Dr. Bao Kham
Dr. Bao Kham is the Rector of University of Foreign Languages, Hue University. He is a specialist in English teaching methods at University of Foreign Languages, Hue University. Dr. Bao Kham holds a Masters Degree from The University of Sydney and a Ph.D. from La Trobe University, Australia. His main areas of study include the professional integration of teachers and teacher training. Dr. Bao Kham is a co-author of the textbook called “English Teaching Methodology” for undergraduate students. He shows his great interest and has extensive experience in applying combined courses in teacher training. As an expert in curriculum design, Dr. Bao Kham has extensive experience in writing materials of English as a foreign language and was formerly an editor of “English Now” magazine for the English Teacher Network in Viet Nam.
Plenary Presentation: Technology and the Development of Learners’ Communicative Repertoire
This paper aims at deconstructing the newly discovered concept of communicative repertoire and explores the role of technology in the development of the repertoire. Proposed by Nicholas and Starks (2014), the communicative repertoire, part of the communicative competence, is where features of all available resources have been noticed and stored by individuals who will select, combine, and deploy them appropriately for the purpose of communication. The repertoire is composed of the two categories of dimensions, physical/technological and social. The physical/technological categories contain two different dimensions, modes including elements such as sound, movement, image and spatial orientation and mediations including elements like human body, analogue, digital and digital control. The social categories consist of two other dimensions, varieties with such elements as spatial (macro- and micro-geopolitical), personal (physical and experiential), and temporal, and purposes containing elements like macro-text, micro-text, key, and otherness.
The communicative repertoire contains in itself various elements where technology can act upon available communicative resources. This paper identifies and suggests all the possible ways individual learners can employ technology to develop and deploy their communicative repertoire.
Professor Dr. Cynthia White
Cynthia White is Professor of Applied Linguistics, Massey University, New Zealand. She has published widely on distance and online learning, emotion in language learning, learner autonomy, and teacher identity and agency. She is a member of Editorial Boards of seven international journals, and is Associate Editor for the journal Language Learning & Technology and for the journal Linguistics and Education. Cynthia has been invited plenary speaker at international conferences in Germany, Thailand, Singapore, China, UK, Australia, Hawai’i and Malaysia. Her most recent projects focus on Synchronous Online Language Teaching via one-to-one videoconferencing and on language teacher agency.
Plenary Presentation: Language teacher agency in CALL: Local practices, virtual spaces and global forces
Technology and globalization have transformed how we communicate and how we use language in professional, personal, educational and public domains. For language teachers these ongoing changes raise questions about what they do in their classrooms and how they respond to policy and curricular initiatives in terms of CALL. These changes also raise fundamental questions for our understanding of language learning and teaching in the digital age: how do teachers choose to act in using technology? how have new tools transformed their practices? how do they interpret and use the CALL experiences they encounter? In this talk using a wide range of recent examples I will show how the concept of agency allows us to gain insight into not only the realities of CALL practice but also the ways in which teachers seek to bring together local practices, virtual spaces and global forces within their CALL classrooms.
Workshop: Reflecting on CALL research and practice: Using guidelines to improve your skills
My work with language teachers shows that guidelines can be a useful tool to learn more about CALL – and that the knowledge gained can enhance teacher research and practice. A key factor in using guidelines is adopting a deep and critical approach while also drawing on teachers’ experiences, current concerns and the particular features of their current contexts. This workshop uses practical activities for language teachers, researchers and professionals to answer the following questions:
- What are some current guidelines for teaching reflectively with technology? How can I use them to improve my practice?
- What are current guidelines for best practice in CALL research? How can I use them to improve my research skills? How can I use them to improve my understanding of CALL research?
Professor Dr. Karen Price
A former lecturer at the Harvard Graduate School of Education and former director of the ESL teacher-training program at Harvard University, Karen Price has authored more than 20 articles and textbook chapters, and won grants from sources such as Apple, IBM, and the Exxon Educational Foundation.
She has conducted workshops and given keynotes in Singapore, Jamaica, Egypt, Japan, France, Venezuela, the UAE, India, the People’s Republic of China and the Republic of China.
She has consulted on projects for entities including the US State Department, the US Department of Defense, Microsoft, Annenberg, USAID, AmidEast, Fulbright, and Kodak. She conducted the first research into the use of captioned video for language learning and won awards for the development of early prototypes of technology now commonly used, such as lexical searching of audio and video. Since building a musical staircase in her home, her current interests involve emotion-aware technologies and artificial intelligence, the Internet of Things, and kinetic art.
Plenary Presentation: Artificial Intelligence in CALL: Now and / or coming soon to a school near you!
An ever-increasing number of software apps involve the use of artificial intelligence. These include bi-directional video technologies which enable learners to engage in two-way conversations with onscreen characters who can then react and respond to a learner’s replies and gestures. Other apps can detect when a learner is bored and provide more engaging content for that student. Still other apps can provide words correctly pronounced in the student’s own synthesized voice. And these are just a few!
The goal of this talk is to provide an overview and critical analysis of emerging technologies relevant to CALL and promote reflection on the nature of meaningful uses of artificial intelligence in language learning. Through a variety of short video illustrations, this talk will provide a glimpse of some intriguing tools and apps. The hope is that participants will have a better sense of technology they may wish to use and where to find some of the free and lower-cost applications.
Workshop: Using Augmented Reality: Superimposing sounds, images and text on the world we see
Augmented Reality (AR) apps add content to what someone actually sees in the real world. Pointing a smartphone or iPad at an everyday object might bring up the printed word for that object on the screen at the same time the user continues to see the actual object. Or, users might hear the pronunciation of the word for the object, see a video related to that object, or have a Google doc appear. Many AR apps also incorporate GPS (Global Positioning System) to bring up information that will appear only when a user is in a specific location. Such capabilities are used by tour companies to guide visitors in the physical world and by gamers and educators to create scavenger hunts for students.
AR is not just for the technology giants. Anyone can develop AR apps with free software. Bring your smartphones and iPads to learn how you might consider creating lessons for your students.
Associate Professor Eric Hagley
Eric Hagley is an associate professor at Muroran Institute of Technology in the north of Japan. He created the International Virtual Exchange Project (IVEProject) which has had over 15,000 students from 14 countries participating in Virtual Exchange (VE) over the last 4 years. The IVEProject continues to expand and is one of many VE that are changing the way communicative language teaching is being taught. He has written and presented on VE extensively. He is the co-chair and president of the Asia Pacific Virtual Exchange Association (APVEA) and was vice-president of PacCALL from 2009 to 2018. He is also head of the Quiz Quality Assurance Project for MoodleReader (mReader).
Plenary Presentation: A new standard for communicative English teaching – the case for incorporating Virtual Exchange
The U.S. and E.U. governments now use the term “Virtual Exchange” (VE) to describe a situation where students in one class interact, under the guidance of their teachers, with students in other classes in geographically distant areas – usually foreign countries. VE has a relatively short history within English language teaching but is becoming more popular with a number of countries promoting it at national levels. Excellent examples of how it is being implemented around the world will be covered in this plenary. From these, research showing various outcomes has been forthcoming showing its benefits and how to overcome some of its shortcomings. However, what is clear is that students very quickly understand that through VE they have a clear and present necessity to use the language they are studying to learn with and about students in other countries. This in itself is a strong case for incorporating VE into all language classes but particularly communication classes. The presentation will conclude by offering participants a number of ways in which they can easily employ VE into their classes.
Workshop: Bringing the world to your classroom – participation in international virtual exchanges
Do you want your students to interact with students from other countries but don't know how to organize that? Do you want your students to not only use English as an "academic" language but to use it in real-world communication? If the answer to these questions is "yes" then join this workshop to find out how your students can become part of one of the biggest language and culture learning groups in the world. The IVEProject is sponsored by the Japanese government and Muroran Institute of Technology and is free-of-charge for teachers to access with their students. Once they do, students can interact with students from other countries and use the language they are studying in class to communicate with real people in other countries in a safe environment. This workshop introduces the IVEProject which has had over 15,000 students and 200 teachers from 14 countries and 50 institutions in South America, Asia, the Middle East and Europe participating in exchanges over the last 3 years. Students interact online in English-as-a-lingua-franca using Moodle. Each exchange is 8-weeks long employing various tasks to encourage student interaction in addition to language and cultural development. You will learn how you and your students can participate in this workshop.
Claire Bradin Siskin
Claire Bradin Siskin is an enthusiastic practitioner of computer-assisted language learning (CALL). Her principal interests are faculty development, research in CALL, and international education. Her editorial experience includes the editorial boards of CALL Journal and CALICO Journal. She currently serves on the Awards Professional Council of TESOL. She has served on the TESOL International Board of Directors and as Chair of the Executive Board of the Computer Assisted Language Instruction Consortium (CALICO). She heads the development team for brimmEng, a smartphone app designed to provide English language practice. She has given presentations and workshops in 23 countries. See http://www.edvista.com/claire for more information.
Featured Presentation: A Call for Clarity about CALL
Computer-assisted language learning (CALL) is well into its sixth decade. While not always used or well integrated into language learning and teaching, CALL has enjoyed some recognition and popularity. But how is CALL seen in the wider language learning community and in education in general? There seems to be a wide communication gap between CALL specialists and the rest of the world: language teachers, students, educational administrators, and technical support staff. Each of these entities tends to view CALL very differently. There are varying perspectives among CALL practitioners themselves as to the “correct” implementation of CALL, and there is even disagreement about the term “CALL” itself. The lack of precise definitions for common terms such as “e-learning,” “blended learning,” “virtual,” “flipped classroom,” and “digital natives” adds to the problem. I will explore issues of misperception and suggest a path toward clearing up some of the confusion.