Norris, L., & Kukulska-Hulme, A. (2017). Teacher training and professional development in mobile pedagogy for English language teaching. In R. Power, M. Ally, D. Cristol, & A. Palalas (Eds.), IAmLearning: Mobilizing and supporting educator practice. [e-Book]. International Association for Mobile Learning. https://iamlearning.pressbooks.com/part/ch-4-teacher-training-and-pd-in-mobile-pedagogy-for-english-language-teaching/
The chapter describes the four pillars of the authors’ Pedagogical Framework and how they highlight the teacher’s role using mobile devices for language teaching and learning. The Framework considers teacher wisdom, device features, learner mobilities and language dynamics. The authors describe using the Framework in professional development workshops in Europe for teachers from several countries. They faced both resistance and enthusiasm from participants and they describe the anxiety teachers felt as they used technology in the workshops.
Retrievable from: http://oro.open.ac.uk/52264/7/52264.pdf
Lai, C. & Zheng, D. (2017) Self-directed use of mobile devices for language learning beyond the classroom. ReCALL p.1-20
This article is based on a study conducted with language students in a university in Hong Kong, exploring their self-directed use of mobile devices for language learning outside of the classroom. The study revealed that the students used mobile devices to personalize their learning, rather than for communication, and that their use was determined by their own understanding of the affordances of the devices. How the students used mobile devices for language learning was also determined by their habits of use of these devices in their daily lives, and by the types of learning tasks they were engaged in. The authors suggest that these factors, based on a deeper understanding how students use mobile devices, should be considered when designing mobile learning activities. The finding of this study echo those of Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4),402-412 (see annotation below) and underline the importance of learning how mobile devices are being used by students in daily life to shape the development of appropriate mobile language learning activities
Available for purchase ( $25.00 USD) at:
The Cambridge Guide to Blended Learning for Language Teaching. Edited by Michael McCarthy. Cambridge University Press, Cambridge UK. 2016.
This book is divided into five sections: Connecting (including Second Language Acquisition) Theories and Blended Learning, Implications for Teaching, Rethinking Learner Interaction, Case Studies and the Future of Blended Learning.
One of the case studies describes a language teacher education program that gradually transitioned from a traditional format to a blended one and moved from a behaviourist model to a more constructivist one in the process.
Available for purchase ($70.00 CDN) from Cambridge University Press.
Elizabeth Colucci, Hanne Smidt, Axelle Devaux, Charalambos Vrasidas, Malaz Safarjalani and Jonatan Castaño Muñoz; Free Digital Learning Opportunities for Migrants and Refugees. An Analysis of Current Initiatives and Recommendations for their Further Use. Joint Research Centre (JRC) Science for Policy Report. Luxembourg: Publications Office of the European Union, 2017.
This report contains a snapshot of the current (2016) field for free digital learning for migrant/refugee settlement in Europe with a few examples from the Middle East and the Southern Mediterranean. The study’s objective was to assess the extent to which free digital learning is an effective and efficient way to develop needed skills for migrants/refugees. The study includes a literature review, a searchable website, and a SWOT analysis based on interviews with key informants.
One of the findings of the study was that migrants/refugees believe that free digital learning should be a complement to face-to-face formal and informal/non-formal learning. Those who were interested in higher learning saw recognition of credits and degrees as important and were interested in blended learning that involved social interaction.
Retrievable from: https://ec.europa.eu/education/news/20170516-free-digital-learning-opportunities-migrants-and-refugees_en
New Media Consortium (NMC) Horizon Report: 2017 Higher Education Edition. Austin, TX.
This annual report profiles six time-based key trends, significant challenges and important developments related to technology adoption in higher education. The 78-member 2017 Expert Panel includes Canadian representatives from the University of Saskatchewan, the University of Ottawa, Conestoga College and Niagara College. One of the 10 highlights from the report states that online, mobile and blended learning are “foregone conclusions” necessary for an institution’s survival. This highlight emphasizes the importance of measuring how these approaches affect learning outcomes.
Retrievable from: https://www.nmc.org/publication/nmc-horizon-report-2017-higher-education-edition/
Jurate Matulioniene, Boston ESOL Academy, UK; Daiva Pundziuviene Bytautas Magnus University, Lithuania; The Potential of Blended ESOL Courses: Attitudes and Practices Among the UK Immigrants. Sustainable Multilingualism. Volume 10, Issue 1 (May 2017)
This research study looks at a small group of recent immigrants’ experience and attitudes to learning and opportunities and barriers to speaking English in the United Kingdom. The study provides background suggesting that language competences may be an important factor that influences immigrants’ progress in their new country. Their findings include information on the individuals’ use of information and communication technologies (ICT) on a personal level, at work or for learning. These could include mobile and smart phones, email, digital cameras, scanners, social network etc.
The study examines these immigrants’ willingness to take part in blended language training and the barriers they see to doing that. The study asked if they would be interested in taking part in blended English classes that originated from their home countries, thus providing the support of their first language and at the same time help them keep the connection with their native countries.
They also present important considerations such as ensuring participants in such courses have the technical proficiency required to participate effectively in a blended course.
Retrievable from: https://www.degruyter.com/view/j/sm.2017.10.issue-1/sm-2017-0006/sm-2017-0006.xml
Kukulska-Hulme, A. and Viberg, O.(2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, September 2017.
This review article looks at studies in mobile,collaborative language learning conducted between 2012-16. The review aims to provide a better understanding of how mobile technologies are being used to support collaborative learning for second and foreign language learners. The article provides an overview of the findings of these studies which indicate that mobile collaborative language learning allows a range of affordances such as “flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity ” (p.1). In addition, the studies reviewed found that learners engaging in mobile collaborative language learning benefit from increased motivation and engagement, and were less nervous and embarrassed in their language learning. The authors conclude that the studies provide a credible case for mobile language learning.
Available for purchase ($6.00 USD for 48 hour access – article can be printed) at:
Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4),402-412.
This article is based on an empirical study exploring Austrian university students’ perceptions and practices related to the usefulness of online informal and incidental learning of English when they are using digital technologies in their daily lives. By and large the students indicated a preference for media (films and television), email, online dictionaries as being most useful for their language learning.
Although the study was conducted in a university setting the findings are applicable to a range of language learning settings. Given the ubiquity of digital technologies it is likely that students are accessing information and using technology for communication in daily life. As the author concludes, knowing more about how language students actually use digital technologies to support their learning outside the classroom can help instructors to incorporate the preferred technologies in instruction, where feasible, to validate informal language learning and to support students to evaluate digital tools to support their language learning outside the classroom.
Dudeney, Gavin, Nicky Hockly and Mark Pegrum. Digital Literacies. Harlow, England: Pearson, 2013.
This book is organized in four chapters:
- From research to implications – you’ll find a framework of digital literacies.
- From implications to application – you’ll find a digital activities grid, descriptions of activities and a number of worksheets. worksheets can slso be obtained online.
- From application to implementation – you’ll find information about how to integrate digital literacies in your teaching practice depending on your context and the syllabus you are working with.
- From implementation to research – you’ll find suggestions about how to continue your own learning about digital literacies as you work through challenges that arise. There is detailed description of building and maintaining a personal learning network (PLN).
The NorthStar Digital Literacy Assessment was developed by the St. Paul Public Library and the St. Paul Community Literacy Consortium. Through a set of online and interactive assessments users can identify skill gaps in Basic Computer Use, Internet, Windows Operating System, Email, Word Processing/ Microsoft Word, Spreadsheets/ Excel, and Social Media.
The NorthStar Digital Literacy Assessment is widely used in the U.S. and by some organizations in Canada and South Africa. As of March 2016, over 150,000 assessments had been completed. Although the NorthStar Digital Literacy Assessment was developed for the adult basic education community it is appropriate for ESL learners – the developers note that, “A mid-level English-speaking ability is needed to complete the assessments.”
Retrievable from: https://www.digitalliteracyassessment.org/
Burns, A. & Kurtoğlu-Hooton, N. Using action research to explore technology in language teaching: international perspectives. British Council. (2016).
This publication is an extensive report of a virtual action research project undertaken by the British Council in 2015-16. The project was designed to introduce international language teachers to action research, to investigate the teachers’ experience of an action research approach, and to collect and disseminate insights for the effective use of technology based on the action research projects undertaken by the teachers.
In all, 12 English language teachers, with the support of academic researchers conducted small action research projects examining the use of specific technology tools in their programs and classrooms. Each of the participants produced research summaries outlining their experiences. These are included in the report.
Although the focus of this project is English language teaching internationally, it provides an interesting model for virtual action research on technology use for language teaching that could be applied in settlement language programs. Such a virtual action research project could support valuable collaborative learning and information sharing for language instructors.
Retrievable from: https://www.teachingenglish.org.uk/sites/teacheng/files/28313%20ELTRA%20Report%20WEB.PDF
Harris, K. Integrating Digital Literacy Into English Language Instruction: Issue Brief [nd].
Digital Literacy, the ability to use digital devices and to participate in our digital world is now recognized as a fundamental skill in our increasingly digital world. This issue brief from the U.S. is part of the LINCS ESL Pro suite of resources on Integrating Digital Literacy into English Language Instruction.
This short article provides an overview of digital literacy within the context of English language teaching and learning, highlighting its critical importance for students and providing a straightforward introduction to four aspects of digital literacy: (1) using basic digital skills, (2) creating and communicating information, (3) finding and evaluating information, and (4) solving problems in technology-rich environments. In addition the article provides practical advice on how digital literacy activities can be included in English language instruction.
Retrievable from: https://lincs.ed.gov/publications/pdf/ELL_Digital_Literacy_508.pdf
Shields, John, Julie Drolet & Karla Valenzuela. (2016) Ryerson Centre for Immigration & Settlement. RCIS Working Paper No 2016/1. Immigrant Settlement and Integration Services and the Role of Nonprofit Service Providers: A Cross-national perspective on Trends, Issues and Evidence.
This paper compares the contexts for settlement and integration service delivery and the role of nonprofits in working with government to provide a wider context within which to reflect on the situation in Canada. The paper looks beyond the United States, Australia and New Zealand to UK/England, Ireland, Germany, France, The Netherlands, Sweden, Denmark, Belgium, Italy and Spain. The study provides a number of definitions of settlement and settlement work which help explain the environment in which settlement language training occurs. Government immigrant settlement policies vary depending on the model of integration that operates within each country. Canada’s settlement policies involve formal programs and general policies assisting immigrants. Language training programs are one of these formal programs. In fact, language acquisition is a core area of settlement services for all 13 countries in the study, along with labour market programs. The report provides information about fees, curricula, integration courses, pre-arrival services and settlement plans.
The report provides a wide-ranging discussion of current trends and changes in immigration, newcomer settlement and integration and citizenship in the countries in the study. One of the trends presented is the increasing role for nonprofit agencies in immigrant settlement and integration and the privatization of some aspects of the settlement service sector.
Renteria Navarro, Victoria. Becoming Blended: A case study in teacher identity. Plymouth St Mark and St John University. British Council ELT Master’s Dissertation Awards: Commendation. (2015-16).
This case study is set in an English Blended Program in Mexico. The author’s aim was to discover how a teacher’s educational and cultural background as well as their experience and knowledge play a role to promote or hinder agency, their capacity to critically shape their responses to problematic situations, such as those they would encounter teaching in a blended language learning program.
The study takes as a given that the internet and web applications have provided options and responsibilities that have seriously influenced teachers’ outlooks, encouraging them to change their practice. This will impact the institutions that provide professional development for teachers. One of the elements the author suggests will help to guide them is teacher identity.
The author provides evidence that experiences in one’s own educational past will have an impact on one’s approach to teaching, e.g., how to be successful teaching in a new blended language learning program with little technological support, how to cope with constantly changing technology, how to work with dependent students, whether to take on a formal or informal guise in the online component, etc. The author also describes the teachers’ professional development and examines how it has helped each of them to evolve or change their preferred practices in the blended environment. The examples of each teacher’s Moodle pages provide further insight about this dynamic relationship.
Retrievable from: http://englishagenda.britishcouncil.org/sites/default/files/attachments/dissertation_for_publication_2016_st_mark_and_st_john_plymouth.pdf
Gilbert, J. (2014). Exploring ESL Students’ Perceptions of Their Digital Reading Skills. Ed.D. University of Nottingham.
A doctoral thesis exploring ESL students’ understandings of their own digital reading skills. The study included three sources of data: reading workshops created for the participants; interviews with participants; discussions with participants and analysis of participants’ reading journals. The study concludes that while the participants had the capacity to randomly search the internet they lack the information literacy skills to productively research and evaluate information online. The study also found that the participants’ reading strategies varied when engaging with print and web-based text. Finally the research points to the need to consider teaching digital literacy skills in tandem with language instruction and to provide instructors and instructors-in-training with the means to develop robust digital skills to enable them to support students to develop these skills alongside their language learning.
Retrievable from: http://eprints.nottingham.ac.uk/14080/1/Gilbert_Re-formated_Thesis_Draft.pdf
Vanek J. & Johnston, J. (2015). Enhancing the Digital Skills of English Language Learners Studying at a Distance. AEIS Newsletter March 2015.
Based on interviews with instructors who work within the IDEAL consortium the article outlines the components of a successful distance learning program for second language learners. The authors argue that given the ubiquity of digital technologies and the multiple demands on learners to use digital technology in the workplace, distance learning instruction should not be limited to the academic content typically found in online distance learning curricula. Rather, learners need to have access and exposure to a range of digital technologies for learning and problem solving facilitated by an instructor.
Retrievable from: http://newsmanager.commpartners.com/tesolaeis/issues/2015-03-04/5.html
CALICO Monograph Series Volume 12. (2014). Digital Literacies in Foreign and Second Language Education.
This volume from CALICO is made up of 12 chapters that look at digital literacy in language learning from many different perspectives. Among others, there is a challenge to Prensky’s characterization of Digital Natives and Digital Immigrants, a description of a survey-driven study of the use of digital tools for language teaching and learning, a framework that proposes how to close the digital divide, and an exploration of the affordances of digital social reading using the example of an open source tool called eComma. In this last example, in chapter 9, author Carl Blyth looks at some of the ways that e-readers can enable users to annotate a text and share their annotations with others. This new practice, called digital social reading, is similar to the way that readers of print text can write in the margins or meet as a book club to share their thoughts. Blyth presents and then addresses some of the opposition to this practice using examples from four case studies.
Retrievable from: https://calico.org/bookfiles/pdfs/DigitalLiteracies.pdf
Chinien, Chris, and France Boutin. (2011). Defining Essential Digital Skills in the Canadian Workplace: Final Report. Human Resources and Skills Development Canada.
This study reports on a proposed digital skill framework for Canadian workers. The proposed framework includes four skills clusters, three of which are foundational skills, technical digital skills and digital information processing skills. This report is of interest because it provides information about the types of skills adult learners who attend settlement language training will be expected to be able to demonstrate in the workplace. The report points out that prosperity from the digital economy will not depend only on specialists and advanced users of digital technology, but on general workers as well. This has resulted in an increased interest for all workers to possess essential digital skills for both technical systems skills and for everyday tasks so that they can work efficiently and effectively. At the time of the writing of the report, there was no consensus on a definition of digital literacy, as indicated in a chart of definitions of concepts, but attempts were being made to standardize, these while maintaining some adaptability to reflect emerging technologies, in the EU, Australia, New Zealand, the U.S and through UNESCO’s member states. The report provides short reviews of the digital literacy frameworks in each of these jurisdictions and goes on to propose such a framework for Canada.
National Adult Literacy Agency.(2014). English for Speakers of Other Languages (ESOL) Blended Learning Project Report.
The report describes the findings from a research project carried out in Ireland in 2013 over a ten-week period with 41 learners. Learners in the ESOL program used a web site www.writeon.ie in conjunction with face to face classes. The study documents how they used this blended approach. The report provides a description of the two learning methods, a profile of the learners involved, and highlights the benefits to the various stakeholders of a blended approach for adult ESOL learners. The Write On site is open and accessible to users.
NALA acknowledges that there is not one agreed-upon definition of blended learning and sets out the one they have adopted: “Blended learning is about facilitating learning using a variety of approaches, best determined by the needs of the learner and the capability of the provider. It may or may not involve computers. It is simply a way of creatively matching different approaches to learners, content and contexts.”
Retrievable from: https://www.nala.ie/resources/english-speakers-other-languages-esol-blended-learning-project-report
Toronto Catholic District School Board. Keystone Concepts: Guiding Principles and Components of Program Planning. (2015).
The Keystone Concepts document lays out the foundation of the Curriculum Guidelines for the Ontario Adult Non-Credit Language Training Program. The Curriculum Guidelines are delivered through Quartz, an interactive web-based planning application for language training programs. Quartz aims to assist French as a Second Language and English as a Second Language instructors in planning courses, lessons, units and assessments based on the Canadian Language Benchmarks. The Concepts document lays out the browse and build components of Quartz. Quartz requires an authorized log in to access. Key Concepts sets out a framework for program design and delivery by identifying and describing eight guiding principles and four key components. These guidelines are significant for the bibliography because they highlight the importance of a principled approach to program planning, rather than an ad hoc approach that might be used to add online activities to a program. All of the guiding principles set out here also apply to determining how to incorporate online and face to face activities to create a blended approach to instruction.
Retrievable from: https://www.quartzon.ca/documents/keystoneConcepts-Nov27.pdf