Week 29 reflection: consider your audiences

Week 29 reflection: Consider your audiences.

In my action plan, I identified my local audiences as my students and my colleagues in the languages department. For this reflection, I will be focussing on the potential impact of gamification using digital tools on engagement within the context of second language learning in NZ and overseas. The audience again being both students and teachers.

My starting point for my Mindlab journey was Karen Ashton’s research into teacher views of multi-level language classes in New Zealand schools. She highlights a dramatic decline in students taking languages in senior classes. More recently research from the BBC (2019) shows that language learning in the UK is at its lowest level since the turn of the millennium, with French and German at the lowest levels. My inquiry directly relates to both this worrying downward trend and to using technology for teaching and learning one of the trends shaping education spotlight. (OECD, 2018). Can effective use of the latter lead to a reverse in the trend of the former?

Back in the UK, of the 2048 schools who responded to the BBC survey most said that the perception of languages as a difficult subject was the main reason for the decline in numbers. My research has highlighted a lack of engagement with the language as the key factor. Both reasons lead to the same outcome and language teachers and education leaders need to take action to reverse the decline.  Jean Coussins, Chair of the all-party parliamentary group on modern languages in the UK states “We are complacent. In the 21st Century speaking only English, is as much of a disadvantage as speaking no English at all.” Here in New Zealand and in the English speaking world we need to realise the importance and value of language learning. Peter Wittig, German Ambassador to the UK sums this up succinctly. “Speaking languages and engaging with other cultures are the currency of the 21st century. In today’s inter-connected world, communicators and bridge-builders are needed as never before.” In the light of recent global and local events his words resonate even more when he talks about how language “encourages friendship, trust and understanding across borders”.

How does this link to effective use of technology and to the use of gamification using digital tools in the language classroom? My research so far indicates that this does have a positive impact on student engagement. If students are engaged in their learning then it is more likely that they will want to continue to learn, especially if there is a clear purpose.  Paniaga and Instance (2018) talk about finding the right balance between the different elements that influence students learning and include in this the specific technologies available and the teachers’ professional competence. I have already alluded in previous reflections to the importance of promoting and participating in teacher learning and development (Robinson, Hohepa and Lloyd, 2009.) Teachers need to feel comfortable using the available technology. Not only this, but they also need to be comfortable integrating it in their teaching.(Comi et al., 2016)  An outcome of my inquiry has been me leading my colleagues in this professional development, something, which I will be also doing later in the year with my wider audience at our “Loop” conference.

The student perceptions that language learning is difficult and that in New Zealand there does not seem a purpose for language learning are two major challenges facing language teachers. My inquiry seeks to find ways to address engagement, which I believe is at the root of these two perceptions. This is not something that can be resolved in this sixteen week project, but it is a starting point to address a national / English speaking countries problem. If I can bring about some change in my students and at my school, then I would hope that it might in some way lead to reversing the decline in student numbers learning languages.

References:

Ashton K., (January 2018). Exploring teacher views of multi-level language classes in New Zealand secondary schools: Teaching and Teacher Education, Volume 69.

Comi, S., et al. (2017), “Is it the way they use it? Teachers, ICT and student achievement”. Economics of Education Review, Vol. 56, pp. 24-39.

Jeffreys B. (BBC Education 2019), Save UK’s dwindling language skills, say MPs and peers https://www.bbc.com/news/education-47421735

Jeffreys B. (BBC Edcation 2019), Language Learning, German and French drop by half in UK schools https://www.bbc.com/news/education-47334374

OECD. (2018).Trends shaping education 2018 spotlight. Retrieved from http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf

Paniagua, A. and D. Istance (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264085374-en.

Robinson, V., Hohepa, M. & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis Iteration (Executive Summary.) Retrieved from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/60182/Chapter-1-Executive-Summary-redacted-2015.pdf