Introduction | Focus on language and skills | Exploiting technology | Find answers

Focus on language and skills

Pupils can use ICT to develop their competence in the target language and also to improve their learning skills.

Improving language

  • Use ICT to communicate in the target languageoutlook
    • They can communicate with native speakers via e-mail, or video conferencing, Pupils can use a word processor to prepare documents containing text, images and sound for attachment as files to emails. Word processors and multi-media presentation software can be used to make presentations to fellow pupils.
    • Blogs, wikis and social networking sites can also be used for communication between pupils, whether in groups or individually. See Exploiting technology. 
  • Develop a better understanding of grammar
    • Interactive materials, often accessible online at sites such as Languages online, CD ROMs, and proprietary software enable pupils to work independently on interesting activities which allow them to focus on the rules of the target language.
    • Instant feedback is often available, so pupils instantly know if they have made a mistake.
    • Some key sites offering a wide range of interactive materials online for free use are detailed in Key Stage 4 Resources in the Technology for Languages section of this site.
  • Develop the skills of reading, writing, listening and speaking
    • Pupils can develop all four language skills using modern technology. They can work with audio, text, images and video in materials created by their teacher, but can also work creatively and independently on presentations, slideshows or web pages in which they can use their own digital photos, video and audio clips. They can use mobile phones to create and transfer digital materials.
  • Access a wide range of resources in the target language
    • Pupils can use the World Wide Web to access up-to-date authentic language on a multitude of relevant and appealing topics, whether text, live radio or audio and video clips.
    • If preferred, pupils can use web pages downloaded and stored on the network.
  • Develop awareness and understanding of the lives, and culture of people of other countries, where the target language is spoken
    • The Internet brings the lives and cultures of people in other countries to your pupils with astonishing ease. In some countries, sites designed specifically for young people are especially appealing. Languages, such as Spanish or French, which are spoken in many parts of the world, provide opportunities to broaden and deepen pupils’ understanding of countries well beyond the confines of Europe.
    • For a set of downloadable PDF documents detailing useful online resources go to Key Stage 4 Resources on this site.
    • Communicating with peers in other countries is, of course, an ideal way to develop understanding of the lives of others and this is now possible in many ways with blogs, wikis, and personal web pages in social networking sites such as Think.com.
    • Collaborative project work is also available with countries around the world at eLanguages (British Council). Many projects are relevant to the needs of language learners and it is easy to set up your own page. Ideas and resources are shared on a project web page and via discussion forums and online message boards.
    • Consult ICT International for many ideas about projects, partners and developing the international dimension in your work.

Improving learning skills

ICT enhances learning skills by allowing pupils to:

  • Work independentlyles sports
    • Pupils can investigate on the Internet, or complete online worksheets prepared by the teacher and placed on the shared area of the school network. Pupils can work flexibly, accessing resources and work in lesson time or at other times. CD ROM’s, text manipulation software and online interactive language activities enable independent work and give instant feedback.
    • Teacher feedback can be easily made available via e-mail for individuals. Where a class works collaboratively on a wiki, a teacher can leave comments on the wiki for follow-up in class.  
  • Work collaboratively
    • ICT can be used by pupils to work in teams, discussing and sharing ideas, apportioning tasks, and building a document, or presentation in response to a task.
    • The development of wikis allows flexible online cooperation amongst pupils within a school or class and with partners abroad. For information on wikis search the database at Useful ICT ideas, effective language lessons.
  • Consult online resources
    • Pupils can consult online dictionaries, thesauruses, encyclopaedias or even glossaries prepared by the teacher and stored on the school network.
    • Pupils can create their own word banks in Word and leave them in their own space on the network or VLE (Virtual Learning Environment) for remote access.
    • Pupils can create podcasts on topics such as grammar, which they can then place online for others to listen to and download to their mp3 players. For an interesting video case study on podcasts made by pupils, go to ICT in action.
    • For information on podcasting consult Useful ICT ideas, effective language lessons.
  • Check for accuracy and then edit and re-draft work
    • Pupils can consult a correct version or a model text, such as a dialogue illustrating a verb tense used in context. They can then edit and correct their work.
  • Improve the presentation of work colour pallette
    • With ICT pupils can be very imaginative in their work. They can format documents, using a variety of colours and fonts. They can also use presentation or desktop publishing software to give a very dynamic or professional edge to their work.
    • Pupils who have difficulty with their handwriting are often helped by a computer to present neat, legible work which boosts their confidence and self-esteem.
  • Develop critical skills
    • ICT allows the teacher to develop whole class activities in which colour, animation or other software features focus attention on specific aspects of language, or the organisation of ideas, so that pupils learn to evaluate their own work and that of others. Interactive whiteboards are very versatile and of great use in this area.
  • Recognise patterns in language and apply them in context
    • Features of ICT enable pupils to focus on grammatical features. Interactive games work well in this regard, but simple colour coding in word processed texts or presentations is effective.
    • They can use colour coding, for example, to identify specific grammar rules or topic-related vocabulary (perhaps researched independently on the Internet) which they have used in their work.
  • Be creative in their work
    • Pupils can draft and re-draft creative work easily with ICT. This applies at all levels from the near-beginner completing imaginative extended writing tasks to the advanced learner writing at length. ICT encourages experimentation and risk-taking with language as the technology permits rapid modification of text as investigation, collaboration or teacher guidance suggests alternative and improved expression.
    • Pupils can use a range of software and hardware to produce very imaginative pieces of work. See Exploiting technology.
    • Look in ICT in action at the Archives of the CILT-ALL Action Research Project, in which pupils used many types of software and hardware to improve learning skills and language performance. Try, for example, case studies from Brinsworth Comprehensive School and St Aidan’s School, Sunderland. There are many more to look at in addition to these.
  • Investigate, record, organise and use information appropriately
    • With common software and hardware pupils can access vast amounts of information, download it, edit it, re-organise it and use it in another context in fulfilment of a language task.