20 research outputs found
Fostering foreign language student teachers’ glocal competence through telecollaboration
No full textThe interconnectivity of peoples worldwide is sufficient rationale for foreign language learners to develop the relevant competences for intercultural interactions in both local and global–glocalcontexts. This study presents a conceptualisation of glocal competence for Jamaican foreign language teaching professionals from a content analysis of three relevant competence frameworks (PISA, and Byram’s and Deardorff’s ICC models). It further reports on Phases 1 and 2 of ClerKing, a Franco-Jamaican telecollaborative project between Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and Modern Languages student teachers of French/Spanish from Shortwood Teachers’ College (STC), Jamaica. Through qualitative content analysis, parameters of glocal competences were identified and examined against the different frameworks. Pre-liminary findings show that student teachers developed negotiation, adaptive, and collaborative skills in their professionalization process. However, local values impeded understanding of and appreciation for alternate worldviews on certain topics discussed
Exploiting the Potentials of Interactive Live Worksheets in French Online Classes in Jamaica
No full text[EN] The incorporation of interactive live worksheets at universities in Jamaica gained traction during the COVID-19 pandemic when educational institutions worldwide were plunged into online teaching to lessen the spread of the virus. Foreign language (L2) instructors needed to find creative and innovative ways to engage and motivate students in online settings. However, even beyond the pandemic, L2 instructors still have a responsibility to stimulate students’ interest, which can be done through integrating live worksheets. Presently, only one recent study speaks to teachers’ and students’ perceptions of live worksheets in L2 classes in Jamaica (Madden et al., 2023). This current study hopes to broaden the literature. The authors sought to garner students’ perceptions of live worksheets in online French classes. Nine undergraduate students at the University of Technology, Jamaica, who participated in a 13-week beginning-level French class, responded to a questionnaire. The qualitative approach was used to analyse the data. Major findings revealed that students perceive live worksheets to be effective in promoting recall and application of knowledge, as they enrich vocabulary and syntactic development. Live worksheets are also appreciated because of their user-friendly nature, instant feedback and appealing designs. However, the absence of a keyboard in the target language can cause problems with the responses.Madden, O.;Daley, J.;Fearon, L. (2024). Exploiting the Potentials of Interactive Live Worksheets in French Online Classes in Jamaica. Editorial Universitat Politècnica de València. https://doi.org/10.4995/EuroCALL2024.2024.19101OC
Exploring CALL technologies in pre-service teacher-training programmes and teaching practice experiences in Jamaica
No full text[EN] Computer-assisted language learning (CALL) is an understudied and underdeveloped field within Jamaican teachers’ colleges. Therefore, this study seeks to provide insights into pre-services teachers’ and teacher trainers’ exposure to and usage of CALL technologies in their academic and pedagogical practices. To achieve this, a case study was conducted among 10 secondary-level pre-service teachers of English, French, and Spanish at three institutions who responded to a questionnaire over a one-month period. Semi-structured interviews were also conducted among three teacher trainers. Findings show that most students deem themselves moderately digitally literate. Concerning their usage of CALL technologies, YouTube, PowerPoint presentations, and ChatGPT are among the primary tools used for academic and pedagogical purposes. Most students agree that their lecturers do not incorporate a lot of technology in their teaching, citing that they mainly rely on PowerPoint presentations. Although the majority of students agree that their bachelor’s degree programme has adequate courses in educational technology, there is considerable support for a CALL-focused course to enhance pre-service teacher preparation. Pre-service teachers and teacher trainers also note challenges with regard to technology integration in CALL environments, which include a lack of infrastructural support and fundamental technological equipment, as well as poor internet connectivity. The study has implications for curriculum development and training within the teachers’ colleges.Madden, O.;Robinson, T. (2025). Exploring CALL technologies in pre-service teacher-training programmes and teaching practice experiences in Jamaica. En Editorial Universitat Politècnica de València, (pp. 514-523). https://doi.org/10.4995/EuroCALL2025.2025.21285OCS51452
Using Kahoot! as an engagement and recap tool in an online academic literacy module
No full text[EN] Research on the use of game-based learning platforms, such as Kahoot!, for academic purposes is limited, with existing studies focusing primarily on their application in foreign language contexts rather than in Academic Literacy. Consequently, this study seeks to provide insights into students’ perceptions of the gamified platform in this regard. To achieve this, a mixed-methods embedded design was used to collect responses from first-year students, enrolled in the course Academic Literacy for Undergraduates (ALU) at the University of Technology, Jamaica, through an online questionnaire. Twelve students participated in the study, after participating in at least four games of Kahoot! The aim was to review concepts covered in the class. Preliminary findings show that the majority of the participants were not familiar with Kahoot! before taking the module. Nevertheless, they deem it effective in improving their knowledge of academic literacy. Students indicated that Kahoot! helped them to learn new concepts and reinforce and apply concepts already learnt. Most students believe Kahoot! should be integrated into every class, due to its potential to stimulate recall and enhance competition; however, others preferred its use after each unit. Most students expressed feeling motivated and engaged while playing the game, though a few reported feelings of nervousness or confusion. Concerning the role of the instructor, participants suggested that instructors should monitor students’ responses and provide explanations for incorrect answers. The students have implications for formative assessment, pedagogical training and policy, and collaborative learning.Madden, O.;Ewan, M. (2025). Using Kahoot! as an engagement and recap tool in an online academic literacy module. En Editorial Universitat Politècnica de València, (pp. 590-599). https://doi.org/10.4995/EuroCALL2025.2025.21284OCS59059
IDRC governors delegation : Senegal and the Gambia, Feb. 10-15, 2002
No full textContains 2 rm filesDirector: Federico BuroneCopy #2 under Unclassified archive author: ONEIL no. 117540Some text in FrenchRequires installation of RealPlayer version 8 to view videosContains press clippings, photos and video footage, including an interview with IDRC President Maureen O'Nei
Comprendre les complexités associées à la conceptualisation de scénarios pédagogiques pour l'interaction multimodale en ligne entre deux langues et cultures
No full textInternational audienceThe complexity surrounding the design of collaborative pedagogical scenarios can allow foreign language learners to develop intercultural and linguistic skills, despite the many elements that must be considered when conceptualising telecollaborative projects. Many research studies have been conducted which led to significant discoveries, but only few studies examine the intricacies of developing pedagogical scenarios for online multimodal interaction and the outcomes of these complexities. This paper reports on a Franco-Jamaican telecollaborative project, ClerKing, which took place in two phases between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers' College (STC), Jamaica. Each phase had a different pedagogical scenario, with the first being restricted and the second being more open. Using the exploratory method, various parameters of online pedagogical scenarios were identified and examined with varying degrees of granularity. Preliminary findings show that a less restricted and more flexible pedagogical scenario allowed for students to develop language and intercultural competencies, while strengthening negotiation skills.La complexité entourant la conception de scénarios pédagogiques collaboratifs peut permettre aux apprenants de langues étrangères de développer des compétences interculturelles et linguistiques, malgré les nombreux éléments qui doivent être considérés lors de la conceptualisation de projets de télécollaboration. De nombreuses études ont été menées qui ont conduit à des découvertes importantes, mais seules quelques-unes examinent les subtilités de l'élaboration de scénarios pédagogiques pour l'interaction multimodale en ligne et les résultats de ces complexités. Cet article se concentre sur ClerKing, un projet de télécollaboration franco-jamaïcain, qui s'est déroulé en deux phases entre des étudiants d’anglais en langues étrangères appliquées (LEA) de l'Université Clermont Auvergne (UCA), en France, et des étudiants de langues modernes (français) de Shortwood Teachers’ College (STC), Jamaïque. Chaque phase avait un scénario pédagogique différent, la première étant restreinte et la seconde étant plus ouverte. En utilisant la méthode exploratoire, divers paramètres de scénarios pédagogiques en ligne ont été identifiés et examinés avec des degrés de granularité variables. Les résultats préliminaires montrent qu'un scénario pédagogique moins restreint et plus flexible a permis aux étudiants de développer des compétences linguistiques et interculturelles, tout en renforçant leurs capacités de négociation
Connecter les cultures et la participation via WhatsApp: évaluer la perception des étudiants dans le projet de télécollaboration ClerKing
No full textInternational audienceMobile Instant Messaging (MIM) has become very trendy in the field of language learning; however, while there are many studies that include WhatsApp, used here to connect cultures and/or broaden participation, very few articulate how students view it or its impact in acquiring and developing linguistic, cultural, and intercultural competencies. This paper reports on ClerKing, a Franco-Jamaican telecollaborative project, which occurred in two phases between Applied Foreign Languages (AFL) students from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers' College (STC), Jamaica. WhatsApp was used in both phases. Using the exploratory approach, this study seeks to provide insight on students' perception of the use of the WhatsApp in the project, as well as potential moments of learning sequences. Preliminary findings show that WhatsApp is considered to be practical, popular, and preferable. Students acquired knowledge about religion and homosexuality, improved on expressions, and strengthened their grammar.La messagerie instantanée mobile (MIM) est devenue très à la mode dans le domaine de l'apprentissage des langues-cultures ; cependant, bien qu'il existe de nombreuses études qui incluent WhatsApp, utilisé dans ce contexte pour connecter les cultures et / ou élargir la participation, très peu expliquent comment les étudiants le perçoivent ou son impact dans l'acquisition et le développement de compétences linguistiques, culturelles et interculturelles. Cet article se focalise sur ClerKing, un projet de télécollaboration franco-jamaïcain, qui s'est déroulé en deux phases entre des étudiants en langues étrangères appliquées (LEA) de l'Université Clermont Auvergne (UCA), en France, et des étudiants de français de Shortwood Teachers' College (STC), Jamaïque. WhatsApp a été utilisé dans les deux phases. En utilisant l'approche exploratoire, cette étude cherche à donner un aperçu de la perception des étudiants de l'utilisation de WhatsApp dans le projet, ainsi que des moments de séquences potentiellement acquisitionnelles. Les résultats préliminaires montrent que WhatsApp est considéré comme une application pratique, populaire et préférable. Les étudiants ont acquis des connaissances sur la religion et l'homosexualité, ont amélioré les expressions et ont renforcé leur grammaire
Studies of the relativistic Vlasov-Poisson system
No full textWe examine several questions pertaining to the relativistic Vlasov-Poisson system withattractive coupling (rVP−) raised in a recent paper [KTZ08] by Kiessling and Tahvildar-Zadeh (KTZ). First, KTZ proved that for everyβ≥3/2 there is a critical, non-zerovalueC−βsuch that certain initial data withLβnorm less thanC−βlaunch solutionsto rVP−which exist globally in time. The authors obtained the sharp value forC−3/2and characterized the remaining constants via a minimization problem. We show theexistence of minimizers and calculateC−βforβ >3/2.
Second, KTZ proved that any spherically symmetric classical solution of rVP−launched by zero energy initial data with virial≤ −1/2 will blow up in finite time.However, Simone Calogero has raised the question whether any such data exist at all.We settle this question by constructing two different classes of such initial data.
Third, we examine the recent proposal in [KTZ08] whereby rVP−might be derivedfrom an overall neutral two-specie, spherically symmetric plasma with initial conditionchoseniidin both species, interacting through regularized electromagnetic fieldsonspace-time scales not typically considered in Vlasov-type limits.We show first that onthe usual scales the familiar relativistic Vlasov-Poisson system for an overall neutraltwo-specie plasma is obtained if the particles of each specie are separately choseniidbyf+0andf−0respectively. Iff+0=f−0this dynamics reduces to trivial free-streaming of all particles, withf+t=f−tfor all later times (on this Vlasov scale). To see non-trivialplasma dynamics, the usual procedure would be to look at longer time scales and tocorrect the dynamics by adding a “relativistic” generalization of the Lenard-Balescu“collision” operator to the free-streaming Vlasov operator. The proposal in [KTZ08] isthat instead of the collision operator, the rVP−force term of a single specie Newtonsystem could emerge on thea prioriscales. We examine this proposal for the simplercase of purely Coulombic interactions. We will extract from this reduced model evidenceforbothan rVP−force term and a dissipative operator that govern the dynamics.Ph.D.Includes bibliographical referencesIncludes vitaby Brent Oneil Joseph Youn
Exposing Francophone Students to Jamaican Language and Culture: Reflections from the ClerKing Telecollaborative Project
No full text[EN] Jamaican Creole (JC) is a popular language spoken by majority of Jamaicans both locally and in the Diaspora. However, it is still a language that is unfamiliar to many foreigners, though the small country is known internationally for its music, food, culture, dominance in sports, as the people are “likkle but tallawah”. In a decade in which the United Nations is celebrating indigenous languages, it is an opportune time to promote and expose international students to JC. This study reports on an initial exposure to JC in phase 3 of ClerKing (Clermont-Ferrand-Kingston) – a 10-week telecollaborative project which brought together learners of English from Clermont Auvergne University (UCA), France, and learners of French from the University of the West Indies (UWI), Mona, Jamaica. WhatsApp and videoconferencing platforms were used to discuss cultural and intercultural topics, including JC. Using the exploratory approach, we seek to ascertain French students’ perceptions on being exposed to Jamaica and the JC. Preliminary findings suggest that French students learnt and practised basic JC structures and vocabulary and had a deep appreciation for the exposure. This broadened their appetite of wanting to learn more about and eventually visit Jamaica.Madden, O.;Williams, O.;Bernard, O. (2024). Exposing Francophone Students to Jamaican Language and Culture: Reflections from the ClerKing Telecollaborative Project. En Editorial Universitat Politècnica de València, . https://doi.org/10.4995/EuroCALL2024.2024.19099OC
ChatGPT and Artificial Intelligence in Higher Education in Jamaica: Opportunity or Threat? Reviewing Stakeholders’ Perceptions
No full text[EN] Stakeholders in academia, including in higher education institutions (HEIs), have questioned the impact of generative artificial intelligence (AI), including ChatGPT, on education, whether it poses a threat or brings opportunities to the sector. To date, the debates and conversations are ongoing through various fora organised by different interest groups. While many studies have been published internationally, not much empirical data has been gathered in the Jamaican and wider Anglophone Caribbean contexts. Therefore, this research sought to ascertain perceptions from students and academic faculty about ChatGPT at the tertiary level in Jamaica. Stakeholders from different HEIs responded to a survey with both open- and closed-ended questions, as well as structured interviews. The study adopts the exploratory qualitative content analysis method to analyse the data collected. Preliminary findings suggest that ChatGPT makes academic tasks easier, as it provides quick responses, simplifies explanations, and gives prompts. It is also less time consuming. Conversely, AI makes students lazy/dependent and it limits their critical thinking development. Moreover, the absence of clear AI policies deepens academic faculty’s concerns with respect to the validity of students’ work, raising concerns about academic integrity.Madden, O.;Grant, K.;Jackson, M.;Waite, D. (2024). ChatGPT and Artificial Intelligence in Higher Education in Jamaica: Opportunity or Threat? Reviewing Stakeholders’ Perceptions. Editorial Universitat Politècnica de València. https://doi.org/10.4995/EuroCALL2024.2024.19098OC
