ELT 11: Media and the Classroom PDF

Session 11: Media and the Classroom 1. How to Categorise Media Offline − visual o black/white board o worksheets o books o pictures − auditory o music o podcasts o audiobooks o radio − audio-visual o...

Session 11: Media and the Classroom 1. How to Categorise Media Offline − visual o black/white board o worksheets o books o pictures − auditory o music o podcasts o audiobooks o radio − audio-visual o feature films o youtube clips o TV shows o documentaries Online − interactive formats on the internet o (hyper)texts o email o social media o films o clips 1.1. Three Dimensions of Media (Schmidt/Strasser 2018) − the technological medium in-use: book, DVD, smartphone − the coding forms for information in different symbol systems o mono-codal (only text) o multi-codal (text combined with pics, audio files) − the required sensory modalities o mono-codal (only visual or auditory) o multi-codal (audio-visual) 2. Advantages and Disadvantages of Digital Media Use in ELT 2.1. Pros − internet as an extensive data base for teachers − authentic texts and many perspectives − cultural learning can be included − brings variety to the classroom − media use can be motivating − students can be activated (visual and audio material) − explanations via pictures/videos − schools might be better equipped now due to the Covid-19 crisis 2.2. Cons − students work under different conditions (inequality; no or restricted access to digital media or the internet) − digital competences of the teachers − equipment of schools − technical difficulties (very time-consuming) − when students use their own devices, they might get distracted − no use of media for their own sake (we need learning objectives while viewing/listening/reading-tasks) 3. Aims 3.1. Media Didactics − media as tools for the purpose of FLT − is concerned with the functions, effects and forms of utilising media in teaching and learning scenarios 3.2. Media Education − use of media to educate the students to consume media in a competent and critical manner − is concerned with ways of using media sensibly − it is centred on enabling individuals to reflect critically on their use of media 3.3. Media Literacy (Medienkompetenz) − to perceive, recognise, analyse and reflect on media − to use and produce media − to be motivated and emotionally involved in perception and production processes − refers not only to digital media (whereas here you come across the term digital literacy) 4. Reasons for Media in FLT: The SAMR Model Enhancement − Substitution o technology acts as a direct tool substitute o with no functional change o example: students write a text on a computer instead of paper o tools: Youtube, mind mapping applications, etc. − Augmentation o technology acts as a direct tool substitute o with functional improvement o example: students write a text on a computer instead of paper, but they use spelling checks and can easily rearrange a text after they’ve got feedback → the use of technology improves the writing process o tools: bit.do, tiny.url Transformation − Modification o technology allows for a significant task redesign o example: students write a text together in a programme where each student can edit the text from anywhere and anytime o tools: wikispaces.com, moodle.org − Redefinition o technology allows for the creation of new tasks previously inconceivable o example: students write blog posts and can interact with each other and others on the internet via comments and blog posts o tools: makebeliefcomix.com, animoto.com Teaching Objectives − reasons for media in FLT o media as teaching/learning tools o media as communication tool o media as subjects of reflection − working with media in class does not mean that students can use tools competently 5. Settings 5.1. Definition − setting refers to the overall context and framework of foreign language learning and teaching − similar terms: background, environment, classroom, Lernumgebung, Lernort 5.2. Four Dimensions − the political framework: school system, curricula, educational reforms − the approach to teaching foreign languages: communicative, task-based or structure-based teaching (focusing on grammar and vocabulary teaching) − the English language classroom o the classroom as a physical space ▪ in order to learn most successfully, humans need to feel safe and comfortable reduce noise levels quiet corners personal decoration (maps, film posters, portraits of authors, creative products → sense of ownership) ▪ body movement and physical activity are significant for successful learning → activity songs, games, role plays, rotation learning, project work, drama methods health and motivational reasons a means of processing new information activates different parts of the brain → classrooms need to provide enough space and affordances (non-linguistic and linguistic input) = rich learning environment o as an interpersonal meeting place ▪ a classroom is always a place where humans meet others and communicate as well as interact with one another ▪ learners become agents of their own learning process, taking decisions, negotiating meanings ▪ dynamic relationships between teachers and learners: everyone needs to be flexible and willing to take risks and overcome fears o as an out-of-school site for English language teaching ▪ extracurricular learning or out-of-school learning ▪ main idea: leaving the actual school building to learn the English language outside in the world → experimenting with language, using knowledge and skills ▪ allowing learners to better understand the real-life purpose of what they learn at school (Anwendungsbezug) ▪ using the target language for its true purpose, as a means of authentic communication ▪ raising learners’ awareness for the role of the English language plays in their everyday life ▪ primary and secondary sites primary-out-of-school sites o specifically created and designed to initiate foreign language learning o museums or art exhibitions offering English language tours for school classes; special school screenings in cinemas; English theatres touring from one town to another; university-based outreach labs (Schülerlabore)  secondary-out-of-school sites o designed for very different purposes than language learning o can be exploited for this very purpose because of international/multilingual traits they possess o airports, train stations, ferry terminals, outlet centres, restaurants, market squares ▪ structure for out-of-school projects preparing the out-of-school project at school using and exploring the foreign language in the out-of-school learning site analysing and evaluating the out-of-school experience back at school ▪ examples for projects and places projects o being exposed to/experiencing the foreign language in an authentic context (reading, listening, viewing) o research projects o mail/virtual exchanges (speaking and writing) o English speaking visitors at the school places o museums, theatres, cinemas o public places (university, supermarket) o class trips − the role of the internet: online English language resources or online communication in the English language → no clear boundaries, much overlapping