ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION
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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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Rod Ellis on the research/practice divide and task-based teaching: Language Magazine

Rod Ellis on the research/practice divide and task-based teaching: Language Magazine | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

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Shona Whyte's curator insight, December 3, 2013 8:56 AM

Nice piece on action research (problem vs puzzle) and the need to define research questions that are of interest to both teachers and researchers, and also "researchable."  

 

Ellis says: "“How can you make research more accessible to teachers?” One, is by addressing questions that they are going to consider relevant and, two, is by being prepared to make your research accessible in the way in which it’s written so that teachers can read it and get something from it."

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SLA Theories: Input Interaction Output

A Mini lecture on some interactionist and social theories of 2nd language learning. Theories covered include Long's Interaction Hypothesis Swain's Output Hyp...

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Shona Whyte's curator insight, September 18, 2013 12:45 AM

30 minutes on the interaction hypothesis by Frank Tuzi, Nyack College. Via Geoff Jordan http://canlloparot.wordpress.com/resourses/video/

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3 ideas for second language teaching

Interlanguage (Selinker), instructional design (Thorndike), communicative competence (Swain). Additional links: http://bitly.com/bundles/whyshona/5

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Shona Whyte's curator insight, October 8, 2013 11:36 AM

Part of an introductory course on second language acquisition and teaching, using 3 key notions, and links to an e-learning resource for further reading.

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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 6:16 AM

Communication au colloque DILTEC, 2011.