INTERCULTURAL LANGUAGE TEACHING AND LEARNING：跨文化交際語言教學(xué)和學(xué)習(xí)

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Self-accessmodule2

USINGCONNECTIVETECHNOLOGIESTOBUILDANDSUSTAININTERCULTURALLANGUAGELEARNING

?CommonwealthofAustralia2007

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Disclaimer

TheviewsexpressedinthepublicationdonotnecessarilyrepresenttheviewsoftheAustralianGovernmentDepartmentofEducation,ScienceandTraining.

Acknowledgment

ThisworkwasfundedbytheAustralianGovernmentDepartmentofEducation,ScienceandTrainingundertheAustralianGovernmentQualityTeacherProgramme(AGQTP).

USINGCONNECTIVETECHNOLOGIESTOBUILDANDSUSTAININTERCULTURALLANGUAGELEARNING

ModuleOverview

Thisisaself-accesslearningmodule.

ItisdesignedasanadditionalpathwayforexploringinterculturallanguagelearningforteacherswhohaveparticipatedinILTLPPhase1or3,orwhocanaccessmaterialsfromtheILTLPprofessionallearningprogramme,toworkthroughbythemselvesorwithgroupsofotherteachers.ItreferstomodulesprovidedaspartofPhase3oftheILTLPandassumesfamiliaritywiththeknowledgeandskillsgainedthroughparticipationintheILTLP.Itisnotintendedasastand-aloneprofessionallearningprogramme.

AllILTLPprofessionallearningmaterialscanbeaccessedonthewebsite:

.au

/

AsateacherwhohasparticipatedinPhase1or3,youwillappreciatetheparticularfocusthatinterculturallanguageteachingbringstothelearningofLanguages.Itisrecommendedthatyouworkthroughthismoduleindividually,relatingitbothtotheILTLPmaterialsyouhaveexploredalreadyandtoyourworkwithyourstudentssinceyourparticipationintheILTLP.

Youshouldexaminethismodulequicklytoassesswhetheritmeetsyourneeds.Itisaimedatteacherswhoarenotfamiliarwiththerangeoftechnologiesavailableorwaystoaccessandusethem.Itisintroductoryinscope.Youmayfeelcomfortablewithyourknowledgeandpracticeinthisareaandmaywishtoconcentrateontherelationshipbetweentheuseofinformationandcommunicationtechnologies(ICTs)andinterculturallanguagelearning.

Itisintendedthatthismodulecanbeundertakenasectionatatime.Youmaywishtospendmoreorlesstimeonasectionasyoufeelyouneedto,orasyourinterestsandsituationrequire.

ModuleObjectives

Inthismoduleyouwill

Considerthepurposesandparticulardimensionsoftheinteractionofaninterculturallanguagelearningprogrammeandconnectivetechnologies

Exploreoftherangeoftechnologiesthatsupportinterculturallanguageteachingandlearning

EvaluateparticularexamplesofICTenhancedLanguageprogrammesfromaninterculturallanguagelearningperspective.

Intentionsofthismodule

Thepurposeofthismoduleistoencourageyou(andyourcolleagues)toconsidertheimplicationsofengagingICTsinyourLanguageseducationprogrammeswithintheframeworksofthewiderpurposesoftheILTLP,i.e.:

theconsiderationoftheinterculturalwithinthelearningofLanguages,and

extendedplanningandprogrammingforinterculturallanguagelearning.

Asyouworkthroughthisbriefmodule,youwillextendyourknowledgeandskillsintheuseofICTsinLanguageseducationprogrammes,includingcurrentpracticesandexamplesfromTheLe@rningFederationandelsewhere.YouwilllearnhowtoincludearangeofICTsandconnectivetechnologyapproachesinyourprogramming.

Youwillgainknowledgeandskillsinincorporatingtheinterculturalintosuchworkandlearnhowtoevaluatethepurposesandintentionsofdigitalmaterialsfromaninterculturalperspective.

Structureofthismodule

Therearethreeorganisingsectionstothismodule:

Considerationofthepurposesandparticularissuesoftheinteractionofaninterculturallanguagelearningprogrammeandconnectivetechnologies

Explorationoftherangeoftechnologiesthatsupportinterculturallanguageteachingandlearning

EvaluationofparticularexamplesofICTenhancedLanguageprogrammesfromaninterculturallanguagelearningperspective.

Resourcesrequired:

Acomputerconnectedtotheinternet.

Copiesof:

TheNationalStatementandPlanforLanguagesEducationinAustralianSchools2005-20082005CanberraMCEETYA

TheILTLPPhase3ProfessionalLearningmanual:availableat:

.au

/

Liddicoat,A.,Papademetre,L.,Scarino,A.&Kohler,M.2003,Reportoninterculturallanguagelearning,Canberra:CommonwealthDepartmentofEducation,ScienceandTechnologyavailableat

.au/nalsas/reports/reports02.htm#intercultural

ButfirstletusconsiderwhytheinterculturalmattersinusingICTstosupportlanguageslearning.

ConnectingwithILTLPProfessionalLearningProgrammeandMaterials

Whydoestheinterculturalmatterwhenusinginformationandcommunicationtechnologies(ICTs)tosupportthelearningofLanguages?

ICTsareusedforcommunicationandformanagingandanalysingdata,artefacts,informationandindividualcreations:theyarepartofthecommunicationandculturalactivitiesoflocalandglobalgroups.

Interculturallanguagelearningencourageslearnerstounderstandtheirownlanguagesandculturesinrelationtoanadditionallanguageandculture.Culturalandlinguisticcommunitieshaveincorporatedinformationandcommunicationtechnologiesintoeverydaylifeandinteraction,ICTsareusedininterculturaldialogueandnegotiationandareimportantinrecognisingdifferentpointsofview.

ICTscanbeusedbyteachersandstudentstouse,communicatein,andcreatelanguagewithinterculturalsensitivityandknowledge.TeachersandstudentscanalsouseICTstolearnfrom,engagein,andrespondtoparticularlanguageactivitiesthatrequireaninterculturalperspectiveinanalysingandrespondingtothem.

Teachersandstudentsneedtoconsider:

theimplicationsoftheinteractionsoftechnologies,theinterculturalandLanguages

planningandprogrammingthatincorporateICTsininterculturalLanguagelearningineducative,ethicalanddevelopmentalways

currentandprojectedtechnologiesandpracticesthatwillsupportinterculturallanguagelearning

evaluatingandassessingtheappropriatenessofdigitalinteractions,materialsandwebsites,and

exploringthepositionofthelearners.

Section1:Considerationofthepurposesandparticularissuesoftheinteractionofaninterculturallanguagelearningprogrammeandconnectivetechnologies

Context

ExaminetheNationalStatementandPlanforLanguagesEducationinAustralianSchools2005-2008.

Yourschoolshouldhaveacopyofthis.Youcandownloadacopyfrom:

.au/mceetya/default.asp?id=11912

NoticethatPage12refersbrieflytotheimportanceofICTuseinLanguagesclassrooms.Page15includestheuseofICTsinitslistofactionsforProgrammeDevelopment.

Now,readResource1whichfollows.ThisResourceisabriefdiscussionpaperthatexplorestheissuesofensuringthattechnologiesbasedLanguagesteachingandlearningisstructuredaroundtheintercultural.Itincludesasetofquestions.AfterreadingResource1,makenotesinresponsetothetaskattheend.

Identifyanyparticularquestionsorissuesthatyouwouldliketoexplorefurther.

Writethesequestions/issuesdownandnotewhatfurtherinformation,andpossiblesourcesofthatinformation,youwouldrequiretoexploreyourquestionsdeeply.

Resource1

Thefollowingpaperdrawsheavilyonsomekeysources:

themaintheoreticalsourceofinformationandtheseminalworkininterculturallanguagelearningisLiddicoat,A.Papademetre,L,Scarino,A&Kohler,M2003,ReportonInterculturalLanguageLearning,Canberra:DepartmentofEducation,ScienceandTrainingavailableat

.au/nalsas/reports/reports02.htm#intercultural

the5modulesintheILTLPProfessionalLearningProgrammeavailableat:

.au/

arecentprofessionallearningprogrammebasedontheresource,TeachingLanguagesinthePrimarySchool:Examplesfromcurrentpractice,entitledTeachingLanguagesinthePrimarySchool:Atrain-thetrainerprofessionallearningprogramme(CommonwealthofAustralia2006)andavailableat:

.au/doc/teachinglanguages_primary.doc

apracticalguide,GettingStartedwithInterculturalLanguageLearning-AResourceforSchools(CommonwealthofAustralia2005)availablefordownloadingat:

.au/alplp/outcomes.htm

ICTsandinterculturallanguagesprogramming

WhybotheraboutICTs?

Theuseoftechnologiesinclassroomsreshapesassumptionsthathaveunderpinnededucation,includingLanguagesteachingandlearning.AstheMCEETYANationalStatementandPlanforLanguagesEducationinAustralianSchools2005-2008(

.au/mceetya/default.asp?id=11912

)recognises,Languageseducationisnotisolatedfromsocial,politicalandeconomicactivity.Societysignificantlyimpactsoneducationandontheworldsofstudents,theirfamiliesandtheirschools.Oursocietyisshapedby:

internationalinterdependencyandglobalengagement

commitmenttovalues,ethics,responsibilitiesandculturalsensitivity

culturesandeconomiesbasedondigitalcommunication,informationandknowledge

increaseduseofICTinwork,learningandleisure

policiestoaddressinequalities.

Teacherswhohaveimplementedinterculturallanguagelearningprograms,includingsomeiltlpphase1teachers,havereportedthatstudentsinparticularseetheconnectionsbetweenusingictstoincreaselanguageknowledgeandskillsandtheneedfortheintercultural.analysingculturalvariationandcontemporarylinguisticandculturalexpressioninvolvesinternetresearch,textmessaging,emailing,theuseofvideoconferencinganddigitalcameras.anditinvolvesinterculturalunderstandingandcommunication.studentsalsolikeconnectingasmembersofaglobalizedyouthculturewithpeersinotherschoolsandcountries.theyrecognizetheneedforinterculturalconnectivityandsensitivityinsuchexchanges.

Howdoesthatconnectwiththeaimsofinterculturallanguagelearning?

Theaimsofinterculturallanguagelearninghavebeenexplainedinvariousways,including:

Atagloballevelthegoalsofinterculturallanguagelearningareasfollows:

understandingandvaluingalllanguagesandcultures

understandingandvaluingone’sownlanguage(s)andculture(s)

understandingandvaluingone’stargetlanguage(s)andculture(s)

understandingandvaluinghowtomediateamonglanguagesandcultures

developinginterculturalsensitivityasanongoinggoal.

(Liddicoat,A.,Papademetre,L.,Scarino,A.&Kohler,M.2003,Reportoninterculturallanguagelearning,p.46.Canberra:CommonwealthDepartmentofEducation,ScienceandTraining)

These‘goals’shouldbemanifestindigitalandtechnologicalconnections,researchactivities,conversationsandinteractions.TheyarerelevanttousingICTsinteachingandlearningandtheirdevelopmentandprogressionamongstudentscanbeenhancedbyusingICTs.

Anissueofstudentinitiatedmodeofinteracting

Inaninterculturallanguagelearningapproach,studentsarerequiredtoreflectontheknowledgeandassumptionstheymakeabouttheirownculturesaswellasofthoseofthetargetlanguage.Theyalsoreflectonthewaysthatlanguagesembodyculturesandmanifestculturallysignificantattitudesandbehaviours.Interculturallanguagelearningrequiresandenablesgreaterstudentparticipationinthedirectionthelearningtakesaswellasinadvisingonitscontentandprocesses.

ICTsprovidestudentswithameansandamotivationtosupportsuchengagementinthelearning.Communication,datagatheringandanalysis,recordinginformationandresearch,andotherdigitallybasedlearningactivitiesneedtobeinformedby,andresponsiveto,aninterculturalapproach.Studentsneedtounderstandtheinterculturaliftheyaretodevelopcriticalanalysiscapabilitiesinengagingwithinternetbasedinformationandinteractions

Howcanweensurethattechnologicallyenabled‘dialogues’reflecttheintentionsoftheintercultural?

ICTsprovidemanyopportunitiesforstudentstoengageinrealandvirtual‘dialogues’throughemail,telephone,texting,internetblogsandsharedlists.

Interculturallanguagelearning…isadialoguethatallowsforreachingacommongroundfornegotiationtotakeplace,andwherevariablepointsofviewarerecognised,mediatedandaccepted.

(Liddicoat,A.,Papademetre,L.,Scarino,A.&Kohler,M.2003,Reportoninterculturallanguagelearning,p.43.Canberra:CommonwealthDepartmentofEducation,ScienceandTraining)

Studentscanexplorewaysof‘recognising,mediatingandaccepting’variablepointsofviewandculturalperspectivesandtheimpactoftheseonLanguageuseandunderstanding.

Explicitteachingofcultureisacentralpartoflanguageteaching–istheinterneta‘culturalspace’?oran‘interculturalcontext’?orboth?

Technologiesprovideavarietyofwaysforstudentstocommunicateinanotherlanguage.Softwareprograms,availableas‘learningobjects’ondiskorviatheinternetprovidewaysforstudentstopractisetheir‘new’language.Theinternetprovideswaysofconnectingwith‘native’speakersandwritersofthatlanguage.Theculturesofbothcommunicators;thestudentandthe‘native’speaker/writer;shapethewaystheycommunicate,thecommunicationsthemselvesandthewaysthecommunicationsareunderstood.

Theultimategoaloflanguageteachingandlearningistobeabletocommunicateinanotherlanguage.Culturesshapethewaylanguageisstructuredandthewaysinwhichlanguageisused.Weneedtostartteachingcultureattheverybeginningoflanguageteaching,becauseevensimplelanguageconveysculture.Whetherwethinkweareteachingcultureornot,weareactuallyprovidingculturalinformationinclassrooms.Languageisnotlearntinaculturalvacuumthatcanbefilledinlater,ratherlearnerscreatetheirownculturalassumptionsastheylearn.Ignoringculturedoesnotleaveavacantculturalspacewhichcanbefilledinlater.Rather,itleadstoaculturalspacewhichisfilledbyuninformedandunanalysedassumptions.

Culturalknowledgeisnotsomethingthatlearnerscanjustpickup.Infact,culturaldifferencesmayoftengounnoticedbylearnersuntiltheyactuallycreateaproblem.Iflearnersaregoingtodeveloptheirculturalknowledgeaboutthetargetlanguagegroup,theyneedtobehelpedtonoticewhentheirculturediffersfromthatofothers.Thisiswherelanguageteachersneedtouseexplicitteachingtodrawtheirstudents’attention.

(TeachingLanguagesinthePrimarySchool:Atrain-thetrainerprofessionallearningprogrammeCommonwealthofAustralia2006,AsiaEducationFoundation,Melbourne)

UsingICTsrequiresteacherstouse‘explicitteaching’todrawtheirstudentsattentiontointerculturalandlinguisticknowledgeanddispositions.

Includingthedigitalcommunicativeexperience

Itistruethatwecannotteacheverythingaboutculture.Culturesarecomplexthingsandtheyvaryfrompersontoperson,fromgrouptogroup,andovertime.Thereisnowaytotransmitsuchacomplexanddynamicthinginaclassroom.Whatwecandointheclassroomishelplearnersdevelopwaysoffindingoutmoreabouttheculturetheyarelearningbyanalysingtheirexperiencesanddevelopingtheirawareness.

(TeachingLanguagesinthePrimarySchool:Atrain-thetrainerprofessionallearningprogrammeCommonwealthofAustralia2006,AsiaEducationFoundation,Melbourne)

Thiscanbeachievedthrough‘noticing’,‘comparing’and‘reflecting’asexplainedinModule2oftheILTLPprofessionallearningmaterials.

ConnectingtotheNationalStatementforLanguagesEducationinAustralianSchools

Allstate,territoryandAustralianGovernmentMinistersofEducationhaveendorsedtheNationalStatementforlanguageseducationinAustralianschools2005-2008.thisstatementandplansupportsaninterculturallanguagelearningapproachtoLanguageseducation.

Itarguesthateducationinaglobalcommunitybringswithitanincreasingneedtofocusondevelopinginter-culturalunderstanding.Thisinvolvestheintegrationoflanguage,cultureandlearning.Inter-culturallanguagelearninghelpslearnerstoknowandunderstandtheworldaroundthem,andtounderstandcommonalityanddifference,globalconnectionsandpatterns.Learnerswillviewtheworld,notfromasingleperspectiveoftheirownfirstlanguageandculture,butfromthemultipleperspectivesgainedthroughthestudyofsecondandsubsequentlanguagesandcultures.Forlearnerswhostudytheirbackgroundorheritagelanguage,itprovidesastrengthenedsenseofidentity.

Interaction

Examine,andthinkaboutthefollowingtable.

ThelefthandcolumndescribesaspectsofthePrinciplesofinterculturallanguagelearning.ThesehavebeenadaptedfromReportoninterculturallanguagelearning.

makenotesintherighthandcolumnabouttheapplicabilityofictuseinlanguageslearningtotheinterculturallanguagelearningprinciple.Somesuggestionshavebeenmadetogiveyoutheidea.

Principle

ApplicabilitytoICTuse

ActiveConstruction

Pedagogy:

istaskorientated

includestheuseofeffectivequestioning

caterstotherequirementsofindividuallearners

incorporatesgraphicorganisersandothervisualsthathelptoconnectunderstandings

encouragesagradualshiftfromthedescriptivetotheconceptual

highlightsparticularlinguisticandsocio-culturalconsiderations

………

………

Softwareprogramsprovideselfmanagedtasks………………….

…………..

Studentscansearchforowninterestareasoninternetand‘a(chǎn)ssess’interculturalresources.

Digitalcamerasusedtodemonstratelearning………………

……………

Useemailtocompareidiomatic‘family’languageacrossL1andL2……..

…………….

Makingconnections

Pedagogy:

isdesignedinlinewithlearners’developmentandbuildsonpreviousknowledge

combineslearningoflanguageandculturewiththedevelopmentofculturalunderstandingsacrossthecurriculum

encourageslearnerstoexplain,integrateandinquire

buildsconnectionsacrosstextsandcontexts

………..

……….

………..

………..

………..

……….

……….

……….

……….

……….

SetsupabloginL1andL2oninterestarea……………..

SocialInteraction

Pedagogy:

facilitatesinteractionsthatpromoteinterculturalcommunication

buildsaccuracy,fluencyandcomplexity

includesinteractivetalkasanessentialpartofalltasks

includesscaffoldingtoextendtheinterculturalconnectionsindividuallearnersaremaking

involveslisteningtolearnersandincorporatingtheirresponsesintotheconversation

includesmakingcomparisonsacrossarangeoflanguages,culturesandcontexts,usingmultipleexamples(cultures,conceptualsystemsandsetsofvalues).

………..

………..

Teacherestablishestextmessagingconnectionwithclassinanothercountry

…………

…………

…………

…………

Softwareprogramprovidesindividualrevisionprogramandfeedback…………….

…………….

…………….

…………….

…………….

……………..

…………….

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……………..

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Reflection

Pedagogy:

includesreflectingcriticallyonone’sownattitudes,beliefsandvalues

involvesconceptualisingconnectionsbetweenlanguagesandcultures

mediatestheprocessesofdevelopingmultipleperspectivesonlanguageandcultureinallsocietiesandactinginnon-judgementalways

highlightscomparing,analysing,andsynthesisingaspectsoflanguageandculturefromauniversallyhumanperspective

………..

………..

………..

………..

………..

………...

………..

………..

………..

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Responsibility

Pedagogy:

involvessettingpersonalgoalsandself-monitoring

fostersengagementwithdifferenceandincludesawarenessofmultipleperspectives

investigatesethicalusesofknowledge

………..

StudentsuseExcelprogramtosetupgoalsandprogressionpoints…

………

………

………

………..

AdaptedfromLiddicoat,Papademetre,Scarino&Kohler2003.

Section2:Explorationoftherangeoftechnologiesthatsupportinterculturallanguageteachingandlearning

Ifyouarealreadyon-line,ctrlclick(pressthecontrolbuttonwhileatthesametimeclickingthemouse)thefollowingurl.Ifnot,callupaninternetbrowserandtypein:

/educators/index.html

togoto…

Googleeducator

Thishowaleadingon-linedailyteachersnewsletterdescribedit.(YoucansubscribeforfreetothisnewsletterfromtheASCD:goto

ascd@

)

Googlecourtingteacherswithnewtechresource

GoogleforEducators

,anewWeblaunchedinlate2006,offersguidesandlessonplansdetailingcreativewaystouseBlogger,GoogleMaps,GoogleEarthandnineotherGoogleapplicationsintheclassroom.Thesitealsoofferslinkstoatrainingacademythatwillallowteacherstobecome"Googlecertified."

Lookatthehomepageyouhaveopenedupcarefullyandworkoutwhattoolsandtermsyouarefamiliarwith.

TypeyouremailaddressintheboxinthelowerrightcornertosubscribetotheGoogleTeacherNewsletter.Thenewsletterscomeoccasionallyandcontainhelpfulinformationandexamplesofthewaysteachersusethetoolsandprogramsdescribedonthepage.

Letustryoneofthetools:

FirstgototheToolspagebyclickingon‘Toolsforyourclassroom’ontheleft-handsidemargin.

ThenclickonGoogleBookSearchandreadthepageandthecommentbytheeducatoratthebottomofthepage.ClickontheunderlinedandinteractiveGoogleBookSearchatthestartofthefirstpara.ThiswilltakeyoutoaGoogleBookSearchpage.Type‘Indonesianintercultural’intotheboxandclick‘search’.

Clickontheblackcoveredbookamongtheselectionprovidedentitled:Theinterculturalperformancereader–page43byPatricePavis.

Explorepage43andthepagesarounditandthinkabout:

usingthissortofresourceinyourplanningandprogramming

waysthatyourstudentsmightbeintroducedtothisresource,itsstrengthsandlimitations,and

considertheinterculturalargumentraisedinthedocumentabouttheuseofcultures’masksinwesternperformanceonpage44.

Gobacktothe‘Toolsforyourclassroom’pagetoexploresomeothertools.

GoogleEarth(

)isparticularlyexciting.FollowthepromptstodownloadGoogleEarthontoyourcomputer.Ifyougetstuckalongtheway,whynotaskastudenttoassist?Exploreit.KimDaymond,oneoftheILTLPPhase1teachershasatelevisionconnectedtoacomputerwithGoogleEarthopenallthetime.WhenstudentsaskaboutaplaceintheirIndonesianstudies,shesays,‘let’stakealook’andtypesinthedestination(sayBorobudur)andtheearthspinsroundandsettlesonit.Tryit.Youreallyfeellikeyouaretravelling!

WhynotexploreBlogger?Taketheexplanatorytour.Considertheinterculturalissuesthatcouldbeexploredifyouandyourstudentssetup‘blogs’orexploredthe‘blogs’ontheinternet,aboutorintheLanguage(andculture)youareteaching.

2.Thinkingaboutotherformsofdigitaltechnologies…

ExamineResource2:theTableexplainingusesofICTinLanguagesclassrooms.

ThisResourceisfromausefulandrecentlypublishedbooklet:TeachingLanguagesinthePrimarySchool,Examplesfromcurrentpractice

Thereshouldbeacopyofthisresourceinyourschooloruniversitylibrary.Adigitalcopyisavailablefrom:

.au/pdf/teachinglanguages.pdf

ThereisasectioninthisbookonusingICTininterculturallysensitivewaysinprimaryclassrooms.Itisworthreadingandstartsonpage22.

ExamineResource2onthenextpageeitherinprintordigitalform.

Resource2

FromTeachingLanguagesinthePrimarySchool,Examplesfromcurrentpractice(pp.31&32).

YouwillnoticethatthistablelistsApplications(softwareprograms,internetprocesses,games,etc)andrelatesthesetoparticularLanguageLearningProcesses(buildingskills,accessingideasandinformation,extendingideas,creatingandtransformingideas,andsharingideas).ThelastcolumnexaminestheparticularopportunitiestheseusesofICTprovideforLanguageslearning.

GoogleEducatorprovidesmostoftheICTprogramsreferredtoonthistable.UseGoogleEducatortohelpyouunderstandanyoftheterminologyinthistablethatyoudon’tunderstand.

Thinkaboutyourteaching.Whichoftheseapplicationsareyoucurrentlyusing?Whichoneswouldyouliketouse?Whichonesdoyouneedtoexplore?

DosomethinkingandresearchaboutdigitaltechnologiesbeyondcomputersthatwouldenhanceLanguageteachingandlearning.Makealist.Itmightinclude:

DVDs

Digitalcamerasandvideorecorders

Mobilephones

iPodsandotherdigitalsoundrecordersandplayers

….

….

3.UsesofICTsinILTLPClassroombasedprogrammes

GototheILTLPwebsite:

.au

/

ExaminethelistofPhase1teachingprogrammesandopenthosethatinterestyouandexaminethem.

Inparticular,lookatthefollowingprogrammesthatincorporateICTsintheteachers’pedagogiesandthestudents’learning:

StephanieAndrewsYear9Chineseprogramme

MelissaGould-DrakeleyYear12IndonesianProgramme

AntonellaMacchia&AnitaZocchiYear10/11Italianprogramme

KimDaymondYear4/5Indonesianprogramme

Youwillbeaskedtoexamineandevaluateoneoftheseprogrammesinthekeyideassectionthatfollows.Intheinterim,readthemthroughtogetasenseoftherangeoftechnologiesusedandthepurposesthattheyserve.

Notice,andreflecton,thefollowing:

HowStephanierequiresherstudentstosetanduseanemailserviceinChineseat

Melissa’slistoftechnologicalresourcesatthestartofherprogramme,andthewayssheusesstudents’emailsinherassessmentprocessestoassessunderstandingandabilitytocommunicateappropriatelyaccordi