Françoise Blin*, Nicolas Guichon**, Sylvie Thouësny*, Ciara
Wigham**
*Dublin City University, Dublin, Ireland
**University Lyon 2 Lumière, Lyon, France
francoise.blin@dcu.ie, n.guichon@orange.fr, sylvie.thouesny@research-publishing.net,
ciara.wigham@univ-lyon2.fr
Creating and Sharing a Language Learning and Teaching Corpus of
Multimodal Interactions: Ethical Challenges and Methodological
Implications
Bio Data
Françoise Blin
is a Senior Lecturer in the School of Applied Language and Intercultural
Studies (SALIS) at Dublin City University. From 1 November 2005 until 1 October 2011,
she was the Associate Dean for Learning Innovation in the Faculty of Humanities and
Social Sciences. She was then on sabbatical leave until 16 September 2012, and she is
now back teaching and researching full time. She am also the President of EUROCALL,
and the co-editor of ReCALL.
Abstract
Reffay, Betbeder and Chanier (2012) define a LEarning and TEaching Corpus (LETEC) “as
a structured entity containing all the elements resulting from an online learning situation,
whose context is described by an educational scenario and a research protocol” (p. 15).
It thus includes the interactions that took place in a learning environment, as well as any
other data that will help describe the context of these interactions. In a CALL context,
multimodal learning and teaching corpora provide valuable resources not only for second
language development and teacher education research, but also for teacher training
(Guichon, 2009). However, creating such a corpus, with a view to sharing it with the
wider CALL research community, presents a number of challenges, including ethical,
legal, and institutional ones, which have direct implications on epistemological and
methodological choices.
In October 2013, Dublin City University (DCU) joined
Le français en première ligne (F1L)
project, in partnership with the Université Lyon 2 Lumière. As part of their regular class
activities, eighteen business students from DCU were paired with Masters students from
Lyon 2 (Teaching French as a Foreign Language), who acted as online French tutors. In
the course of six videoconferencing sessions via the
Visu
platform, tutors guided one or
two students through a variety of tasks. Sessions were automatically recorded and used
by tutors to provide formative feedback to students. Drawing on the LETEC methodology
(Chanier & Ciekanski, 2010; Wigham & Chanier, 2013), this paper explores the ethical,
legal, and institutional challenges that had to be addressed prior to the creation and
sharing of the F1L Learning and Teaching Corpus that includes recordings of the
multimodal interactions, and more particularly video recordings of the participants. The
methodological implications of ethical and institutional constraints, which may differ
between countries and institutions, on the creation and sharing of our corpus for research
and teacher training purposes are presented and discussed.
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