”From language laboratory to computerised classroom”

1. ”From language laboratory to computerised classroom” - some reflections based on a teachers personal experience

2. Claus Mathiesen, language teacher • 1974-76 Military Language Course in Denmark (Russian) • 21 months, Tactical Interrogation • 1978 Military Language Course (Polish, West Germany, BSprA) • 3 months, West Germany • 1979 Started teaching in the defense • 1979-89 Static Cold War approach (Polish, Russian) • tactical interrogation (selected students) • signal intelligence (”normal” students)

3. Claus Mathiesen, language teacher • 1989-99: Hectic adaption to a constantly changing reality (exploding need for interpreters for military cooperation activities, weapons control regimes etc.) • 1994: University degree in Polish and Russian • 1999 – first Russian class trained as military interpreters graduated • 1999-2003: Defence Attaché (Poland, Ukraine) • 2003-2008: Continued development of interpreters training (Russian) • courses paused in Spring 2008 • Lecturing at the University of Copenhagen

4. language laboratory (1997-98) • a ”computerised” teachers control board • each student having a computer at his disposal at the table in the classroom • Sanako digital language laboratory • all connected in an network linked to a dataserver (big ”hard disc”)

5. Moving from the concept of ”digital language laboratory” to ”computerised classroom” (1) • 1. phase: • digitalising teaching materials –> • no substantial change in teaching form • main areas of concern (AoC): • ”keeping up” with the technological challenges (practical/conceptual) • preventing students from cheating and other unauthorised use of different software • blocking the internet(!)

6. Moving from the concept of ”digital language laboratory” to ”computerised classroom” (2) • 2. phase: • possibilities and advantages of using a larger number of features from the ”digitalised world” explored in a dialectic proces (students <-> teachers) -> • dimensioning way(s) of teaching • AoC: • loss of control of delivering information • loss of control of correctiong errors • doubts about the ”efficency” of uncontrolled learning

7. Moving from the concept of ”digital language laboratory” to ”computerised classroom” (3) • 3. phase: • new forms of teaching (teacher = facilitator) -> • dimensioning the way of producing and using the teaching materials • AoC: • continued ”inventivness” in developing teaching materials supporting active and highly motivated student work not involving the teacher as a direct part of the proces • controlling results/effectivness of this ”free style” learning proces

8. language laboratory – CLASSROOM with COMPUTERS (2007-8) • free access to the internet • Officepackage • Word – editor • letters for other languages available • easy switching – cyrillic, arabic etc. • Power Point (to structure, to visualise) • Language Laboratory (Sanako) • various media players (audio/video) • mailfunction • various software and applications

9. WHY all this fuzz? • (Danish) students want to be in action (all the time!) • individually • in smaller groups • students want challenging tasks • variation is important! • students want to experience, that their individual knowledge and skills are being used in the class • let the students find the answers!

10. Students ”hot’s” and ”not’s” • students don’t want to listen to the teacher ”preaching” • and the teachers preaches normally don’t ”reach the target” • even when repeated!! • students expect the teacher to initiate the working proces • students expect, that the teacher can be consulted • students expect praise (don’t forget!!)

11. Problem areas:Teachers ”words of wisdom” and”control of progress” • the teacher must find alternative ways to transfer key information • write it down and hand it out as part of the students preparation • control of progress has to be organised in alternative ways • regular, short and effective (computerised testing etc.) • useful as guidance to further work (as well for students as for the teacher)

12. The involvment of IT ”escalates” • Basic Language Course (LC) • mainly ”classic” use af Language laboratory facilities and training • Medium level LC • as BLC, but enhanced use of audio- and videomaterial (adapted and authentic, practicing the use of internet ressources in the target language, more complex tasks • Advanced, specialised LC • comprehensive use of all IT facilities, including ”live” material (TV) and materials produced by the students (PowerPoint presentations etc.) Integration of other items than language in the language teaching process Use of the IT facilites

13. Further development • increasing customisation and individualisation of teaching materials • increasing variation of individual and groupbased workstyles • increasing virtuality towards more and more quasirealistic language training environments as one of several approaches to learning • increasing accessability • improving means of quality control (”milestones” and end goals)

14. Conclusive remarks • don’t resist technological innovations • your students will expect you to take advantage of them anyway • explore their advantages and possibilities with an eye on eventual weakpoints • not many innovations are created to specifically support teaching • don’t worry – be happy!! • it’s fun!!!