Sustainability and open practices

WHERE ARE THEY NOW? SUSTAINABILITY AND
OPEN PRACTICES IN PRE- AND IN-SERVICE
CALL TEACHER EDUCATION
SHONA WHYTE
EuroCALL 2018 Jyväskylä, Finland wp.me/p28EmH-19B 24/08/18

TEACHER EDUCATION & PROFESSIONAL DEVELOPMENT
▸ future-proof CALL: sustainability and open practices
▸ limited uptake of new pedagogical practices in technology-
mediated practice (CALL) and open education resources (OER)
▸ “sustainability may depend on whether teachers perceive and
practice agency in all the processes involved”  
(Reinhardt 2016)
▸ investigate impact of teacher education among teachers “in the
wild” (Little & Thorne 2017)

What kinds of practices and resources do language
teachers typically use?
What factors seem to inﬂuence teacher adoption of
speciﬁc practices?
What challenges and opportunities do these
language teachers identify?

PROJECTS AND PROGRAMMES
in-service
(continuing professional
development)
pre-service
(initial teacher education)
ITILT
IWB PROJECT
ITILT 2
MOBILE TECHNOLOGIES
MASTERS IN TEACHING LANGUAGES (ENGLISH)
UNIVERSITY OF NICE
WORKSHOPS
WEBINARS

select video
examples and create
searchable repository
visit classes and
provide techno-
pedagogical support
iTILT
http://itilt.eu
2011-13
IWB
collect data:
‣ video recordings,
‣ learner interviews,
‣ video-stimulated
recall with teachers
design and
implement teacher
education modules
‣ 267 video clips
‣ 44 teachers
‣ 81 lessons
‣ 7 languages
‣ 4 educational levels

ANALYSING VIDEO CLIPS OF CALL PRACTICE
▸ Purpose: repository search, teacher education research
▸ Question: Does the use of interactive classroom technology
support
1. greater technological interactivity (exploitation of new digital
affordances)?
2. more active interactional engagement (more communicative
activities)?
3. more task-oriented teaching (meaning focus, free language
use, outcome)?

DIMENSIONS CATEGORIES
1 Technological interactivity and
language teaching objectives  
Whyte, Beauchamp & Alexander 2014;
Whyte, Cutrim Schmid, van Hazebrouck-
Thompson & Oberhofer 2014
• Teacher and learner roles
• Digital affordances
• Language teaching
objectives
2 Interactional engagement: teacher
versus learner-centred activities
Whyte, Cutrim Schmid & Beauchamp
2014
• Drill
• Display
• Simulation
• Communication
3 Task orientation (TBLT)
Whyte & Alexander 2014; Whyte 2015
• Focus on meaning
• Vocabulary and grammar
not pre-taught
• non-linguistic task outcome
(not language exercise)

1 TECHNOLOGICAL INTERACTIVITY & TEACHING OBJECTIVES
ITILT.EU > Quick search

1 TECHNOLOGICAL INTERACTIVITY & TEACHING OBJECTIVES
• Teacher and
learner roles
• Digital
affordances
• Language
teaching
objectives
44 teachers, 267 video clips 
• mostly individual learners at IWB,
and teacher-fronted activities
• low-level interaction with IWB
drag/drop or hide/reveal
• balance between 4 skills
(listening, speaking, reading,
writing) and subskills or cultural
objectives

2 INTERACTIONAL ENGAGEMENT
drill
display
simulation
communication

• Drill
• Display
• Simulation
• Communication
11 French and German EFL
teachers at primary and secondary
level, 54 video clips 
• 3 times more drill and display
than simulation and
communication
• primary 73% drill, lower
secondary 60% display, upper
secondary 37% display and
26% communication

3 TASK ORIENTATION (TBLT)
• focus on meaning
• vocabulary and
grammar not pre-
taught
• non-linguistic task
outcome (not
language exercise)
9 French EFL teachers at primary,
secondary, and university level,
56 video clips
• only 7/56 activities from 3/9
teachers met all TBLT criteria
• most task-oriented: primary
teachers/educator
• least task-oriented: lower
secondary teachers

a somewhat conservative or cautious approach to IWB use for
language teaching, with teachers focusing on a limited repertoire
of basic functions such as dragging and dropping images to fulfill
relatively circumscribed language learning objectives (vocabulary,
pronunciation, receptive skills), often with a teaching method
involving an individual learner working at the IWB before the class
Whyte, Beauchamp, & Hillier 2012

ITILT I CONCLUSIONS
IWB-mediated teaching
technological interactivity
(exploitation of new digital
affordances)
active interactional
engagement (more
communicative activities)
task-oriented teaching (meaning
focus, free language use,
outcome)
x
x
x
NEW STUDY TO  
•update technologies
•improve impact of
techno-pedagogical
support
compare with
previous dataset on
same three
dimensions

iTILT
http://itilt.eu
2011-13
IWB
iTILT 2
http://www.itilt2.eu
2014-17
mobile,
videoconferencing
select video
examples and create
collect data:
‣ video recordings,
‣ learner interviews,
‣ video-stimulated
recall with teachers
‣ 267 video clips
‣ 81 lessons
‣ 44 teachers
‣ 7 languages
pedagogical support
in design and
implementation of
class activities
‣ 76 video clips
‣ 31 tasks
‣ 22 teachers
‣ 4 languages
task-based teacher
education module

1 TECHNOLOGICAL INTERACTIVITY & OBJECTIVES
ITILT 1
44 teachers, 267 clips
ITILT 2
• Teacher and
learner roles
• Digital
affordances
• Language
teaching
objectives
• teacher-fronted
activities
• low-level interaction
• 4 skills and subskills
• 86% groups of learners,
only 16% teacher alone
• more active
affordances (76%)
versus input (43%)
• listening & speaking
(71-83%), less grammar
(21%)

ITILT 1
ITILT 2
• Drill
• Display
• Simulation
• Communi-
cation
• predominance of
drill and display
• more
communication at
secondary level
• more active
engagement at all levels
• less drilling than ITILT 1
(though more primary
classes)
• active engagement
increases with
educational level

3 TASK ORIENTATION (TBLT)
ITILT 1
ITILT 2
• focus on
meaning
• vocabulary and
grammar NOT
pre-taught
• non-linguistic
task outcome
(not language
exercise)
• few activities/teachers
met all TBLT criteria
• most task-oriented:
primary teachers/
educator
• least task-oriented:
lower secondary
teachers
• median score 2
(max = 3, min = 0)
• variability
• L2
• country
• educational level
• technology

ITILT 2 ADVANCES
PEDAGOGY REPOSITORY
more effective exploitation of
digital affordances
more coherent and informative video
examples of classroom practice
more active engagement of
learners
adaptation of coding to new corpus
(different technologies, teaching method)
greater adoption of TBLT
approach
advantage of mobile technology
and pedagogical support
website designed for browsing
instead of searching

ITILT 2 ISSUES
PEDAGOGY REPOSITORY
gratuitous pedagogical
contextualisation; artificial tasks
coding difficulties (outcomes,
objectives) due to missing information
or number of activities per clip
difficulties regarding task outcome
and pre-teaching expressions
inclusion of examples without
technology (task preparation) and in
L1 (tech demo)
gratuitous use or overuse of
technology to replicate traditional
activities
relevance to young learners of
display vs simulation vs
communication
limits of teacher uptake of
pedagogical and technological
recommendations
limits of quantitative and qualitative
analytical frameworks

PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION
MASTERS IN TEACHING
ENGLISH (MASTER MEEF)
▸ 1st year: disciplinary courses
(English studies - language and
culture), classroom observation;
national teaching entrance exams
▸ 2nd year: teaching placements
with tutors, teacher education
courses; thesis
▸ classroom research
WORKSHOPS &
WEBINARS
‣ language teaching with
technologies
‣ open educational
practices: research Whyte
(2014, 2016)
‣ participant questionnaire

WHERE ARE THEY NOW? LANGUAGE TEACHER EDUCATION SURVEY
▸ 20 minute online
questionnaire (Google forms)
▸ project and programme
participants
▸ developed from pre-course
surveys
▸ technology and pedagogy
▸ teaching activities & lesson
plans
1. TEACHING BACKGROUND (12)
2. TEACHING PHILOSOPHY (5)
3. OPPORTUNITIES IN LANGUAGE
TEACHING (7)
4. DIFFICULTIES IN LANGUAGE
TEACHING (3)
5. PARTICIPANT DETAILS (5)

MAIN PATTERNS IN RESPONSES TO DATE (N=23)
▸ French lower secondary EFL teachers, Masters degree, 26-30, 3-5 years
experience
▸ independent digital users (Europass)
▸ CLT and TBLT approaches yet fairly conservative views of language learning,
some disagreement regarding language teaching (Lightbown & Spada items)
▸ equipped with single computer, internet, projector; use VLC and Google
apps, online resources (YouTube, audio, Quizlet, dictionaries/grammar
reference)
▸ ﬁnd materials online, but don’t share and only interact with known colleagues
▸ keen to motivate learners and provide individualised feedback
▸ discouraged by technical problems with technology and peer judgement in
open practice

SOME CONTRADICTIONS …
▸ 74% claim to use CLT or
TBLT methods
▸ 48% believe errors should be
corrected immediately to
avoid the formation of bad
habits
▸ 78% aim to teach simple
before complex grammar rules
▸ materials indicate grammar
syllabus (vocabulary and
reading comprehension
exercises)

CONCLUSIONS & NEXT STEPS
▸ CALL teacher education can support pedagogical transformation
(TBLT) through open practices, particularly in structured funded
projects
▸ challenges include
▸ understanding and implementing effective pedagogical and
technological choices (gratuitous interactivity, artiﬁcial pretexts
for tasks, preference for traditional pedagogical exercises)
▸ reluctance to share resources beyond local communities of
practice
▸ analysis of questionnaire data to compare project, workshop and
semester course participants
▸ new focus on university teaching: EU project SHOUT4HE  
SHaring Open practices Using Technology for Higher Education

WHERE ARE THEY NOW?
SUSTAINABILITY AND OPEN
PRACTICES IN PRE- AND IN-
SERVICE CALL TEACHER EDUCATION
Shona Whyte
@whyshona
shonawhyte.wordpress.com
wp.me/p28EmH-19B

Sustainability and open practices

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