A study conducted at the University of Granada and the University of York in Toronto, Canada, has revealed that bilingual children develop a better working memory –which holds, processes and updates information over short periods of time– than monolingual children. The working memory plays a major ...
Las ventajas del multilingüismo El País.com (España) Además, nacemos con una amplia y universal capacidad para percibir y pronunciar muchos diferentes sonidos, pero la experiencia lingüística altera la percepción fonética y los sonidos que no se...
Three 3-minute videos to promote the 4th edition of their classic teacher education volume.
1. How languages are learned
The authors were invited to prepare teacher education modules to give practising teachers in Quebec access to research applicable to their teacher in stand-alone form as opposed to as part of university training. Classroom research involves a combination of research training and teacher preparation so work in this area naturally has practical implications.
2. How has their presentation of instructed SLA research changed?
More classroom research has meant a lot of updating, but perhaps more significantly, the authors have revisited the place of theory, moving it to later in the volume until readers have a better grounding in learner language and individual differences so that they can appreciate the need for and objectives of theories of second language acquisition.
3. Instructed second language acquisition
If we agree that instruction helps, SLA, what do teachers do? What do learners do? How can that be described systematically and how can this description be matched with effects on learning? Classroom practice has moved on from structural approaches, to more communicative approaches and then recognised a need for balance. Research has continued to focus on this balance, particularly in the variety of communicative approaches with emphasis on meaning rather than form, such as content-based (CLIL, immersion), task-based methodologies.
The confluence of new approaches in recording patterns of brain connectivity and quantitative analytic tools from network science has opened new avenues toward understanding the organization and function of brain networks. Descriptive network models of brain structural and functional connectivity have made several important contributions; for example, in the mapping of putative network hubs and network communities. Building on the importance of anatomical and functional interactions, network models have provided insight into the basic structures and mechanisms that enable integrative neural processes. Network models have also been instrumental in understanding the role of structural brain networks in generating spatially and temporally organized brain activity. Despite these contributions, network models are subject to limitations in methodology and interpretation, and they face many challenges as brain connectivity data sets continue to increase in detail and complexity.
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Hoy veíamos como Klein resalta la importancia de la interacción social para la adquisición de la lengua, y que se aprende inmersa en la cultura, entonces ¿no aprendemos por inmersión mejor que desde un enfoque ...
Ce site a pour vocation de soutenir les enseignants et enseignantes qui œuvrent en milieu pluriethnique et plurilingue. Il s'adresse aussi à tous ceux et celles qui souhaitent développer les compétences interculturelles et les compétences langagières de leurs élèves, notamment dans des milieux défavorisés, que le français soit leur langue maternelle, leur langue seconde ou encore leur langue tierce.
CASLT (Canadian Association of Second Language Teachers)ACELF ( Association canadienne d’éducation de langue française)ALSIC (Apprentissage des langues et systèmes d’information et de communication) Revue Internet francophone pour chercheurs et praticiensAmerican Association of Applied LinguisticsAssociation française de linguistique appliquéeAssociation québécoise des enseignants de français langue secondeAssociations de français langue étrangère (FLE-ASSO)British Association of Applied LinguisticsCanadian Linguistic Association / Association canadienne de linguistiqueFédération canadienne des sciences humaines et sociales / Humanities and Social Sciences Federation of CanadaInternational Association of Applied Linguistics / Association Internationale de Linguistique AppliquéeMinistère de l’Éducation du Québec – PédagogieSPEAQ (La Société pour la Promotion de L’Enseignement de L’Anglais, Langue Seconde au Québec)International Society for Language Studies (ISLS)
Via Shona Whyte