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Developing and integrating teacher competences in language acquisition, pedagogy and technology

My paper on "Developing and integrating teacher competences in language acquisition, pedagogy and technology."  (Actes du colloque FICEL sur l'évolution et professionalisation des enseignants de langues)

 

The paper discusses key competences required for teaching languages with technology, and concludes with examples of projects combining research, pedagogy and technology including:

 

"the EU lifelong learning project iTILT, Interactive Technologies in Language Teaching (Whyte, Cutrim Schmid & van Hazebrouck, 2011). In this project, language researchers and teacher trainers offer professional development in the use of the interactive whiteboard (IWB) to practising language teachers with learners at all levels. After initial training, class sessions at the board are filmed, and followed by debriefing sessions with both teachers and learners. Short video clips of selected lesson episodes are then presented on the project website together with lesson plans, lesson files, and teacher and learner commentary to aid other teachers in using the IWB for language teaching. The project website also includes a variety of related resources and dissemination tools, and as teacher training and data collection proceed, the project partners inform their networks of developments via blogs and social media. Thus teaching, training and research are closely interrelated as the project teachers develop their digital  and pedagogical skills, the researchers observe classroom interaction and teacher development, and trainers create resources for future professional development using feedback from the project teachers."

 

The iTILT website (http://itilt.eu) will soon go live, allowing language teachers and teacher educators access to this free open educational resource on the interactive whiteboard (IWB) in communicative language teaching.


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Shona Whyte's curator insight, April 12, 2013 3:16 AM

Communication au colloque DILTEC, 2011.

ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION
La importancia de los estudios teóricos sobre adquisición de segundas lenguas para su aplicación en el aula
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Hugh Dellar and The Lexical Approach

Hugh Dellar and The Lexical Approach | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Hugh Dellar is a blogger , a coursebook writer, a frequent conference speaker, a teacher trainer, and an EFL teacher. He’s perhaps best known for his promotion of the lexical approach. While I know...

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Shona Whyte's curator insight, September 19, 10:09 PM

After Krashen and Hoey, SLA blogger Geoffrey Jordan takes on ELT blogger and materials writer Hugh Dellar on the theoretical underpinnings of the lexical approach (or lack thereof)

Amanda Cynthia Lima's curator insight, September 20, 9:07 AM

Very intesting!  #madeinusabrasil

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¿Es la lingüística una ciencia? ¿Cómo se explica la diversidad lingüística?

¿Cómo se explica el origen de las lenguas? ¿Qué tan plausible es el mito mesopotámico de la Torre de Babel? ¿Cómo surge la diversidad de ... (RT @lamula: ¿Es la lingüística una ciencia?
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[1406.3855] Human language reveals a universal positivity bias

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Comment on How Does the Brain Learn Best? Smart Studying Strategies by Are we learning, or just grinding? | Johnnie Moore

Comment on How Does the Brain Learn Best? Smart Studying Strategies by Are we learning, or just grinding? | Johnnie Moore | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

[…] article on how the brain learns rounds up evidence suggesting conventional ideas of study aren’t really that conducive to […]


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SLA and SL teaching reading: Geoff Jordan

SLA and SL teaching reading: Geoff Jordan | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Grammar, CLT, intro to SLA titles with Jordan's annotations.


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Shona Whyte's curator insight, August 14, 9:46 AM

Short list of good titles, graduate level.

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Second language interaction at the IWB: AILA paper

Second language interaction at the IWB: AILA paper | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

This paper investigates second language interaction at the interactive whiteboard (IWB). Video-recorded lessons of eleven French and German teachers of EFL were analysed for use of IWB features but also language interaction, using a 4-level scale (drill, display, simulation and communication) to capture learners’ opportunities to use English.


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Shona Whyte's curator insight, August 6, 7:55 AM

Tweaking our slides for our AILA presentation next week.  Euline will be giving our paper; she says it's the only IWB presentation.

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Metacognition: ask, not only ‘What are you learning?’ but ‘How are you learning?’

Metacognition: ask, not only ‘What are you learning?’ but ‘How are you learning?’ | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Vanderbilt University

 

"Metacognition is, put simply, thinking about one’s thinking.  More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner.

 

Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks."


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Mel Riddile's curator insight, July 25, 6:13 AM

Four assignments for explicit instruction:


  1. Preassessments—Encouraging Students to Examine Their Current Thinking
  2. The Muddiest Point—Giving Students Practice in Identifying Confusions
  3. Retrospective Postassessments—Pushing Students to Recognize Conceptual Change
  4. Reflective Journals—Providing a Forum in Which Students Monitor Their Own Thinking

Ivon Prefontaine's curator insight, July 25, 4:05 PM

Emotional intelligence and learning how to learn might be the two most important teaching work we do for children. It is about connecting with what is important in healthy ways and understanding learning more completely. We can never do this completely, but we should make the effort.

Nicola Parkin's curator insight, July 28, 4:35 PM

Nice! 4 strategies for helping learner learn to learn.

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Kevin Gregg on SLA theory

Kevin Gregg on SLA theory | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Geoff Jordan: "There are two areas where Gregg really stands out: first his defence of Chomsky and his insistence that any theory of SLA needs a property theory; and second, his defence of critical rationalism against relativists."

 


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Shona Whyte's curator insight, July 24, 11:06 PM

An introduction to Gregg's writing on SLA theory (1990s) with reference list and Google scholar link.

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Palabras sin traducción y otras rarezas lingüísticas

Palabras sin traducción y otras rarezas lingüísticas | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Un estudiante nadaba con una estudiante en el río. La chica era una deportista y él en cambio era un nadador desastroso. La chica lo amaba perdidamente y tenía tanto tacto que nadaba igual de despacio que él. Pero cuando la natación se acercaba ya a su fin, quiso pagar rápidamente la deuda que tenía […]
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Moral Judgments Depend on What Language We’re Speaking

Moral Judgments Depend on What Language We’re Speaking | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
How we judge right and wrong depends on what language we’re speaking.
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Krashen’s Monitor Model: It’s Crap

Krashen’s Monitor Model: It’s Crap | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
In the light of Krashen’s reply to my criticisms, I’m sorry to say that my opinion of what is known as “The Monitor Model” has not changed in any significant way.

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Shona Whyte's curator insight, July 1, 1:25 AM

Follow this link to a series of exchanges between Geoff Jordan and Stephen Krashen on the latter's 1980s theory of second language learning which probably helped the Communicative Language Teaching approach more than any other.  Big at the box office though not a critical success, as Jordan demonstrates again here.

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Learning in Two Languages in Early Childhood: What Every Early Childhood Professional Needs to Know


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Books and Articles by Stephen D Krashen about Language Acquisition

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This Is Your Brain. This Is Your Brain On Music

This Is Your Brain. This Is Your Brain On Music | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
A new study suggests that learning to play a musical instrument helps improve the brain's ability to process language. That means music lessons could give kids from low-income communities a big boost.
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What happens in the brain when you learn a language?

What happens in the brain when you learn a language? | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Scans and neuroscience are helping scientists understand what happens to the brain when you learn a second language
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Rescooped by Javier Sánchez Bolado from Papers
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How Could Language Have Evolved?

The evolution of the faculty of language largely remains an enigma. In this essay, we ask why. Language's evolutionary analysis is complicated because it has no equivalent in any nonhuman species. There is also no consensus regarding the essential nature of the language “phenotype.” According to the “Strong Minimalist Thesis,” the key distinguishing feature of language (and what evolutionary theory must explain) is hierarchical syntactic structure. The faculty of language is likely to have emerged quite recently in evolutionary terms, some 70,000–100,000 years ago, and does not seem to have undergone modification since then, though individual languages do of course change over time, operating within this basic framework. The recent emergence of language and its stability are both consistent with the Strong Minimalist Thesis, which has at its core a single repeatable operation that takes exactly two syntactic elements a and b and assembles them to form the set {a, b}.

 

Bolhuis JJ, Tattersall I, Chomsky N, Berwick RC (2014) How Could Language Have Evolved? PLoS Biol 12(8): e1001934. http://dx.doi.org/10.1371/journal.pbio.1001934


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Periodicals of Interest in Applied Linguistics & TESOL

Periodicals of Interest in Applied Linguistics & TESOL | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Periodicals of Interest in Applied Linguistics & TESOL

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Computational Linguistics of Twitter Reveals the Existence of Global Superdialects | MIT Technology Review

Computational Linguistics of Twitter Reveals the Existence of Global Superdialects | MIT Technology Review | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
The first study of dialects on Twitter reveals global patterns that have never been observed before.

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NEUROEDUCACIÓN: Estrategias basadas en el funcionamiento del cerebro

NEUROEDUCACIÓN: Estrategias basadas en el funcionamiento del cerebro | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Neuroeducación: estrategias basadas en el funcionamiento del cerebro

Via L. García Aretio
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uamblearning's comment, July 31, 10:36 AM
Muy interesante este artículo. Hace mucho no veía una divulgación que mostrara claramente investigaciones sobre lo que propone el mismo.
Orientacion IES HRL's curator insight, August 2, 5:02 AM

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Nacho Vega's curator insight, August 4, 11:41 AM

"El aprendizaje se optimiza cuando el alumno es un protagonista activo del mismo, es decir, se aprende actuando. Y esto se facilita cuando es una actividad placentera y se da en un clima emocional positivo. Nuestro cerebro nos permite mejorar y aprender a ser creativos y es por todo ello que la neuroeducación resulta imprescindible." Jesús C. Guillén de http://ined21.com/

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What is Cognitive Science? An introduction to the mind from the view points of: neuroscience, anthropology, computer science, psychology, philosophy, and linguistics.

What is Cognitive Science? An introduction to the mind from the view points of: neuroscience, anthropology, computer science, psychology, philosophy, and linguistics. | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Cognitive science is partly defined as the study of thought, learning, and mentalorganization, which are all investigable functions of the human brain. Therefore, byunderstanding the principles of the brain, we can take a step forward in holistically knowing whatthe mind is.Neuroscience and ConsciousnessThe brain is comprised of billions of neurons. Neurons are the fundamental cells in thebrain that communicate to perform most bodily functions and higher-level cognitions. The thingthat makes these cells unique is that they are plastic and able to adapt based on the experiencesthey encounter. Scientists' ability to study the connections and specific importances of groups ofneurons across the brain contributes to the understanding of how humans learn, think, andchange.Various behavioral methods like electroencephalography (EEG) and functional magneticresonance imaging (fMRI) allow us to record neural action in the brain during various tasksrelating to cognitive function. By using these techniques, and others, it has been proven that thefrontal lobe of the brain plays a large part in higher-level cognitive functions like analyzinginformation, solving future problems, developing strategies, and controlling purposeful behaviors.This is significant because lower-level primates do not have developed frontal lobes andtherefore are unable to complete these complex actions. This ability to perform higher-levelfunctions, that aren't simply primitive or instinctive responses, is what makes us distinctlyhuman, and ultimately what composes our unique conscious mind.While neuroscience can solve many questions about what it truly means to be aconscious being (like the ability to control instinctive behaviors), it cannot answer them all. Somehuman functions still remain mysterious because neuroscience can't pin down concepts likefree will or behavioral control. In conclusion, the mind is certainly an emergence from the brain,but it isn't necessarily a distinct subject that can be entirely comprehended by science in today’stime.3

 


Via Alessandro Cerboni, juandoming
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The Neuroscience Behind Stress and Learning

The Neuroscience Behind Stress and Learning | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

The highest-level executive thinking, making connections, and "aha" moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning.


Via Nik Peachey
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Terri Rice's curator insight, July 30, 8:39 AM

"Where students of all ages retain the kindergarten enthusiasm....[for] the joy of learning".... Now that is what I hope for in my students everyday. That joy and enthusiasm. Now we know this type of joyful, playful atmosphere enables better imprinting of information into accessible memories. Let's get back to kindergarten thinking!

LSE Learning Technology and Innovation's curator insight, August 1, 5:49 AM

Learning that is rewarding is also learning that's more effective. The challenge lies in producing engaging pedagogies which promote discovery and the joys of learning; something that can be quite challenging in an increasingly metrics driven sector

Imanol Oquiñena's curator insight, August 10, 1:22 AM

The highest-level executive thinking, making connections, and "aha" moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning


If students are stressed out, the information cannot get in.


The factors that have been found to affect this comfort level such as self-confidence, trust and positive feelings for teachers, and supportive classroom and school communities are directly related to the state of mind compatible with the most successful learning, remembering, and higher-order thinking



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▶ Gender Neutral Pronouns: They're Here, Get Used To Them - YouTube

http://tomscott.com - @tomscott - Grammatical gender is a silly concept. So I'm about to go against my vow of descriptivism, and risk being run over by the L...
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Nuevo número de la Revista de Lingüística y Lenguas Aplicadas | PoliScience

Nuevo número de la Revista de Lingüística y Lenguas Aplicadas | PoliScience | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
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El heterogéneo futuro de las lenguas - Mito | Revista Cultural

El heterogéneo futuro de las lenguas - Mito | Revista Cultural | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Muchas veces nos hemos preguntado si el mundo va camino de hablar una única lengua (el inglés) que destroce todas las lenguas existentes y acabe por hacerlas desaparecer o si, por el contrario, lo “natural” (aunque poco de natural hay en el ser...
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Krashen's theory on 2nd language acquisition | Learning

SECOND LANGUAGE ACQUISITION SONIA ALBERTAZZI MILAGRO AZOFEIFA GABRIELA SERRANO Material created by Sonia Albertazzi, Milagro Azofeifa y Gabriela Serrano for ... (Krashen´s theory on second language acquisition....

Via Deborah Wilkes, Monica MIRZA, Luciana Viter, Carme Bové
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