Search

Recueil d’activités cocréées en lien avec les balises de progression d'éveil aux langues en Fédération Wallonie Bruxelles. Ressource éducative libre réalisé dans le cadre du Consortium Langues modernes du Pacte pour un enseignement d'excellence.

There are two version, in English and Spanish, [EN] The current affordances of ICT have – in the past decade – dramatically increased the exposure of students to the number of various digital texts they use or are exposed to when acquiring an additional language. The print media has been supplemented or even sometimes substituted by the digital media at all levels of education, including higher education and university curricula. Various research has recently been conducted into the role of digital media in L2 acquisition and this paper attempts to systematically summarize the results of this research, with a specific focus on reading comprehension. This systematic review follows the PRISMA guidelines (Page et al., 2021). The 2010-2021 studies from Scopus and the Web of Science dealing with the topic have been collected and analysed. Only experimental studies in peer-reviewed research journal papers have been included in the search. By applying this protocol review, 15 papers were selected for a synthesis. The results were classified as: (a) effect of media on reading comprehension, (b) pedagogical implications, (c) future research directions. The study concludes with some discussion and implications for researchers and practitioners from two perspectives: basic or fundamental Second Language Acquisition (FSLA) and instructed Second Language acquisition (ISLA)., [ES] En la última década, las posibilidades que ofrecen hoy las TIC han aumentado drásticamente la exposición de los estudiantes a diversos textos digitales que utilizan o a los que están expuestos cuando adquieren una lengua extranjera. Los medios impresos se han visto complementados o incluso a veces sustituidos por los medios digitales en todos los niveles de la enseñanza, incluidos los planes de estudio de la enseñanza superior y universitaria. En los últimos tiempos se han llevado a cabo diversas investigacionessobre el papel de los medios digitales en la adquisición de L2 y este artículo pretende resumir sistemáticamente los resultados de dichas investigaciones, centrándose específicamente en la comprensión lectora. Esta revisión sistemática sigue las directrices PRISMA (Page et al., 2021). Se han recopilado y analizado los estudios de 2010-2021 de Scopus y de Web of Science que tratan el tema. Sólo se han incluido en la búsqueda estudios experimentales en artículos de revistas de investigación revisados por pares. Aplicando este protocolo de revisión, se seleccionaron 15 trabajos para realizar una síntesis. Los resultados se clasificaron en: (a) efecto de los medios en la comprensión lectora, (b) implicaciones pedagógicas, (c) futuras direcciones de investigación. El estudio concluye con algunas discusiones e implicaciones para investigadores y profesionales desde dos perspectivas: la adquisición básica o fundamental de segundas lenguas (FSLA, en sus siglas en inglés) y la adquisición instruida de segundas lenguas (ISLA, en sus siglas inglés).

Nearly 30 years after the first TaLC conference (1994, in Lancaster) and in light of the plurilingual and digital turns that have been/are being taken in our research and teaching agendas, I will discuss the need to reconsider some aspects of ‘teaching with corpora’ (what sort of corpora? for which learning/teaching goals? with which type of pedagogy?). The discussion will also focus on the importance of taking into account the competition (for better or worse) of other types of emerging technologies, tools and resources in language teaching and learning contexts. I will defend a polymorphic approach to (the future of) teaching with corpora.

Workshop given in the framework of the "Mixed-methods research: Ecological perspectives on language teaching" Summer School. Louvain-la-Neuve, August 17-20, 2022 This 3-hour workshop addressed three types of ecology: 1. learning ecology; 2. classroom ecology; 3. research ecology Theoretical frameworks and literature were presented and illustrated.

Data-driven learning (DDL), introduced in 1990 by Tim Johns, has come in multiple guises ranging from “serendipitous corpus exploration” (Boulton, 2020, p. xiv) to focus on preselected linguistic aspects. When the focus is on pre-selected linguistic aspects, teachers’ guidance may vary for a mere suggestion of what lexical/grammatical items to focus on to a detailed pre-processing of the raw concordance lines combined with a scaffolded pedagogical guidance in the exercises presented to their pupils or students. Thirty years after its inception, DDL has evolved in many ways in terms of the variety of approaches used, the types of corpora used, and the targeted end users of DDL. Examples include Corino and Onesti’s (2019) DDL use in Content and Language Integrated Learning; Friginal and Roberts, this volume, for the use of DDL in language for specific purposes and more specifically aviation English; Crosthwaite (2020) for an opening to less advanced learners; Boulton and Cobb (2017) for an evolution towards more online access. What has not evolved, however, is that DDL is still mainly conceptualised as the analysis of written concordance lines (even in case of transcribed speech) on screen (e.g. electronic handouts, connections to online concordancers) or on paper (e.g. classroom handouts, concordance lines in textbooks). Surprisingly, the numerous advances in digital technology over the last 20 years (e.g. multimodality, mobility, etc.) have largely been absent from DDL research and applications (Hirata, 2020; Coccetta, this volume, for exceptions). It is, thus, high time to reconsider oft-quoted definitions of DDL, such as that proposed by Gilquin and Granger (2010, p. 359) saying that “Data-driven learning (DDL) consists in using the tools and techniques of corpus linguistics for pedagogical purposes” or by Boulton (2011), who states, “the hands-on use of authentic corpus data (concordances) by advanced, sophisticated foreign or second language learners in higher e

Our presentation will discuss the radical potential of new and emerging technologies for the learning and teaching of additional languages (see Sayers, D., R. Sousa-Silva, S. Höhn et al., 2021, for a forecast of such technologies). Our specific focus will be on communicative aspects of Intelligent Computer-Assisted Language Learning (Bibauw et al., 2019; Hoehn, 2019). For example, improved and more easily available virtual reality will allow for much more immersive virtual conversations with remote human participants. Lifelike chatbots will make conversation practice significantly easier. Improved mobile translation will also substantially shift the opportunity cost of learning languages. How this will affect learner motivation, public investment and educational policies is still largely unknown to date, and discussions on such topics should start without further delay. Such evolutions will open up new avenues for language learning, highly distinct from current pedagogical models. The smooth integration of emerging technologies in foreign/second language learning and teaching contexts also needs to take into account teachers’ and learners’ needs, whilst keeping in mind that these emerging technologies will also be contoured by existing vectors of privilege and disadvantage. Our presentation will discuss those aspects and present the recommendations of three expert panel meetings that we organized in 2021 in the framework of the EU COST Action CA19102 on ‘Language In The Human-Machine Era’. Bibauw, S., François, T., & Desmet, P. (2019). Discussing with a computer to practice a foreign language: Research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning, 32(8), 827–877. https://doi.org/10.1080/09588221.2018.1535508 Hoehn, S. (2019). Artificial Companion for Second Language Conversation. Springer International Publishing. Sayers, D., R. Sousa-Silva, S. Höhn et al. (2021). The Dawn of the HumanMachine Era: A forecast of new a

Dans le cadre des travaux du Pacte pour un enseignement d’excellence en Fédération Wallonie-Bruxelles (FWB), l’éveil aux langues (EAL) a été ajouté au programme des élèves en maternelle depuis septembre 2020. Selon les « Balises de progression de l’éveil aux langues » (Fédération Wallonie-Bruxelles, 2020), les objectifs de sensibilisation et de prise de conscience de phénomènes langagiers impliquent de développer des attitudes d’ouverture à la diversité linguistique et culturelle, de renforcer l’intérêt pour les langues et d’assurer le développement de savoirs relatifs aux langues. Divers projets de recherche de grande ampleur abordant l’EAL ont été menés en Europe, mais la situation en FWB n’a pas encore fait l’objet d’études spécifiques. Notre recherche met en perspective les visées théoriques de l’EAL (inspirées de Candelier, 2008) et les pratiques enseignantes observées dans quatre classes de maternelle via deux questions de recherche : (1) Les pratiques observées rencontrent-elles les objectifs poursuivis par le document de référence Balises ? (2) Quels sont les freins et difficultés rencontrés dans la mise en œuvre de l’EAL en FWB ? Les pratiques déclarées récoltées lors d’entretiens semi-dirigés et l’observation des pratiques en classe ont permis l’analyse de la mise en œuvre de l’EAL. En nous basant sur le modèle ouvert de l’analyse de contenu qualitative (L’Écuyer,1990), nous avons identifié des catégories d’informations à partir des données brutes. La grille d’analyse nous permet de dresser une classification finale des freins et difficultés et ainsi de dégager des pistes d’amélioration de l’accompagnement des nouveaux acteurs de l’EAL.

In her talk, Fanny Meunier will discuss the need to reconsider some key aspects of ‘teaching with corpora’ in our current high tech-saturated world. She will explain how the existence of NLP and AI-based technologies must prompt us to question some (perhaps too quickly ‘taken-for-granted’) aspects of using corpora in instructed settings. She will invite us to change our perspective and shift from a mainly applied linguistics mindset to an instructed SLA one. She will invite us to apply a ‘stop, think and act’ approach to re-assess the added value of using corpora in classrooms, and will show us that we might want to leave some well-trodden paths and actively explore new peripheries.

In this presentation we: - discuss plurilingualism and awakening to languages (AtL) - reconsider AtL from a fresh perspective, and introduce the concept of (R)Atl or (Re)awakening to languages - suggest that AtL should be seen as a lifelong entry door to plurilingual (digital) critical citizenship or P(d)CC - explain what P(d)CC is and we illustrate how it can be addressed with the help of concrete examples

This editorial presents an overview of the articles that have been published on the following Research Topic : New Perspectives of L2 Acquisition Related to Human-Computer Interaction (HCI). Psycholinguistics, cognitive and applied linguistics have recently moved in new directions due to unprecedented development in ICT, neuroscience, big data, artificial intelligence and other very recent achievements of various scientific disciplines. These trends need our attention as they dramatically influence how L2 is acquired in the new context. Cognitive and technological aspects of communication have brought many challenges in the new era of human-computer interaction (HCI). Moreover, the interculturality of the global world has altered what we understand as a norm in foreign language education. All these aspects, and many more related to the changes mentioned above, should be investigated in the framework of psycholinguistics as it can bring new perspectives and implications for understanding L2 acquisition in the context of the current unprecedented changes. The aim of this Research Topic was to collect cutting-edge research into L2 acquisition with respect to very recent findings of psycholinguistics, cognitive science, artificial intelligence, ICT, data science and other human-computer interaction (HCI) related areas.

Le 30 novembre 2022, le Lycée français Jean Monnet (Uccle) organisait une soirée table ronde sur le thème de L’apprentissage précoce des langues : enjeux, facteurs de succès, impact, évaluation. Bénédicte Abraham (ministère français de l’éducation, de la jeunesse et de la vie associative), Annick Comblain (Université de Liège) et Fanny Meunier (Université catholique de Louvain) ont animé cette table ronde. Fabrice Jaumont (Attaché Education pour l’Ambassade de France aux États-Unis et directeur exécutif du Center for the Advancement of Languages, Education, and Communities) a introduit la séance en direct de Washington. François Sénémaud (ambassadeur de France en Belgique) et Sven Gatz (Ministre du Gouvernement de la Région de Bruxelles-Capitale, Finances, Budget, Fonction publique, et Promotion du Multilinguisme) ont clôturé les débats.

The present study explored whether the use of Virtual Reality (VR) technology can help lower public speaking anxiety in the L2. To this end, we conducted an exploratory effect-of-instruction study using a one-group pre-test/post-test design with nine learners of English as an L2. The results from the post-test show that using VR in combination with peer feedback offers an interesting gateway to reducing public speaking anxiety.

European project presentation TEMPLATE TEchnology-Mediated PLurilingual Activities for (language) Teacher Education The TEMPLATE project aims at strengthening the professional competence profile of pre- and in-service teachers who want to fully implement the recommendations of the Council of Europe for the use of plurilingual approaches in (foreign) language education. Teachers have to face the increasing need to cope with the changing landscape of the teaching profession for plurilingual education and the management of technology mediated teaching practices: on the one hand they have to teach in classes where there are different L1s, on the other hand they are required to integrate those languages in a plurilingual approach and make use of technology where and when it can potentially add value. In order to fulfill these requirements teachers need a specific training in comprehensive approaches that take into account different aspects related to their profession in the 21st century. The main target group of the project are teachers involved in FL teaching, CLIL activities and project-based learning. They will be involved in a training that integrates the pedagogical aspects with the content knowledge and the digital tools (TPACK model) The activities proposed through an internet platform and a set of webinars will support teachers in developing innovative teaching methods, especially to promote competence-oriented teaching and learning in FL and CLIL education; they will enhance the teachers’ digital literacy and promote the use of ICT (with particular reference to Computer-Assisted Language Learning CALL) as a good practice to approach plurilingualism. This presentation will focus in particular on the results of a survey - the project’s IO1 - of the competences needed by the teachers, i.e. a SWOT analysis of the actual situation in the different partner countries. The survey is meant to obtain in-depth qualitative descriptions of teachers’ attitudes and situated ex

Recherche exploratoire et qualitative sur la première année d'implémentation obligatoire de l'Eveil aux langues (EAL) en Belgique francophone. La communication présente l'ancrage des pratiques dans le contexte éducationnel de la Fédération Wallonie Bruxelles et fait état d'observations et d'entretiens avec les enseignants qui ont créé des activités d'EAL en 2020-2021 en maternelle et en primaire. Les résultats préliminaires se focalisent sur les freins et leviers observés ainsi que sur la rencontre ou non des objectifs présentés dans le document de référence "Balises de progression".

The presentation questions the TPACK model in our digital world. It proposes avenues for its evolution in digitally-enhanced language teaching and learning.

This plenary talk addresses the value of corpus linguistics for language learning, with a specific focus on innovation.

Language in the Human-Machine Era (LITHME)