An app to promote narration, language development and multilingualism in schools

This resulted in the development of iTEO, an App dedicated to teach and learn languages.
iTEO is a learning and teaching tool, in the form of an iPad application, that records and edits oral language. It facilitates children’s collaborative, exploratory and open-ended language learning and allows them to draw on their diverse language repertoires. During the project, children used the app to tell stories in multiple languages, record documentaries, create bilingual dictionaries with pictures, and practise language skills.

Developing oral and narrative skills in multiple languages 

If the first focus of the project was the development of oral skills, given the inherent link between oracy and literacy, the study also contributed to the development of literacy. Researchers form the Faculty of Humanities, Education and Social Sciences investigated how 4 teachers and 8 children used iTEO to further the learning of languages in preschool and in Years 1 and 2. They observed how the language practices and the children’s oral performances changed over time. The focus was on non-native Luxembourgish-speaking children but given the collaborative nature of storying on iTEO, Luxembourgish-natives were investigated as well.

Flexible language use during collaborative storytelling and formal language practicing

This qualitative longitudinal study (2013 – 2017) with data collected over two years used several research methods: video recording of children’s storying, observations of classroom activities involving iTEO, interviews with all participants and the collection of documents. The data analysis drew on thematic and conversation analysis which offered insights into the learning processes and teaching practices. Findings of this educational research, firstly, deepened our understanding of the ways in which children aged 4 to 7 used and developed Luxembourgish, German and French when languaging on iTEO, and, second, helped develop sound pedagogical practices for furthering the learning of multiple languages. Among the many outputs are educational videos illustrating that children developed language skills through collaboratively constructing stories and other oral texts while listening attentively, using languages consciously, imitating, transforming utterances, practicing and reflecting on their language use. Their practice of translanguaging was frequent, regular and purposeful. 

External Partners :

  • Ministère de l'Éducation nationale, de l'Enfance et de la Jeunesse, Laurence Di Letizia (2013-2015; école fondamentale) 


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