Page 65 - R1Guidebook_Final revised version for translation after visual changes_EN

64

The expert teachers describe how WhatsApp is used multimodally. As an introduction,
the teacher presents a still image, possibly a video or a page from a book, perhaps an
assignment for the reading-oriented learners. Some learners also need a demonstra-
tion video where they can watch the teacher performing the first task. If dyslexic
learners are present, the teacher also produces audio files.

In addition, the teachers use the AppWriter package to support reading and writing
exercises in language learning processes. Other experts also referred to Padlet.

APPEN FLASH CARDS
Some experts highlighted the use of linguistic apps, for instance Flash Cards. The main
experience is that you achieve the best language learning results among adult learners
in employment-oriented language education, when you combine the general employ-
ment-oriented Danish education with training of work- and task-specific vocabulary.

Generally employment-oriented learning may be, for example, small talk, break talk,
requests for vacation, sick leave and similar themes, which are aimed at the broad
group of learners regardless of sector or workplace. For the well-educated learner, this
will often be sufficient. However, for many vulnerable adult learners, characterized
typically by being short-skilled with limited language and learning requirements, there
is a need for tools to furthermore train the work- and task-specific vocabulary.

The linguistic apps have their special strength in this area, as they make possible to
introduce a digital image- and sound-based teaching tool, giving the learners the op-
portunity to train precisely the work- and task-specific vocabulary that she/he needs to
acquire or maintain employment by training task-specific vocabulary of specific work
tools linked to specific work tasks.

THE VIRTUAL CLASSROOM CAN BE A COMFORT ZONE FOR VULNERABLE ADULT
LEARNERS
The interviewed expert teachers conclude that some learners prefer virtual teaching,
which gives them a sense of being in a comfort zone, especially if they participate from
home in their familiar surroundings.
A learner with a hearing impairment could write that she preferred the instructions in
writing. None of the other learners noticed that. But in the physical classroom, she has
experienced being more exposed when she had to express her special needs.

In addition, there are elements in the digital teaching which help those learners who
have difficulties expressing themselves and obtaining a response from the teacher. In
WhatApp or zoom teaching, the teacher has the opportunity to give the learners more
individual attention in between the joint activities.
Furthermore, the experts pointed to the possibilities in providing blended teaching
and learning, thus to combine and meet different didactic needs, especially the need
among some learners to unite a social and learning space through the presence in a
physical classroom combined with virtual encounters.