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- 1. •Carol Lethaby • clethaby@clethaby.com • http://clethaby.com • @clethaby
- 2. Carol Lethaby: 2017 1 Technology and education 2 Language teaching methodology 3 Research and education 4 NNSTs and NSTs 5 Re-imagining ELT
- 3. Carol Lethaby: 2017 1 Technology and education
- 4. Developments in technology and education • A Use of technology – hardware, software and apps to help language learning Carol Lethaby: 2017
- 6. “… we genuinely use to socialise, study and develop ourselves.” • Peachey, 2012 Carol Lethaby: 2017
- 7. Carol Lethaby: 2017 But is this really what students want?
- 8. Canadian Higher Education Strategy Associates Carol Lethaby: 2017
- 9. •“Far from preferring to be immersed in a digital world of self-directed learning, students seem to still have an enormous desire to learn directly from a “sage on the stage.”.” (2011: 17) Carol Lethaby: 2017
- 10. • Students prefer ‘moderate’ use of technology Carol Lethaby: 2017
- 11. •B The growth of distance (online) education and blended learning options for learning languages. Carol Lethaby: 2017 Developments in technology and education
- 12. •Blake (2008) - students in the online-only and hybrid courses achieved oral Spanish proficiency comparable to that of students in traditional courses. • http://news.ucdavis.edu/search/news_detail.lasso?id=9212 August 21 2009 Carol Lethaby: 2017
- 14. •“Zhao et al. (2005) found advantages for blended learning (combining elements of online and face-to-face communication) over purely online learning experiences” • Means et al, 2009: 53 Carol Lethaby: 2017
- 15. •“Zhao et al. also found that instructor involvement was a strong mediating variable.” • Means et al, 53 Carol Lethaby: 2017
- 16. Instructional media •“mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.” • Clark, 1983 in De Bruyckere et al, 2015 Carol Lethaby: 2017
- 17. What about ‘digital natives’? Carol Lethaby: 2017
- 18. Kennedy and Fox (2013) •Students do use a variety of technologies .. •But they use them for … •“personal empowerment and entertainment.” • In De Bruyckere et al, 2015 Carol Lethaby: 2017
- 19. •… students are “not always digitally literate in using technology to support their learning.” • In De Bruyckere et al, 2015 Carol Lethaby: 2017
- 20. •one study found that “the tools these students used were largely established technologies, in particular mobile phones, media player, Google, [and] Wikipedia.” • In De Bruyckere et al, 2015 Carol Lethaby: 2017
- 21. •“ … what knowledge they do have is often limited to basic Microsoft Office skills (Word, Excel, PowerPoint), emailing, text messaging, Facebook, and surfing the Internet.” Carol Lethaby: 2017
- 22. Do your children know more about the internet than you do? A Definitely B Maybe C No Carol Lethaby: 2017
- 23. •“Just 36 percent of Europe’s 9- to 16-year-olds said that they knew more about the Internet than their parents.” • In de Bruyckere et al, 2015 Carol Lethaby: 2017
- 24. •“Studies in other countries, including Australia, Austria, Canada, Switzerland, and the United States, all come to the same conclusion: there is no such thing as a generation of digital natives.” • In de Bruyckere et al, 2015 Carol Lethaby: 2017
- 25. • Pedro De Bruyckere , Paul A. Kirschner , Casper D. Hulshof • Urban Myths about Learning and Education (Academic Press, 2015). Carol Lethaby: 2017
- 26. • C Our brains are changing. • Or are they? Carol Lethaby: 2017 Developments in technology and education
- 27. • Shortened attention span? • Not enough long-term research yet • http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn- teachers-say.html?pagewanted=all&_r=0 Carol Lethaby: 2017
- 28. •“What we’re labeling as ‘distraction,’ some see as a failure of adults to see how these kids process information,” Ms. Purcell said. “They’re not saying distraction is good but that the label of ‘distraction’ is a judgment of this generation.” • http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers- say.html?pagewanted=all&_r=0 Carol Lethaby: 2017
- 30. •“A 2017 survey of more than 5,000 American teens found that three out of four owned an iPhone.” Carol Lethaby: 2017
- 31. •“The results could not be clearer: Teens who spend more time than average on screen activities are more likely to be unhappy, and those who spend more time than average on nonscreen activities are more likely to be happy.” • https://www.theatlantic.com/magazine/archive/2017/09/has-the- smartphone-destroyed-a-generation/534198/ Carol Lethaby: 2017
- 32. • A Multitasking Video Game Makes Old Brains Act Younger (the possibility of ‘brain training’ for older people using video games with multitasking – results in Nature Journal) • http://www.nytimes.com/2013/09/05/technology/a-multitasking-video- game-makes-old-brains-act-younger.html Carol Lethaby: 2017
- 33. • “Of course, the brain changes any time we form a memory or learn a new skill, but new skills build on our existing capacities without fundamentally changing them. We will no more lose our ability to pay attention than we will lose our ability to listen, see or speak. ” • Chabris and Simons, 2010 Carol Lethaby: 2017
- 34. • “There are still a number of studies that point to a positive gain in learning terms, but the majority equate the positive learning effect resulting from the good use of technology with good teaching.” • De Bruyckere et al, 2015 Carol Lethaby: 2017
- 35. Re-imagining ELT •‘Moderate’ use of technology •The importance of the teacher Carol Lethaby: 2017
- 36. Carol Lethaby: 2017 2 Language Teaching Methodology
- 37. The evolving role of the teacher A adapt to the presence of technology Carol Lethaby: 2017
- 38. • “the need for a different approach to teacher development that focuses on helping teachers with their own digital literacies.” • Nik Peachey http://www.guardian.co.uk/education/2012/may/15/technology-fails-elt Carol Lethaby: 2017
- 39. •All K-12 teachers said Ed Tech is being used in schools •1 in 5 feel intimidated by ss knowledge •1 in 4 have had any training • Kirsten Hoyt • https://tech.co/tech-evolution-teachers-skill-sets-2017-08 • https://ukedchat.com/2016/11/18/11-reasons-why-teachers-dont- use-technology-by-nikpeachey/ Carol Lethaby: 2017
- 40. B Mobile devices and connectivity, more opportunities for learning Carol Lethaby: 2017 The evolving role of the teacher
- 41. • “The crucial factor for learning improvement is to make sure that you do not replace the teacher as the instrument of instruction, allowing computers to do what teachers would normally do, but instead use computers to supplement and amplify what the teacher does.” • De Bruyckere et al, 2015 Carol Lethaby: 2017
- 42. C Changes in Methodology Carol Lethaby: 2017 The evolving role of the teacher
- 43. Methodology? •‘principled eclecticism’ •– HD Brown What does this mean? Carol Lethaby: 2017
- 44. Methodology? •‘teaching unplugged’ – dogme – see Meddings and Thornbury (2009) – conversation-driven, materials-light, emergent language • http://englishagenda.britishcouncil.org/seminars/dogme-lesson-luke- meddings-exeter-0 Carol Lethaby: 2017
- 45. Methodology? •‘ ‘Post-method’ – see Kumaravadivelu (2001) – “particularity, practicality, and possibility” as organizing principles of L2 teaching • Particularity – specific to your context (see also Holliday and Canagarajah) • Practicality – the relationship between theory and practice • Possibility – empowering teachers and learners in their own context (Freire) Carol Lethaby: 2017
- 46. Methodology? •Technology •adapting role of the teacher eg ‘the flipped classroom’ Carol Lethaby: 2017
- 47. •growth of distance and blended learning Carol Lethaby: 2017
- 48. •adaptation of materials for mobile devices Carol Lethaby: 2017
- 49. •possibility of more differentiation Carol Lethaby: 2017
- 50. Adaptive learning • Computer mediated learning without a teacher based on the individual and unique needs of every learner. • Philip Kerr – English Language Teaching https://adaptivelearninginelt.wordpress.com/about/ Carol Lethaby: 2017
- 51. • “use computers to supplement and amplify what the teacher does.” • De Bruyckere et al, 2015 Carol Lethaby: 2017
- 52. Re-imagining ELT •More use of technology •Reaction against technology / materials •More attention to the context and situation in which English is being taught Carol Lethaby: 2017
- 53. Carol Lethaby: 2017 3 Research and education
- 54. • “Generally, research and theorising, which are the province of a quite different discourse community, tend to intimidate teachers, who, in any case frequently find them of limited relevance to their own professional, teacherly concerns.” • (Maley, 2016: 13) Carol Lethaby: 2017
- 55. • Should we focus on research or should we be more ‘enquirers’ as Alan Maley suggests? Carol Lethaby: 2017
- 56. Is research important to teaching? Carol Lethaby: 2017
- 57. Carol Lethaby: 2017 Neuroscience and teaching
- 60. •( Carol Lethaby: 2017 An example of a neuromyth is that learning is enhanced if people are classified and taught according to their preferred learning style.
- 61. • Primary and secondary teachers around the world believe in neuromyths (Dekker et al, 2012, Howard-Jones, 2014) • …. So do English language teachers (Lethaby and Harries, 2016) Carol Lethaby: 2017
- 62. 30.12% 90.36% 60.24% 8. Learning styles in language learning 7. VAK 5. Left brain, right brain Lethaby and Harries (2015-2016) % English language teachers who agree with neuromyths n = 332 Carol Lethaby & Patricia Harries 2017
- 63. •“the importance of a dialog between teachers and neuroscience experts in order to establish effective collaborations between the two fields” • Dekker et al, 2012 Carol Lethaby: 2017
- 64. •“ … present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.” • Riener and Willingham, 2010 Carol Lethaby: 2017
- 65. Re-imagining ELT: •Be interested in and aware of evidence-based research into teaching and learning •Consider other fields and how they can contribute to education and language teaching •Don’t expect all the answers … yet! Carol Lethaby: 2017
- 66. Carol Lethaby: 2017 4 NNSTs and NSTs
- 67. Is the native speaker relevant? • EFL learners set to reach about 2 billion in about 10 years time. (Graddol, 2006). • TESOL 2014 – 1.5 billion English learners Carol Lethaby: 2017
- 68. • This means that the probability of English learners speaking to a fellow English learner is higher than the probability of the English learner speaking to a native speaker. Carol Lethaby: 2017
- 69. • Of the 763 million international travellers in 2004, 74% of them were visitors from non-English speaking countries to other non-English speaking countries. • (Graddol, 2006). Carol Lethaby: 2017
- 70. • What are the advantages and disadvantages of NNSTs? Carol Lethaby: 2017
- 71. The Non-Native Speaker Teacher • Has been through the same learning process as the learner “the untrained or unqualified native speaker is potentially a menace” (Phillipson, 1992: 195) Carol Lethaby: 2017
- 72. The Non-Native Speaker Teacher • Has a lot of explicit knowledge about English and can explain form and function (native speakers have a lot of implicit knowledge) Carol Lethaby: 2017
- 73. The Non-Native Speaker Teacher • Shares linguistic knowledge about the L1 (in EFL situations) Carol Lethaby: 2017
- 74. The Non-Native Speaker Teacher Carol Lethaby: 2017 DtarazonaInfobgv Shares cultural background knowledge with the learner (in EFL situations)
- 75. Some Difficulties for the Non-Native Speaker Teacher (See Medgyes, 2017) • Methodology: • Textbooks and materials are often not written by NNS teachers • The communicative approach and modern approaches emphasize English only • The mother tongue has been underused / undervalued • The communicative approach stresses authentic, natural, unpredictable language • Discrimination! (see Thornbury and others, 2015) Carol Lethaby: 2017
- 76. Fighting discrimination: • Job ads for native speakers only • NNSTs being paid less • Failure to take into account teacher education and training • Failure to take into account the advantages of NNSTs • Failure to take into account the importance of the NNST and the growing irrelevance of the NS Carol Lethaby: 2017
- 78. Carol Lethaby: 2017 5 Re-imagining ELT
- 79. 1 Re-imagining technology in ELT Adapting to technology – ‘moderate’ use of technology Opportunities: Teaching – classroom – online – blended – importance and relevance of the teacher Training and PD – classroom – online – using technology – working on own digital literacy Carol Lethaby: 2017
- 80. 2 Re-imagining learners Learners learning earlier – EYL - CLIL Therefore: more content in English with older learners Carol Lethaby: 2017
- 81. 3 Re-imagining methodology: Based on context, but global and critical thinking Focus on learners and their reality Using technology as a vehicle “The smart person at the front of the classroom” Carol Lethaby: 2017
- 82. 4 Re-imagining the role of research in ELT Looking to other fields Considering neuroscientific developments Teachers and research Carol Lethaby: 2017
- 83. 5 Re-imagining the role of the NNST The growing importance and relevance The diminishing relevance of the NST Fighting discrimination – the importance of professionalization Carol Lethaby: 2017
- 84. Carol Lethaby: 2017 1 Technology and education 2 Language teaching methodology 3 Research and education 4 NNSTs and NSTs 5 Re-imagining ELT
- 86. Question What are the present and future professional training and development needs of English language teachers considering the changing world and the learners in it?
- 87. •Carol Lethaby • clethaby@clethaby.com • http://clethaby.com • @clethaby