003)

20. Blended Language Learning
Possible ingredients for your own blend
Authentic resources from the web (e.g. video or audio clips, news, podcasts)
Online quizzes and “games”, e.g. crosswords (ES) or
a game on being a football fan in Germany (DE)
GoogleMaps
Virtual field trip (to Colonial Williamsburg, maybe? 0 1 2 3 4)
Taking part in an online discussion (e.g. of a travel site or an online magazine)
Creating a podcast
Writing a blog

21. Blended Language Learning
LITERATURE & RESOURCES

22. Blended Language Learning Bibliography
Bibliography
Bax, Stephen (2003). CALL – past, present, future. System 31/1, 13-28.
Dooly, Melinda (2008). Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. Bern, New York: P. Lang.
Erben, T., Ban, R. & Castañeda, M. E. (2008). Teaching English language learners through technology. Teaching English language learners across the
curriculum. New York, NY: Routledge.
Felix, Uschi (2002). The web as a vehicle for constructivist approaches in language teaching. ReCALL 14/1, 2–15.
Kohn, Kurt (2009). Computer assisted foreign language learning. In K. Knapp & B. Seidlhofer (Eds.), Handbooks of Applied Linguistics: Vol. 6. Foreign
Language Communication and Learning. Berlin: Mouton de Gruyter, 573-602.
Kohn, Kurt (2006) "Blended Language Learning. Potential und Herausforderung." In: Jung, U.O.H. (Hrsg). Praktische Handreichung für
Fremdsprachenlehrer. (4. völlig neu bearb. Aufl.). Frankfurt/M: Peter Lang.
Langer de Ramirez, Lori (2010). Empower English language learners with tools from the web. Thousand Oaks: Corwin.
Macdonald, Janet (2008). Blended learning and online tutoring. Planning learner Support and activity design. Aldershot: Gower.
Reinmann, Gabi (2005). Blended Learning in der Lehrerausbildung. Grundlagen für die Konzeption innovativer Lernumgebungen. Lengerich: Pabst
Science Publishers.
Schmidt, Klaus (2002). The Web-Enhanced Classroom. Journal of Industrial Technology 18/2.
Warth-Sontheimer, Claudia (2011). Intercultural Language Learning through Web Collaboration in Moodle - Some Insights from the icEurope
Project. University of Tübingen: Tübingen, for the Comenius Network Wide Minds magazine Kaleidoscope.
Warth, Claudia (2009). Fachsprache Deutsch: Lernen im europäischen Team – das Blended-Learning-Projekt EnTecNet. In: Michaela Albl-Mikasa / Sabine
Braun / Sylvia Kalina (Eds.). Dimensionen der Zweitsprachenforschung – Dimensions of Second Language Research. Festschrift für Kurt Kohn. Tübingen:
Narr, 363 – 382.
Warth, Claudia & Kurt Kohn (2011). Web collaboration for intercultural language learning. A guide for teachers, student teachers and trainers. Münster:
Monsenstein & Vannerdat.

23. Blended Language Learning
Web resources
http://en.wikibooks.org/wiki/Blended_Learning_in_K-12
http://www.cognitivedesignsolutions.com/Instruction/BlendedLearning.htm
http://www.schulpodcasting.info/
http://www.bbc.co.uk/languages
http://www.apple.com/education/itunes-u/whats-on.html
http://londonwalks.libsyn.com/
http://sprachlernmedien.de
http://www.iceurope-project.eu
http://www.ael-learning.uni-tuebingen.de/backbone
http://www.wideminds.eu

24. Thank you!
Claudia Warth-Sontheimer
University of Tübingen & University of Michigan, Ann Arbor
c.warth-sontheimer@gmx.de
http://spracheundkultur.com/ikkzwei.null/