A Framework to Support Mobile Learning in Multilingual Environments [Konferenzbericht] Paper presented at the International Conference on Mobile Learning 2014 (10th, Madrid, Spain, Feb 28-Mar 2, 2014).

Autor/inn/en	Jantjies, Mmaki E.; Joy, Mike
Titel	A Framework to Support Mobile Learning in Multilingual Environments [Konferenzbericht] Paper presented at the International Conference on Mobile Learning 2014 (10th, Madrid, Spain, Feb 28-Mar 2, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8704-02-3
Schlagwörter	Guidelines; Multilingualism; Interviews; Questionnaires; Telecommunications; Handheld Devices; High School Students; Foreign Countries; Drills (Practice); Science Instruction; Mathematics Tests; Audio Equipment; Electronic Learning; Teaching Methods; Learning Processes; Code Switching (Language); Language of Instruction; Native Language; Cultural Context; Context Effect; Second Language Learning; African Languages; English (Second Language); South Africa + Suchen Sie Ihr Suchwort? Richtlinien; Mehrsprachigkeit; Multilingualismus; Interviewing; Interviewtechnik; Fragebogen; Telekommunikationstechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper presents a multilingual mobile learning framework that can be used to support the pedagogical development of mobile learning systems which can support learning in under-resourced multilingual schools. The framework has been developed following two empirical mobile learning studies. Both studies were conducted in multilingual South African high schools where learners were provided with mobile phones to access a multilingual system called M-Thuto. In the first study, 90 learners interacted with a bilingual application that included class notes, drill exercises and a quiz for their mathematics lessons. In the second study, 32 learners were expected to create audio clips of their notes gathered from their daily physical science lessons using their home languages. The learners uploaded these notes onto an online mobile learning system and used them later for revision. Data were gathered from their interactions in both studies through interviews and questionnaires and analysed through descriptive statistics and a thematic analysis. These results have contributed to a framework which prescribes factors that need to be considered when creating multilingual mobile learning systems that support the process of learning in developing country secondary schooling environments. [For the complete proceedings, see ED557171.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01