Emilangues vous propose un dossier pour enseigner les langues ou les disciplines en langue étrangère en utilisant la bande-dessinée, avec des outils, des méthodes et des ressources, mais aussi des exemples de projets intégrant ce type de support.
I think we all know how potentially motivating authentic materials can be for our students, especially if those materials deal with something current and of direct relevance to our students' interests. The web is abundantly rich in these kinds of materials, but creating lessons based around authentic online materials can be time consuming and complex. There are issues of copyright to deal with, as well as the fact that once we have created our lessons, the text we build them on may disappear. If this is a problem you regularly face, then Lingle could be the answer to your prayers.
Mentira, a project launched in July 2009, is the first mobile, place-based, augmented reality game explicitly oriented towards the development of language skills in Spanish. It is set in a Spanish-speaking neighborhood in Albuquerque, NM and plays out much like a historical novel in which fact and fiction combine to set the context and social conditions for meaningful interaction (in Spanish) with simulated characters, other players, and local citizens. While playing Mentira, learners must investigate clues and talk to various non-player characters (NPCs) in order to absolve their own family, proving they are not responsible for a murder in a local neighborhood.
Twitter was one of those things that I just ignored. I thought it was a little bit indulgent and frivolous, that was until I got shown how teachers are using it for Professional Development. It is interesting how often it is now my first port of call if I am looking for a new Web 2 tool or an App that does a specific task. So how can you use twitter in the classroom?
Audiovisual material enhanced with captions or interlingual subtitles is a particularly powerful pedagogical tool which can help improve the listening comprehension skills of second-language learners. Captioning facilitates language learning by helping students visualize what they hear, especially if the input is not too far beyond their linguistic ability.
If you have other iPad apps you would like to recommend that meet the same criteria, please fill out the Google Survey at the bottom of this page. The results will be public so we can all benefit from each other's expertise.
"In London, at the UCL Language Centre, the participants of the workshop "Using Facebook for (language) learning" worked all day ( 12-5) on producing practical language immersion techniques to include as activities within FaceBook" says Julien Hamilton-Hart, who maintains a blog called Innovation in Language Teaching and Learning (http://iltl.wordpress.com).
He describes activities including:
- Creating a fictitious character’s profile
- Describing a family outing using YouTube videos
- Creating sub-pages to act as content repository pages to a course
- Using polled questions to promote inquisitive learning
- Using Dropbox to create links to activity filesUsing shared Google documents for activity preparation
- Creating a commented video from photos downloaded from the internet using Windows Movie Maker 2.6.
I’m a note taker, whether it’s at talks, conferences, in margins of books or thoughts captured in my notebook. On top of this I write the equivalent of notes on Twitter, Facebook and longer blog posts. It’s a lifelong habit. I’m therefore astonished, when giving keynotes and talks at learning conferences, to see learning professionals sit there and NOT take notes and worse have no means to take notes.
It is widely believed that children younger than 7 are good at picking up new languages because their brains rewire themselves more easily, and because they use what is called procedural, or implicit, memory to learn - meaning they pick up a new language without giving it conscious thought. Adults are thought to rely on explicit memory, whereby they actively learn the rules of a language.
SINCE THERE IS NO EVIDENCE that any language forbids its speakers to think anything, we must look in an entirely different direction to discover how our mother tongue really does shape our experience of the world. Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.