INNOVATIVE TECHNOLOGYBASED PEDAGOGIES FOR
THE FOREIGN LANGUAGE
CLASSROOM
Linda WAUGH & Béatrice DUPUY
Co-Directors, CERCLL
Center for Educational Resources in
Culture, Language and Literacy
(CERCLL)
The University of Arizona
Tucson
TECHNOLOGY AND LANGUAGE
TEACHING
Technology has supported language teaching
throughout the years.
 Prompted by paradigm shifts in approaches to
language teaching (structural, cognitive,
sociocognitive, sociocultural), technology use in
language learning has been moving away from
drill and practice to more communication-based
contexts where task-based, project-based and
content-based approaches are integrated with
technologies.

2
TYPOLOGY

In this presentation, we will highlight a number
of technology tools and their uses in CERCLL
projects:
Stand alone applications designed with primarily a
language teaching purpose in mind: MaxAuthor,
Hypermedia Text Annotations, OLÉ.
 Stand alone applications not designed with a
language purpose in mind, but used for that purpose:
Teaching Portuguese to Spanish Speakers, Game to
Learn: Fluency in Play, Global Simulation.

3
MAXAUTHOR: TRAINING AND SUPPORT
IN COLLABORATION WITH THE CRITICAL LANGUAGES PROGRAM AND THE
NATIONAL ASSOCIATION OF SELF-INSTRUCTIONAL LANGUAGE PROGRAMS
Scott Brill
Chief engineer, CLP
University of Arizona
Critical Languages Program
Project Director
4
MAXAUTHOR: TRAINING AND SUPPORT
(HTTP://CALI.ARIZONA.EDU/DOCS/WMAXA/ )




A multimedia call authoring
system which started to be
developed in 1995 with NSEP
and IRS grant.
Lets you create language
instruction courseware for
Chinese, Japanese, Korean,
and 44 other languages.
Completed courseware can
utilize audio, video, footnotes,
and graphics.
Lessons can be delivered via
Internet or MS-Windows.
Free download for noncommercial use (several
thousand downloads to date)
5
MAXAUTHOR: TRAINING AND
SUPPORT
Rationale/purpose: This project produced a
training video for use with the MaxAuthor
language learning software and provides
technical support for those using MaxAuthor.
 Manual: Available on the Critical Language
website, the online manuals provide tutorials for
anyone that wants to use MaxAuthor, or
MaxAuthor components to develop their own
electronic language lessons.
 FAQ: http://cali.arizona.edu/docs/wmaxa/faq/

6
MAXAUTHOR: TRAINING AND SUPPORT
OUTCOMES



Downloaded by thousands of instructors
worldwide.
Used by the US and Canadian Foreign Service
Institutes and several Native American nations.
Working with Dr. Ofelia Zepeda (UA) on a
companion MaxAuthor-based DVD-ROM for her
book, A Tohono O'odham Grammar.
7
MAXAUTHOR: TRAINING AND
SUPPORT: OUTCOMES


"I have really enjoyed working with MaxAuthor. Besides being very easy
to use, this software allows authors to create materials taking into
account goals of specific language courses and learners' needs. In addition,
students do not just read the language texts but also listen to them, and
even see native speakers using them.” Dr. Rosangela Silva, American
University of Beirut.
"MaxAuthor is an excellent tool for developing language materials that
can be specifically tailored for a target audience…[providing] language
educators with an intuititive, non-intimidating way of developing a family
of useful language-learning activities from a single text… As research in
Second Language Acquisition tells us, language learners, particularly
adult learners, are best served by a variety of language-learning contexts.
Exposure to native-speaker output is critical, and here, MaxAuthor 's
audio and video capabilities are outstanding. Dr. David J. Silva,
Associate Professor of Linguistics, University of Texas at Arlington
8
HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS
Theresa Catalano
Dr. Robert Ariew
University of Arizona
Project Director
Ph.D. Candidate, Second
Language Acquisition and
Teaching (SLAT)
University of Arizona
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HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS

Rationale/purpose:

Research shows that hypermedia glosses
Make significant contributions to vocabulary learning and
reading comprehension (e.g.: Coll, 2002; Lomicka, 1998)
 Can make different contributions (e.g.: Akbulut, 2008;
Ariew & Ercetin, 2004; Sakar & Ercetin, 2004) based on
their nature. Visual (video and picture) and text
annotations appear to be the most useful (e.g.: Al-Seghayer,
2001; Akbulut, 2008).


In this project different types of texts are annotated
with multimedia hyperlinks (hypermedia) to
facilitate linguistic as well as cultural comprehension
of texts by language learners.
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HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS
The first version of this is developed as a
model/prototype, the approach and software is
usable for any language.
 Piloting of the materials will take place in Fall
2009.

11
HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS
12
HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS
Words in blue
are glossed.
Click to see the
multimedia.
Green buttons
provide extra
information.
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HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS
The user has
clicked on
Roma. An
image and/or a
definition
appear.
14
HYPERMEDIA:
MULTIMODAL TEXT ANNOTATIONS
User has clicked on
an information
button. Additional
information appears.
15
HYPERMEDIA: MULTIMODAL TEXT
ANNOTATIONS - REFERENCES
Akbulut, Y. (2008). Predictors of foreign language reading comprehension
in a hypermedia reading environment. Journal of Educational Computing
Research, 39 (1), 37-50.
 Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2
vocabulary acquisition. Language Learning & Technology, 5 (1), 202-232.
 Ariew, R. & Ercetin, G. (2004) Exploring the potential of hypermedia
annotations for second language reading. Computer Assisted Language
Learning, 17 (2), 237-259.
 Coll, J. F. (2002). Richness of semantic encoding in a hypermedia-assisted
instructional environment for ESP: effects on incidental vocabulary
retention among learners with low ability in the target language. Recall,14
(2) 263-284.
 Lomicka, L. (1998). “To gloss or not to gloss”: An investigation of reading
comprehension online. Language Learning & Technology, 1 (2), 41-50.
 Sakar, A. & Ercetin, G. (2004). Effectiveness of hypermedia annotations for
foreign language reading. Journal of Computer Assisted Learning, 21, 2838.

16
OLÉ (ONLINE LEARNING ENVIRONMENT)
IN COLLABORATION WITH THE LEARNING TECHNOLOGY CENTER
Garry Forger
University of Arizona
Project Director -Technology
Manager CERCLL
OLÉ Board
(http://ole.arizona.edu)
Development and Grant
Management Office for
Learning Technologies
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OLÉ (ONLINE LEARNING
ENVIRONMENT)
Posting a topic
Responding to a topic
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OLÉ (ONLINE LEARNING
ENVIRONMENT)
Replying to a Posting
19
OLÉ (ONLINE LEARNING
ENVIRONMENT)
Permission types
Setting permissions
20
OLÉ (ONLINE LEARNING ENVIRONMENT)
ANTICIPATORY ACTIVITIES
Lesson Previews
 Brainstorming
 Predicting

21
OLÉ (ONLINE LEARNING ENVIRONMENT)
MONOLOGUE ACTIVITIES
Self-introductions
 Show & Tell
 Storytelling
 Research Reports
 Media Reviews

22
OLÉ (ONLINE LEARNING ENVIRONMENT)
PAIR ACTIVITIES
Scripted Exchanges
 Conversations
 Interviews
 Role Plays
 Debates

23
OLÉ (ONLINE LEARNING ENVIRONMENT)
GROUP DISCUSSIONS
Comparative
investigations
 Decision Making
Tasks
 Group projects
 Collaborative writing
 Conferencing

24
OLÉ (ONLINE LEARNING ENVIRONMENT)
EXTENSION ACTIVITIES
Personal Connections
 International KeyPals

25
OLÉ (ONLINE LEARNING ENVIRONMENT)
REVIEW ACTIVITIES
Useful expressions
 Class Glossaries
 Mini Lessons
 Lesson Summaries

26
OLÉ (ONLINE LEARNING ENVIRONMENT)
IMPLEMENTATION

Technology training

A workshop on
Technology and
Language Instruction
will be offered on June
5th at the University of
Arizona. Uses of OLÉ
will be showcased and
discussed.
Regular assignments
 Systematic feedback
 Evaluation - Scoring

27
OLÉ (ONLINE LEARNING ENVIRONMENT)
CURRENT USES

UA: Spring 2009 semester
Used by 556 students in first and second year
French, Spanish, and Japanese classes
 CESL (Center for English as a Second Language,
University of Arizona) on campus and in Nogales
(Sonora, Mexico).


Pilots: U of Miami, Ohio (Japanese) and Kyushu
University Fukuoka, Japan (ESL).
28
OLÉ (ONLINE LEARNING
ENVIRONMENT)
OUTCOMES


University of Arizona, in cooperation with the American
Association of teachers of Arabic, launched a nationwide Arabic
poetry recitation competition using OLÉ.
“Using the OLE system [has] allowed me to assign my students a
variety of oral proficiency development tasks to be performed
outside of class and to have a concrete "performance" that I can
evaluate. The fact that students know that their oral
performances will be preserved and listened to for evaluation,
motivates them to practice those performances multiple times
before submitting them for evaluation.” Dr. Martha SchulteNafeh, University of Texas at Austin, formerly Middle Eastern
Language Coordinator for Dept. of NES at University of Arizona
29
OLÉ (ONLINE LEARNING
ENVIRONMENT)
OUTCOMES

Dr. Paul A. Lyddon, Miami University (U.S.A.) & Dr. Robert
Diem, Kyushu University (Japan)
 Implemented OLÉ System to mediate a bilingual exchange
between American learners of Japanese at Miami University,
Ohio and Japanese learners of English at Kyushu University.
 “The preliminary results of an end-of-course survey we
conducted indicate that the OLÉ System discussions were
among the most popular activities in both courses. In
particular, students indicated that they particularly enjoyed
the cultural aspect.”
 “I highly recommend this type of web-based collaboration to
other language teachers who might be willing to give it a try”Dr. Paul Lyddon, Miami University, School of Education,
Health & Society, Dept. of Teacher Education
30
TEACHING PORTUGUESE TO SPANISH SPEAKERS: L1, L2, AND
HERITAGE: A STRUCTURED ENHANCED INPUT APPROACH
IN COLLABORATION WITH THE CENTER FOR LATIN AMERICAN STUDIES AND
DEPARTMENT OF SPANISH AND PORTUGUESE
Dr. Ana Carvalho
University of Arizona
Project Director
Antonio J. B. da Silva, Ph.D.
Candidate, Linguistic
Anthropology; Juliana L.
Freire, Ph.D. Candidate,
Spanish and Portuguese
University of Arizona
31
TEACHING PORTUGUESE TO SPANISH
SPEAKERS: L1, L2, AND HERITAGE: A
STRUCTURED ENHANCED INPUT APPROACH
 Rationale/purpose: Inspired by the work of Van
Patten, this project is based on the need to create
materials that focus on form and develop
awareness of the differences between Spanish
and Portuguese (Ferreira, 1995; Grannier, 2000;
Carvalho, 2002). It aims at capitalizing on
Spanish speakers’ premature abilities to read
Portuguese texts and providing them with
authentic readings which are structured in a way
as to draw their attention to some formal
differences between Spanish and Portuguese.
32
TEACHING PORTUGUESE TO SPANISH
SPEAKERS: L1, L2, AND HERITAGE: A
STRUCTURED ENHANCED INPUT APPROACH
 Manual and web materials are developed and
will be available to anyone on an open website.
 Workshop on how to best use these materials will
be offered on June 3rd, 2009 at the University of
Arizona.
33
TEACHING PORTUGUESE TO SPANISH
SPEAKERS: L1, L2, AND HERITAGE: A
STRUCTURED ENHANCED INPUT APPROACH
Antes de ler o texto:
1. Conecte as palavras da primeira coluna de acordo com o
significado equivalente na segunda coluna:
a. gosto
( ) experimentar
b. Fofinho
c. poluir
( ) distante
( ) incerteza
d. gostosinhas
e. longe
( ) bonitinho
( ) contaminar
f. tropeçar
( ) desfrute
h. aproveite
( ) cair
i. provar
( ) saborosinhas
j. dúvida
( ) sabor
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TEACHING PORTUGUESE TO SPANISH
SPEAKERS: L1, L2, AND HERITAGE - REFERENCES
Carvalho, A. (2000) Portugues para falantes de espanhol:
Perspectivas de um campo de pesquisa (Portuguese for
Spanish speakers: Perspectives of a research field). Hispania,
85(3), 597-608.
 Ferreira, I. A. (1995) “A Interlíngua do falante de espanhol e o
papel do professor: Aceitação tácita ou ajuda para superá-la?”
Português para Estrangeiros. Interface com o espanhol. Ed.
José Carlos Paes de Almeida Filho. Campinas: Pontes, pp. 3948.
 Grannier, D. M (2000) “Uma proposta heterodoxa para o
ensino de português a falantes deespanhol.” Português para
estrangeiros: Perspectivas de quem ensina. Ed. Norimar
Júdice. Niterói: Intertexto, pp. 57-80.

35
GAME TO LEARN: LANGUAGE AND CULTURE
ACQUISITION THROUGH COMPUTER GAME
DESIGN/DISPLAY IN COLLABORATION WITH THE CENTER FOR
MIDDLE EASTERN STUDIES AND THE LEARNING GAMES INITIATIVE
Ken McAllister
University of Arizona &
Judd Ruggill
Arizona State University
Project Directors
Seemin Raina
Ph.D. candidate
Language, Reading & Culture
University of Arizona
36
GAME TO LEARN: FLUENCY IN PLAY

Rationale/purpose:
Games, generally seen as a framework for providing a
meaningful context for language acquisition.
 In games (Underwood, 1987) “the user does not think about
the language in use, but about the action and where it might
lead next” (p. 217). As such, games could be seen as a lever for
moving from drill-based to context-based acquisition.
 Gee (2005) claims that “Since fruitful thinking involves
building simulations in our heads that prepare us for action,
thinking is itself somewhat like a video game, given that video
games are external simulations” (p. 220).
 Games as a context for apprenticeship in the use of language.

37
GAME TO LEARN: FLUENCY IN PLAY

Rationale/purpose:

This project aims at providing K-16 teachers with an
introduction to designing and building computer
games for the foreign language classroom.
38
GAME TO LEARN: FLUENCY IN PLAY
39
GAME TO LEARN: FLUENCY IN PLAY
40
GAME TO LEARN: FLUENCY IN PLAY
REFERENCES


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
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Gee, J. P. (2005) “Pleasure, Learning, Video Games, and Life: The
projective stance” E-Learning, 2, (3), 211-223.
Gee, J. (2007). What Video Games Have to Teach Us About
Learning and Literacy. 2nd ed. New York: Palgrave Macmillan.
McAllister, K. (2004). Game Work: Language, Power, and
Computer Game Culture. Tuscaloosa, AL: University of Alabama
Press.
Prensky, M. (2005). “Computer games and learning: Digital gamebased learning.” in Raessens, J. & Goldstein, J., eds., Handbook of
Computer Game Studies, 97-122. MIT Press.
Underwood, John H. (1987) “Artificial Intelligence and CALL” in
Modern Media in Foreign Language Education: Theory and
Implementation. National Textbook Company.
41
EDUCATING GLOBAL CITIZENS THROUGH GLOBAL
SIMULATION
IN COLLABORATION WITH THE CENTER FOR MIDDLE EASTERN STUDIES AND
DEPARTMENT OF RUSSIAN AND SLAVIC STUDIES
Project Director
Ahmet Okal & Elena Shiskin
Ph.D. Candidates in Second
Language Acquisition and
Teaching (SLAT)
Co-Director CERCLL
University of Arizona
Dr. Béatrice Dupuy
University of Arizona
42
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION

Purpose
Re-centers instruction on the learner
 Promotes more active learning
 Develops free-expression and creativity
 Fosters true communicative competence in culturally meaningful and
relevant contexts


Definition Simulation is…
“An event in which participants have (functional) roles, duties, and
sufficient information about the problem to carry out these duties
without play acting or inventing key facts” (Jones, 1995, p.18).
 Not reality, students must behave and act within the simulation as if
it were, and as they do, it takes on a reality of its own. “Then the
experiences of the participants become real, and the use of language
becomes meaningful communication. Simulations thus encourage
language participants to use their new language in the ways most
people do in other (similar but real) situations” (Crookall & Oxford,
1990, p. 15).

43
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION

Characteristics
Long term
 Global, what’s in a word?
 Entire range of authentic oral and written exchanges possible in
and around the chosen premise is explored.
 Exchanges naturally grow out of the needs that arise from the
GS and are essential to its successful completion.
 Full gamut of curricular areas (e.g., geography, history, art, music,
literature, mathematics, etc.) other than foreign languages are
tapped into if they are needed to complete the final project.
 Language skills but also practical skills (e.g., posting on a blog,
writing collaboratively using a wiki, etc.) and cognitive skills (goal
setting, project planning, product archiving, self-assessment,
leadership, etc.) can be promoted, and affective behaviors such as
self-confidence and risk-taking can be fostered.

44
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION

Characteristics
Phases and stages with in-between a briefing and debriefing sessions.
 Teachers and learners as one with learners being at the center.
 For additional details, see (Dupuy, 2006a/b; Levine, 2004a/b, Mills &
Péron, in press).

45
EDUCATION GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION

GS and technology tools

Not needed to complete GS, but can assist in…




giving access to resources and models for completing it.
promoting collaboration among peers inside and outside of the
classroom.
in creating an atmosphere that closely reflects real life contexts.
Sample tools used





Google Docs
Google Sketchup
Website/LMS
YouTube, Skype, Jing
Facebook, LiveJournal, Flickr
46
EDUCATION GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION
Create documents and presentation online
 Share and collaborate in real time
 Review and edit as needed
 Safely store for later access
 Control who has access

47
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION
48
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION
49
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION
50
EDUCATING GLOBAL CITIZENS
THROUGH GLOBAL SIMULATION:
REFERENCES







Crookall, D. & Oxford, R. (1990) Linking language learning and simulation/gaming, In D.
Crookall & R. Oxford (Eds.), Simulation, gaming, and language learning (pp. 3- 23), New
York: Harper House.
Dupuy, B. (2006a). "L'Immeuble": French language and culture teaching and learning
through projects in a global simulation. In J. Hammadou-Sullivan (ed.), Project-based
Learning in Second Language Education: Past, Present and Future, Research in Second
Language Learning (vol.5). (pp. 195-214) Greenwich (CT): Information Age Publishing, Inc.
Dupuy, B. (2006b). Global simulation: Experiential pedagogy and preparing students for
study abroad at home. In S. Wilkinson (ed.), Insight from Study Abroad for Language
Programs (vol.6), (pp. 134-156). Boston (MA): AAUSC
Jones, K. (1995) Simulations: A handbook for teachers (Rev. ed.). London: Kogan Page.
Levine, G. (2004a). Global simulation: A student-centered. Task-based format for
intermediate foreign language courses. Foreign Language Annals, 37 (1), 26-36.
Levine, G. (2004b). Global simulation at the intersection of theory and practice in the
intermediate-level German classroom. Die Unterrichtspraxis, 27(2), 99-116.
Mills, N. & Péron, M. (in press). Global simulation and writing self-beliefs of college
intermediate French students. International Journal of Applied Linguistics.
51
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