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Recherches en apprentissage des langues médiatisé par les technologies (ALMT): Lyon, 8 novembre


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Need to go for this one!

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Nicolas Guichon, Marie-Josée Hamel, Françoise Raby sur les recherches en ALMT (apprentissage des langues médiatisé par les technologies) en France.

Tech in Teaching: Research
Looking @ scientific articles, reviews, online books on teaching with technology. Would make useful reading, learning & research material
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Canadian Journal of Learning and Technology, Vol 42, No 4 (2016)

Canadian Journal of Learning and Technology, Vol 42, No 4 (2016) | Tech in Teaching: Research | Scoop.it
The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.
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Theoretical Constructs in SLA

Theoretical Constructs in SLA | Tech in Teaching: Research | Scoop.it

The Encyclopedia of SLA London, Routledge. 1. Introduction Theoretical constructs in SLA include such terms as interlanguage, variable competence, motivation, and noticing. These constructs are used in the service of theories which attempt to explain phenomena, and thus, in order to understand how the term "theoretical construct” is used in SLA, we must first understand the terms “theory” and “phenomena”.


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How constructs, theories and data help understand second language acquisition
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Shona Whyte's curator insight, March 30, 12:05 AM
How constructs, theories and data help understand second language acquisition
Javier Sánchez Bolado's curator insight, March 30, 1:53 AM
How constructs, theories and data help understand second language acquisition
José M. Perea Parres's curator insight, March 30, 3:44 PM
How constructs, theories and data help understand second language acquisition
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LOPS2016

LOPS2016 | Tech in Teaching: Research | Scoop.it
LOPS2016
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Langues sur objectifs spécifiques : perspectives croisées entre linguistique et didactique/ Languages for specific purposes: between linguistics and didactics Nov 24-25, Grenoble
Deadline: 30 April 2016
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Quels espaces d'apprentissage et de recherche en langues à l'ère du numérique ? Paris, Nov 2016

Le XXIVe congrès du Rassemblement National des Centres de Langues de l'Enseignement Supérieur (RANACLES) aura lieu du 24 au 26 novembre 2016 à Paris.

Nous vous accueillerons à l'ESPE de l'académie de Paris - Ecole interne de l'Université Paris-Sorbonne. Avec l’avènement du web 2.0, de forts changements liés à la globalisation, à la mobilité et à la participation collective au sein de communautés remettent en cause les définitions traditionnelles d’espaces d’apprentissage des langues, mais aussi de la recherche en didactique des langues. Ces changements interrogent plus particulièrement les notions de lieu, d’environnement, de temporalité et d’espace comme de sens en acquisition des langues, ce qui ouvre des perspectives d’apprentissage et de recherche multiples.

Si l’époque où les apprenants devaient se déplacer pour consulter des ressources semble révolue, la question de la nature et du rôle des espaces d’apprentissage des langues se pose, invitant peut-être à les reconsidérer en termes d’espace de socialisation, d’interactions, de confiance, de collaboration…

Comment définir et décrire les formes prises par ces espaces ? Quels en sont les fonctions et les rôles ? Quelle articulation entre le design pédagogique et le design spatial ? Quant à l’étude des phénomènes d’apprentissage issus de la complexité sous-tendue par le numérique, elle s’inscrit désormais elle aussi dans des espaces communs de recherche. C’est par exemple le cas des projets d’élaboration de corpus donnant libre accès à des données structurées et contextualisées, qui ouvrent la voie à un travail de recherche collectif.

Les communications pourront notamment porter sur les thématiques suivantes : L’espace centre de langues : espace physique, espace virtuel, espace hybride ? Autonomie des espaces centres de langues dans un contexte politique de rapprochement d’universités Espaces langues et mobilité Espaces d’évaluation / de certification Espaces d’apprentissage formel / informel Espaces personnels d’apprentissage Espaces de recherche

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ASp 71, mars 2017

ASp publie un numéro consacré au thème de « Anglais de spécialité et milieux professionnels ». ‪En quelques décennies, l’anglais, en tant que langue de travail, s’est diffusé dans de nombreux secteurs d’activité (commerce, ingénierie, finance, droit, journalisme, recherche, santé, sécurité, etc.) et organisations (entreprises, administrations, associations, institutions). Ce phénomène conduit à une montée en puissance des enjeux de la pratique de l’anglais dans les milieux professionnels en F...
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EuroCALL Review

EuroCALL Review | Tech in Teaching: Research | Scoop.it
The EuroCALL Review 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 language learning 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 also welcome.

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Shona Whyte's curator insight, February 28, 3:38 AM

New home for this open access journal

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Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée

Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée | Tech in Teaching: Research | Scoop.it
The Canadian Journal of Applied Linguistics is a bilingual scientific and professional journal dealing with the various aspects of applied linguistics
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Date butoir: 1er avril 2016

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The personal narrative in the thesis introduction

The personal narrative in the thesis introduction | Tech in Teaching: Research | Scoop.it
So you are going to write a personal narrative as the introduction to your thesis. Not everyone has – or wants - to do this. But some do, or they want to. But in some disciplines - and places - it seems to be almost mandatory to begin the thesis with a few pages which are…
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AILA2017 - WORLD CONGRESS IN RIO - BRAZIL - Call For Papers

AILA2017 - WORLD CONGRESS IN RIO - BRAZIL - Call For Papers | Tech in Teaching: Research | Scoop.it
World Congress 2017, ALAB, applied linguistics, Congresso Mundial, associação de linguística aplicada do brasil, CBLA

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Shona Whyte's curator insight, February 13, 12:33 AM

July 2017, abstracts by 31 March 2016

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Connectivism: Learning theory of the future or vestige of the past? / Kop - 2008 / IRRODL

Connectivism: Learning theory of the future or vestige of the past? / Kop - 2008 / IRRODL | Tech in Teaching: Research | Scoop.it
To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future? Since Siemens’ Connectivism: Learning as Network Creation (2005) and Downes’ An Introduction to Connective Knowledge (2005) initially garnered increasing attention in the blogosphere in 2005, an extended discourse has ensued in and around the status of connectivism as a learning theory for the digital age. Kerr (2007d) identifies two purposes for the development of a new theory: it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.

If older theories are to be replaced by connectivism, then what are the grounds for this measure? If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted? Forster (2007) maintains that for connectivism to be a learning theory, the theory’s limitations and the full range of contexts in which learning can take place must be accounted for. Otherwise, connectivism’s implementation by teachers may be insufficient and misguided.

With the changes that have occurred as a result of increased accessibility to information and a rapidly evolving technological landscape, educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs. The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.

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Ken Morrison's comment, February 13, 1:59 AM
Thanks for following my topic. I like what I see on yours as well. I will return.
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Vol. 35 N° 1 | 2016 Les stratégies, l’engagement et l’ergonomie cognitive comme leviers pour l’enseignement / apprentissage des langues

Vol. 35 N° 1 | 2016 Les stratégies, l’engagement et l’ergonomie cognitive comme leviers pour l’enseignement / apprentissage des langues | Tech in Teaching: Research | Scoop.it

Ce premier numéro du 35e volume de Recherche et pratiques pédagogiques en langues de spécialité (RPPLSP) a été coordonné par Emilie Magnat et Rebecca Dahm pour l’association pour la recherche en didactique [...]...

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Colloque Cyber-Langues 2016: Appel à communication - Cyber-Langues

Colloque Cyber-Langues 2016: Appel à communication - Cyber-Langues | Tech in Teaching: Research | Scoop.it
Colloque Cyber-Langues 2016 - 16ème édition

Titre : "Espace langue et espace temps".

Le numérique fait bouger les frontières physiques et temporelles du cours de langue. Il permet à tout moment de sortir de la salle de classe ou d’y faire entrer des personnes et des ressources. De même, le temps d’apprentissage n’est plus limité à l’heure de cours. L’enseignant, les ressources, les camarades de classes ou encore d’autres acteurs peuvent en effet interagir et s’entraider en dehors des temps prévus dans l’emploi du temps de l’élève.

Dans le cadre du temps scolaire, les espaces langue évoluent grâce au numérique. La gestion de l’espace de la classe, de son équipement, de son agencement, permettent de placer l’élève au cœur de l’acte pédagogique. La différenciation, le travail en îlot, la classe inversée invitent à des nouvelles postures et à de nouvelles pratiques.

Calendrier : du mercredi 24 au vendredi 26 août 2016.

Lieu : Ax-les-Thermes, Université d’été Ludovia

Structure à l’initiative du projet :

L’association Cyber-Langues regroupe des enseignants utilisant les technologies de l’information et de la communication pour l’enseignement et l’apprentissage des langues. Pour cette 16ème édition, le colloque se joint à l’Université d’été Ludovia 2016.


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Appel à comm
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Conversations: Instructional Design, Trust, and Discovery - Hybrid Pedagogy

Conversations: Instructional Design, Trust, and Discovery - Hybrid Pedagogy | Tech in Teaching: Research | Scoop.it
Sean Michael Morris and Josh Eyler recently sat down for a conversation about discovery and design to set the stage for MOOC MOOC: Instructional Design.
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New perspectives on teaching and working with languages in the digital era

New perspectives on teaching and working with languages in the digital era | Tech in Teaching: Research | Scoop.it

Antonio Pareja-Lora, Cristina Calle-Martínez, Pilar Rodríguez-Arancón.


What are the real benefits of applying new technologies to teaching and/or learning? Are they actually also applicable to language teaching and learning? Are CALL, MALL, CLIL, LMOOCs, etc. , as effective as traditional models of language teaching and/or learning? Do they really help language learners? Will language teachers and researchers (or learners) who fail to adapt and apply ICTs to language teaching and/or research (or use ICTs for language learning) be neglected and left aside? The present volume tries to shed a light on these issues. For this reason, it has been divided into three different but fairly interrelated sections . The first aims at describing how information and language technologies are generally applied to language teaching and learning. Its different sections provide detailed information, for instance, about how ICTs are being used in the different levels of face-to-face language learning or in distance language learning and/or e-learning. The second section introduces some new trends in the application of ICTs to language learning, such as MALL or CLIL. Finally, the third section presents how language technologies , i.e. computational linguistics and language resources, are being applied to language teaching and learning.


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Shona Whyte's curator insight, May 1, 3:46 AM
New open access edited volume on language learning/teaching with technology
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Normalising CALL in UK primary education: Pazio 2015

Normalising CALL in UK primary education: Pazio 2015 | Tech in Teaching: Research | Scoop.it
The thesis examines the concept of normalisation of Computer Assisted Language Learning (CALL), i.e. complete, effective integration of technology, in the context of primary Modern Foreign Languages (MFL) in England. While normalisation research is conducted predominantly in the English as a Foreign Language (EFL) context, understanding normalisation in the primary mainstream education in England is important due to the contrast between teachers’ lack of readiness to deliver languages as part of the National Curriculum, and technology penetration in the classrooms. This thesis therefore, taking a sociocultural perspective of Activity Theory, attempts to redefine normalisation to include context specific characteristics, identify what factors contribute to and impede normalisation, and assess where primary CALL is on route to normalisation. An ethnographic approach was deemed to be most suitable to gain deep understanding of normalisation. Prolonged immersion in a primary school and the thematic analysis of observations, interviews, field notes and audio recordings revealed that factors impeding normalisation of primary CALL revolve around the following areas: attitudes, logistics, training and support and pedagogy. The issues related to the subject itself, e.g. negative attitudes toward the subject, lack of skills, impact on the achievement of normalisation to larger extent than issues related to technology. Hence in the primary context, normalisation needs to be considered from the point of view of normalisation of MFL and then the technology that is embedded into MFL. The analysis of the data allowed the researcher to create a model which serves as a form of audit of factors that need to be considered when thinking of successful technology integration into languages. Such guidance is needed for the primary MFL context having reoccurring issues, but is also relevant to primary EFL contexts in Europe where similar problems related to teaching of the subject are reported.

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PhD on CALL in MFL with young learners
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PhD on CALL in MFL with young learners
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FASP: (Non)fictional narratives in LSP, January 2017, Grenoble Alpes

Le colloque FASP and beyond: fictional and non-fictional narratives related to professional communities and specialized groups est organisé par le Groupe de recherche multilingue en traduction spécialisée (ILCEA4, Université Grenoble Alpes).

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CfP Sept 16 for conference next January
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Shona Whyte's curator insight, March 10, 9:16 AM
CfP Sept 16 for conference next January
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What is Translanguaging?

What is Translanguaging? | Tech in Teaching: Research | Scoop.it
Many teachers of bilingual children practice translanguaging in the classroom. But what is it exactly and what are its linguistic and cognitive underpinnings?
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Conferences 2016 :: JoLaCE

Conferences 2016 :: JoLaCE | Tech in Teaching: Research | Scoop.it

3rd International Conference on Language, Literature and Culture in Education LLCE2016: 12-14 July, 2016 in Venice, Italy conference website   Important dates Abstract Submission: April 30th, 2016 (included) Notification of Acceptance/Rejection: May...

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iJET: emerging technologies

iJET: emerging technologies | Tech in Teaching: Research | Scoop.it

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starting the PhD - anticipate tasks and timings

starting the PhD - anticipate tasks and timings | Tech in Teaching: Research | Scoop.it
It's little tricky to write generic advice about the PhD. That's because every PhD is unique, as is every doctoral researcher. Not only are there clear disciplinary differences in the ways in which PhDs are accomplished, but the methodological choices that are made frame the various ways in which a PhD proceeds. Nevertheless, there are some…
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Seven upgrade strategies for a problematic article or chapter — Advice for authoring a PhD or academic book

Seven upgrade strategies for a problematic article or chapter - Advice for authoring a PhD or academic book - Medium
Do one thing well. Flatten the structure. Say it once, say it right. Try paragraph re-planning. Make the motivation clea…
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Language teaching research (2016) Special issue: Practitioner and professional development research, vol 20 (2)

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Review: Teaching language with technology, Cutrim Schmid & Whyte (2014)

Review: Teaching language with technology, Cutrim Schmid & Whyte (2014) | Tech in Teaching: Research | Scoop.it

The LINGUIST List issue 26.3748


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Shona Whyte's curator insight, February 10, 4:57 AM

Recension de notre livre sur le TBI en classe de langues, Bloomsbury 2014

http://www.bloomsbury.com/uk/teaching-languages-with-technology-9781623569334/

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How To Cite Social Media: MLA & APA Formats

How To Cite Social Media: MLA & APA Formats | Tech in Teaching: Research | Scoop.it

Stay connectes to the latest developments in P-24 educational technology


Via Elizabeth E Charles, Miloš Bajčetić
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Important

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Sue Alexander's curator insight, January 31, 5:25 PM

good to know

scil's curator insight, February 7, 8:37 AM

Nicht brandaktuell, aber auch für uns bei scil eine relevante Information...