Developing Primary Education Students’ Multilingual Competence through Learning Situations on Computer-Assisted Language Learning Environments

Abstract

[eng] The shift towards a competence-based education focused on the development of Key Competence for Lifelong Learning in European educational systems has led to the adoption of new methodological approaches, of which Learning Situations have been claimed to be relevant and appropriate. In the current social context where the development of the Multilingual and Digital competences is paramount, it becomes interesting to investigate how the different legal, theoretical, methodological and technological approaches meet to create virtual learning experiences adopted to the new more multilingual and digital reality. However, novice language teachers, content teachers in bilingual settings and teachers with low digital competence might find it difficult to incorporate all these elements effectively to create meaningful yet well-informed Learning Situations on Virtual Learning Environments. Therefore, this study aims at designing, implementing and assessing a tool for the creation of LOMLOE Learning Situations on Virtual Learning Environments for the development of the Multilingual Competence in English Primary School students through an Educational Design Research approach of three core phases. In the first phase “analysis and exploration”, a preliminary tool based on the organisational, pedagogical and technological influencing aspects was created. In a second phase “design and construction”, the tool was validated by experts through Content Coefficient Validation. In the third phase “evaluation and reflection”, the tool was used to design a demo Learning Situation which was later trialled with a Year 4 Primary Education class. The results confirm that there is evidence to support that the created tool has helped design an effective logically sequenced Learning Situation on a ComputerAssisted Language Learning Environment which was successfully carried out with the focus group with no major limitations found. Indeed, technology aided the improvement of learners’ knowledge, ability and attitudes and thus Multilingual Competence to carry out a real-life task. Evidently, students’ exposure and use of the technological means to work autonomously and with others is thought to have made contributions to the development of students’ Digital Competence too.