Learning and Teaching English as a Foreign

Language (EFL)
SESSION 2: VIDEOCONFERENCE 1
Master’s Degree in Teacher Training

Javier Cañas Villarreal

PhD Candidate in Applied Linguistics
5/9/22
OVERVIEW
UNIT 4. ENGLISH TEACHING AND LEARNING IN
THE KNOWLEDGE SOCIETY AND THE DIGITAL
AGE
1. English Language in the knowledge society and
the digital age
2. Digital age language teacher
3. ICT skills for learners
4. Computer-Assisted Language Learning (CALL)
5. Common European Framework of Reference
for Languages: Learning, Teaching,
Assessment (CEFR)
6. Mobility and innovation programmes. Erasmus
+ Programme

SESSION 2: VIDEOCONFERENCE 1 5/9/22

OVERVIEW
Learning Goals
• Learn and perceive the theoretical implications of English
teaching/learning as a second or foreign language on the
knowledge society.
• Learn and distinguish the different uses of new technologies in
education, as well as their benefits and drawbacks.
• Learn the Common European Framework of Reference (CEFR)
and identify the different levels of foreign language proficiency
encompassed within the European language portfolio.

SESSION 2: VIDEOCONFERENCE 1 5/9/22

INTRODUCTORY PADLET
Warm-Up. What are the Benefits of Using ICT in the Classroom?
Share your opinion!
Advantages?

https://padlet.com/javiercanas/nj160aa48e3mvbfq

SESSION 2: VIDEOCONFERENCE 1 5/9/22

1. English Teaching and Learning in the Knowledge Society and the Digital Age

SESSION 2: VIDEOCONFERENCE 1 5/9/22

1. English Teaching and Learning in the Knowledge Society and the Digital Age
Characteristics of the 21st Century Classroom

Quote by John Ciardi

Source: https://ccsavpro.com/tech-
and-the-21st-century-classroom/

Source: https://twitter.com/TheWisdomTree1/status/787933426586259460?s=20&t=8yQ2Aa-
6o6ndy41rQXwrgQ
SESSION 2: VIDEOCONFERENCE 1 5/9/22
1. English Teaching and Learning in the Knowledge Society and the Digital Age

Characteristics of the 21st Century Classroom

1. Student-centered Education
2. Computing devices
3. Active learning
4. Adaptive learning
5. Invitational environment
6. Students understand and follow the
rules and procedures
7. Mutual respect
8. Students take responsibility of their
learning
9. Performance-based assessments
10. Collaborative learning

SESSION 2: VIDEOCONFERENCE 1 5/9/22

2. Digital Age Language Teacher

SESSION 2: VIDEOCONFERENCE 1 5/9/22

2. Digital Age Language Teacher
Tips for getting started with technology in the classroom (adapted from Britland, 2013)

• Plan how you are going to use technology.

• Do not buy the latest fad product. For instance: perhaps there is no need to replace laptops for tablets.
• Invest in good continuing professional development to improve your ICT skills.
• Do not give up. If something you try does not work, do not let that put you off.
• Focus on how technology can aid and not hinder student progress.

SESSION 2: VIDEOCONFERENCE 1 5/9/22

2. Digital Age Language Teacher
Learns from and with others
Understands and uses data to and explores proven and
drive their instruction and promising practices.
support students in achieving
their learning goals.

Seeks out opportunities

for leadership to support
Facilitates learning with student empowerment
technology to support and success.
student achievement of
the ISTE Standards for
Students.

Inspires students to
positively contribute to and
Designs authentic, learner- responsibly participate in the
driven activities and digital world.
environments that recognize
and accommodate learner
variability. Collaborates with both colleagues and students
to improve practice, discovers and shares
resources and ideas, and solves problems.
SESSION 2: VIDEOCONFERENCE 1 5/9/22
2. Digital Age Language Teacher
Characteristics of an Ed-Tech Teacher

1. Learner-Centered Classroom
and Personalized Instructions
2. Students as producers
3. Learn new technologies
4. Go global
5. Go digital
6. Collaborate
7. Use social networks
8. Project-Based Learning
9. Innovate
10. Keep learning

SESSION 2: VIDEOCONFERENCE 1 5/9/22

3. ICT Skills for Learners

SESSION 2: VIDEOCONFERENCE 1 5/9/22

3. ICT Skills for Learners
ISTE Standards for Students

1. Students leverage technology to take an active role in

choosing, achieving and demonstrating competency in their
learning goals.
2. Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected
digital world, and they act and model in ways that are safe, legal
and ethical.
3. Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
4. Students use a variety of technologies within a design process
to identify and solve problems by creating new, useful or
imaginative solutions.
5. Students develop and employ strategies for understanding
and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
6. Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.
7. Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working
effectively in teams locally and globally.
SESSION 2: VIDEOCONFERENCE 1 5/9/22
4. Computer-Assisted Language Learning (CALL)

SESSION 2: VIDEOCONFERENCE 1 5/9/22

4. Computer-Assisted Language Learning (CALL)
Three Phases of CALL

Examples

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

What is the CEFR?

• This work started in the 60s and 70s, but
really became established in the 90s.

• “provides a common basis for the

elaboration of language syllabuses,
curriculum guidelines, examinations,
textbooks, etc. across Europe. It
describes in a comprehensive way what
language learners have to learn to do in
order to use a language for
communication and what knowledge and
skills they have to develop so as to be
able to act effectively”. Council of Europe
(n. d., p. 1)

• Levels of proficiency to allow learners to https://www.youtube.com/watch?v=UAehOcVfr3Y

measure their learning progress.

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

Six Levels of Foreign Language Proficiency

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

The European Language Portfolio

ELP main aims are…
• The European Language Portfolio (ELP)
was developed alongside the CEFR. Help learners give shape and coherence to their
experience of learning and using languages other than
• A personal document in which learners can their first language.
record their language learning
Motivate learners by acknowledging their efforts to
achievements and intercultural extend and diversify their language skills at all levels.
experiences and set learning targets related Provide a record of the linguistic and cultural skills
to the CEFR competence descriptors. learners have acquired (to be consulted, for example,
• It supports the development of learner when they are moving to a higher learning level or
autonomy, plurilingualism and seeking employment at home or abroad).
intercultural awareness.

To know more about

the ELP, check out this
video!

https://www.youtube.com/watch?v=PCXn5tUXgSU

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

Common parts of the ELP:

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

Let’s take a look at some examples of ELP!

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

For further information on how to develop your ELP…

https://www.coe.int/en/web/portfolio

SESSION 2: VIDEOCONFERENCE 1 5/9/22

5. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

Europass Language Passport

SESSION 2: VIDEOCONFERENCE 1 5/9/22

6. Mobility and innovation programmes. Erasmus + Programme

SESSION 2: VIDEOCONFERENCE 1 5/9/22

6. Mobility and innovation programmes. Erasmus + Programme
Erasmus + Programme Three Key Actions
Supports and facilitates the academic mobility of
students and university teachers within the Member
States of the European Economic Area, Switzerland,
Northern Macedonia and Turkey.

1. Mobility of individuals 2. Cooperation for

innovation and the
exchange of good
practices

3. Support for policy reform

SESSION 2: VIDEOCONFERENCE 1 5/9/22

6. Mobility and innovation programmes. Erasmus + Programme
eTwinning

A platform for educational teams (teachers,

management teams, library staff, etc.) from schools in
participating European countries to communicate,
collaborate, develop projects, share or in other words, to
feel and be part of the most attractive educational
community in Europe.

eTwinning is co-financed by Erasmus+, the European

programme for education, training, youth and sport.

Collaboration and communication in etwinning projects: example of

best practice:

http://etwinning.es/en/la-colaboracion-y-la-comunicacion-en-proyectos-
etwinning-ejemplo-de-buena-practica/

SESSION 2: VIDEOCONFERENCE 1 5/9/22

References
Britland, M. (2013). How has technology transformed the role of a teacher? [Article in The Guardian. Professional development. Teacher’s blog]. Retrieved
from https://www.theguardian.com/teacher-network/teacher-blog/2013/jun/18/technology-transform-teaching-students-schools.
Cassany, D (2002). El Portfolio Europeo de las lenguas. In Aula de Innovación Educativa, 117, 13-17.
Cassany, D. (2002). Usando el Portfolio europeo de lenguas en el aula, Marco común europeo de referencia y Portfolio de las lenguas. Mosaico 9,
monográfico. http://www.mec.es/sgci/be/es/publicaciones/mosaico/mosaico9/mos9.pdf , pp. 18-24
Jornet Melià, J.M. & Pastor Enríquez, V. (2020). Aprendizaje y enseñanza de lengua extranjera. Manual docente de la asignatura. Universidad Internacional de
Valencia.
Little, D. et al. (2008). Preparing teachers to use the European Language Portfolio. Graz: Council of Europe Publishing.
Ministerio de Educación, Cultura y Deporte (2004). Guía didáctica del Portfolio europeo de las lenguas para Enseñanza Secundaria. Madrid: MECD.
Rosen, É. and Varela, R. (2009). Claves para comprender el Marco común europeo de referencia para las lenguas. Madrid: enCLAVE-ELE / CLE Inernational.
Schcolnik, M. (2015). Making Language Teaching Relevant for the Digital Age. In Vyas, M. A. and Patel, Y. L. (eds.) Teaching English as a Second Language. A
new Pedagogy for a new Century, pp. 105-125. Delhi: Phi Learning Private Limited.

Webreferences:
https://www.edutopia.org/
http://etwinning.es/
https://www.coe.int/
https://sede.educacion.gob.es/

SESSION 2: VIDEOCONFERENCE 1 5/9/22

Assessment Activities

Forum Activity 1 (5%)

• Either based on your experience as a
teacher or as a student, find examples of bad
habits that teachers demonstrate in the
processes of assessing the students and
balance them with some good practice
procedures (500 words maximum).
• Then, provide answers to at least one of your
classmates’ contributions.
• Individually.

Upload your contributions to Forum Activity (under "Foro" space).

SESSION 2: VIDEOCONFERENCE 1 5/9/22

 Next Live Session: Guided Activity 1
• Video Discussion: The Creators of the CEFR – What Do
They Think?
• Reflection on the CEFR
DATE: 09/07/2022
TIME: 8 – 10pm

How to prepare for Guided Activity 1:

• Revise pdf/recording of today’s Videoconference 1.
• Get familiar with the instructions for Guided Activity 1 – ‘Reflection on the CEFR’.

For Thursday’s Webinar

• Go to ‘Recursos complementarios PE>Seminar Materials’ and read Compulsory
Readings 1 and 2 on Gamification. Then, prepare the questions in ‘Webinar 1 -
Discussion Questions’.

SESSION 2: VIDEOCONFERENCE 1 5/9/22

Questions?