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.
Nick Ellis es un profesor de Psicología que ha investigado el comportamiento del cerebro en el aprendizaje de segundas lenguas, cuyos últimos trabajos se centran en la conexión entre el aprendizaje implícito y el explícito.
ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training.Typical subjects for submissions include theoretical debate on second language acquisition and development in technology-rich learning environments and their influence on design practical applications at developmental stage evaluative studies of the use of technology in the teaching and learning process assessment of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities exploitation of on-line information systems and discussions of policy and strategy at institutional and discipline levels. Survey papers are welcome provided that they are timely, up-to-date and well-structured.
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.