On the other hand the increasing number of bilingual schools presents new challenges when teaching science, physical education or Arts and crafts in a foreign language. Learning corners can be explained by an audio or a video tutorial QR facilitating independent work of students who do not yet possess sufficient reading skills and might need oral and visual aids to understand the task presented in each corner. Imagine a school where flashcards, displays, drawings or research offer augmented audiovisual information created by the students themselves, in which everyday objects such as tables, chairs or blackboards are brought to life explaining who they are or present hidden secret oral messages with challenges that arouse the curiosity of the students. We all know that students learn a lot from the materials posted on the walls … but these materials are silent, they let you read, but not hear, unless we increase your content with audiovisual materials created by themselves, would create an augmented class. Īnd augmented reality is the perfect tool to increase language in the classroom because it can combine all of the tools mentioned above.

My students have been using microphones, blogs, videos, talking cards, avatars, audio books, animation, … all the tools that can facilitate production at the end of any learning story. Therefore in the classroom we have to think … what reasons will I give my students so they feel the need to communicate in English? What and who should they communicate it to ? We learn to talk by talking, and we can’t expect that the student suddenly is able to communicate verbally only after a few intensive sessions of comprehension and written exercises, unless we give them the opportunity to use and practice the language. In addition, all the international reports show that our students can read or understand much better than speak, a result that is not surprising, since the foreign language classes are still more focused on a grammatical model than on a communicative model. This is not to say that reading and listening are not important skills, but there should be a better balance between receptive (more passive) and productive skills (more active) Productive skills should be at the end of any task where the student expresses through written, oral or multimedia forms their outcome learning to their peers and the world. During the last seven years, I have trained English teachers in ICT in the public, semi-private and private schools from different regions.Īlmost always I start the session by asking: ” In the classroom, your pupils use ICT primarily to develop which of the following skills … writing ? Reading? Speaking? Listening? The answer is almost always the same: ICT is mainly used to develop receiving skills, (reading and listening), then writing, and… least of all, speaking.

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