Normalising computer assisted language learning in the context of primary education in England

4.50
Hdl Handle:
http://hdl.handle.net/10547/603542
Title:
Normalising computer assisted language learning in the context of primary education in England
Authors:
Pazio, Monika
Abstract:
The thesis examines the concept of normalisation of Computer Assisted Language Learning (CALL), i.e. complete, effective integration of technology, in the context of primary Modern Foreign Languages (MFL) in England. While normalisation research is conducted predominantly in the English as a Foreign Language (EFL) context, understanding normalisation in the primary mainstream education in England is important due to the contrast between teachers’ lack of readiness to deliver languages as part of the National Curriculum, and technology penetration in the classrooms. This thesis therefore, taking a sociocultural perspective of Activity Theory, attempts to redefine normalisation to include context specific characteristics, identify what factors contribute to and impede normalisation, and assess where primary CALL is on route to normalisation. An ethnographic approach was deemed to be most suitable to gain deep understanding of normalisation. Prolonged immersion in a primary school and the thematic analysis of observations, interviews, field notes and audio recordings revealed that factors impeding normalisation of primary CALL revolve around the following areas: attitudes, logistics, training and support and pedagogy. The issues related to the subject itself, e.g. negative attitudes toward the subject, lack of skills, impact on the achievement of normalisation to larger extent than issues related to technology. Hence in the primary context, normalisation needs to be considered from the point of view of normalisation of MFL and then the technology that is embedded into MFL. The analysis of the data allowed the researcher to create a model which serves as a form of audit of factors that need to be considered when thinking of successful technology integration into languages. Such guidance is needed for the primary MFL context having reoccurring issues, but is also relevant to primary EFL contexts in Europe where similar problems related to teaching of the subject are reported.
Citation:
Pazio, M. (2015) 'Normalising computer assisted language learning in the context of primary education in England'. PhD thesis. University of Bedfordshire.
Publisher:
University of Bedfordshire
Issue Date:
Jul-2015
URI:
http://hdl.handle.net/10547/603542
Type:
Thesis or dissertation
Language:
en
Description:
A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophy
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorPazio, Monikaen
dc.date.accessioned2016-03-23T11:48:57Zen
dc.date.available2016-03-23T11:48:57Zen
dc.date.issued2015-07en
dc.identifier.citationPazio, M. (2015) 'Normalising computer assisted language learning in the context of primary education in England'. PhD thesis. University of Bedfordshire.en
dc.identifier.urihttp://hdl.handle.net/10547/603542en
dc.descriptionA thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophyen
dc.description.abstractThe thesis examines the concept of normalisation of Computer Assisted Language Learning (CALL), i.e. complete, effective integration of technology, in the context of primary Modern Foreign Languages (MFL) in England. While normalisation research is conducted predominantly in the English as a Foreign Language (EFL) context, understanding normalisation in the primary mainstream education in England is important due to the contrast between teachers’ lack of readiness to deliver languages as part of the National Curriculum, and technology penetration in the classrooms. This thesis therefore, taking a sociocultural perspective of Activity Theory, attempts to redefine normalisation to include context specific characteristics, identify what factors contribute to and impede normalisation, and assess where primary CALL is on route to normalisation. An ethnographic approach was deemed to be most suitable to gain deep understanding of normalisation. Prolonged immersion in a primary school and the thematic analysis of observations, interviews, field notes and audio recordings revealed that factors impeding normalisation of primary CALL revolve around the following areas: attitudes, logistics, training and support and pedagogy. The issues related to the subject itself, e.g. negative attitudes toward the subject, lack of skills, impact on the achievement of normalisation to larger extent than issues related to technology. Hence in the primary context, normalisation needs to be considered from the point of view of normalisation of MFL and then the technology that is embedded into MFL. The analysis of the data allowed the researcher to create a model which serves as a form of audit of factors that need to be considered when thinking of successful technology integration into languages. Such guidance is needed for the primary MFL context having reoccurring issues, but is also relevant to primary EFL contexts in Europe where similar problems related to teaching of the subject are reported.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectnormalisingen
dc.subjectlanguage learningen
dc.subjectprimary educationen
dc.subjectEnglanden
dc.subjectcomputer assisted language learningen
dc.subjectX390 Academic studies in Education not elsewhere classifieden
dc.titleNormalising computer assisted language learning in the context of primary education in Englanden
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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