Martine Pellerin

Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production

The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.

Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms / Utilisation de la ressource en ligne espagnole AVE pour favoriser l’approche de l’enseignement hybride

The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource Aula Virtual de Espanol (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high schools in Alberta, Canada. Findings demonstrate the effectiveness of combining the online resource AVE to the F2F teaching approach to promote BT in the Spanish language classroom. The use of BT approach in the language classroom had a positive impact on the students’ attitudes towards the study of the language, the students’ motivation and their participation levels in class, as well as their use of the target language in the classroom. Moreover, the multimodal experiences provided by the use of the online AVE resource combined with the F2F delivery approach responded more to the different learners learning styles and specific needs. Finally, the use of online AVE in conjunction with F2F teaching was also perceived as an effective tool in the preparation for the International Spanish Diplomas (DELE) taken by the students in the more advanced Spanish classes. La presente etude explore l’efficacite de l’enseignement hybride combinant l’utilisation de la ressource espagnole en ligne Aula Virtual de Espanol (AVE) et l’interaction face a face dans les programmes d’enseignement de l’espagnol, langue seconde, dans deux ecoles secondaires de l’Alberta (Canada). Les resultats demontrent l’efficacite de la combinaison de la ressource en ligne AVE a la prestation face a face pour favoriser l’approche de l’enseignement hybride dans les cours d’espagnol. L’utilisation de l’approche de l’enseignement hybride dans le cours de langue a eu une incidence positive sur l’attitude des eleves relativement a l’apprentissage de la langue, la motivation des eleves et leur taux de participation en classe, ainsi que leur utilisation de la langue d’apprentissage dans la classe. En outre, les experiences multimodales fournies par l’utilisation de la ressource en ligne AVE et l’interaction face a face correspondaient mieux aux styles d’apprentissage et aux besoins particuliers des apprenants. Enfin, l’utilisation de la ressource en ligne AVE et de l’interaction face a face a aussi ete percue comme un outil efficace de preparation aux Diplomes internationaux d’espagnol (DIE) entrepris par les eleves des cours d’espagnol plus avances.