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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Free Sources of Language Teaching Research: Borg

Free Sources of Language Teaching Research: Borg | TELT | Scoop.it
Getting access to relevant literature is often a challenge for teachers. Here are some free sources I have found useful. Free on-line journals Asian EFL
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Nice list of open access resources to

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Justifying Language Teacher Cognition Research

Justifying Language Teacher Cognition Research | TELT | Scoop.it

One fundamental question teacher cognition research needs to address clearly is ‘why is it important to understand what teachers know, believe, think and feel?’ Today it is not enough to study, for example, teacher beliefs, for their own sake – a more concrete reason is needed. And for this reason I am critical (see Borg 2015) of papers which increasingly describe teacher cognition without any ulterior purpose or sense of how such insights might be of value. It can often be, though, difficult to provide a convincing answer to the ‘why’ question above, so let’s consider some examples.

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Discussion of ground rules for teacher cognition research

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irvin's curator insight, November 5, 2015 3:57 PM

language teacher  cognition research

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Teacher Cognition: Geoff Jordan

Teacher Cognition: Geoff Jordan | TELT | Scoop.it
What do teachers actually think they're doing when they teach? Teacher cognition is a hot topic these days, and it seems to be ushering in a new area of interesting study. My attention to this was ...
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Geoff Jordan on Borg's work on teacher cognition, with some links and references.

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Teachers’ beliefs and practices regarding learner autonomy

Borg, S., & Al-Busaidi, S. (2012). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292.

 

Abstract

This paper describes a project about the beliefs and practices regarding learner autonomy (LA) held by English language teachers in a university language centre. A distinctive feature of this project was the manner in which professional development workshops for the teachers were informed by prior research about these teachers’ perspectives on LA. Following a brief rationale for the project, we outline its research component before illustrating how this shaped the teacher workshops. The model for relating research and professional development we illustrate here is one that we believe can be applied more generally in supporting teacher development and institutional change in ELT.

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Watch an 18 minute video of Simon Borg presenting a paper he co-authored with Saleh Al-Busaidi on teachers' beliefs about learner autonomy

http://www.tesolacademic.org/Video%20clips/2012/RPNov12SB.wmv

 

 

The paper is published in ELT Journal and accessible via subscription.

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Michael Kelly, Simon Borg, Maria Cambras Giné - Keynote talks FICEL 2011

Michael Kelly, Simon Borg, Maria Cambras Giné - Keynote talks FICEL 2011 | TELT | Scoop.it

"Vidéo et actes du colloque FICEL DILTEC EA 2288: Formation et professionnalisation des enseignants de langues - Évolution des contextes, des besoins et des dispositifs."

 

Deux communications en français ; Borg's talk is in English.

 

Michael KELLY, University of Southampton

Que peut l'Europe ? Comment les décideurs peuvent mieux soutenir l'enseignement des langues ?

 

Simon BORG, University of Leeds

Teacher cognition and teacher autonomy

 

Margarida CAMBRA GINÉ, Université de Barcelone

De la formation aux représentations et des représentations à la formation

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Preparing teachers to teach pronunciation: Burri, 2015

Preparing teachers to teach pronunciation: Burri, 2015 | TELT | Scoop.it
Burri, M. (2015). ‘My perspective changed dramatically’: A case for preparing L2 instructors to teach pronunciation. English Australia Journal, vol 32.1, pp. 19-37. Access the article to read onlin...
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Participate in discussion of this account of research into EFL teachers' attitudes to the teaching of pronunciation.

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Arizona State University, Claire McLaughlin's curator insight, November 10, 2015 9:48 PM

I am one of the teachers who runs away from teaching pronunciation classes, and I was never properly taught how to teach it.  The research article is just that, but definitely go to the last paragraph before the summary.  That information hit home for the reason I will try to infuse more pronunciation practice in my lessons.

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Research Evidence and L2 Teaching

Research Evidence and L2 Teaching | TELT | Scoop.it
I have for many years been interested in one basic (but big) question: why do language teachers teach in the ways they do? This question has driven much of my work on teacher cognition, since under…
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Simon Borg shares some reflections on the relationship between research and (language) teaching practice and ways to "address the recurrent sentiment among teachers than research has no relevance to their work"

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ELT professional development: edited volume by Borg

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Cases studies from higher education in Turkey.

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Research engagement and teaching quality: Simon Borg | Liverpool Online

Research engagement and teaching quality: Simon Borg | Liverpool Online | TELT | Scoop.it

Does research engagement by teachers (i.e. reading and doing research) enhance the quality of their classroom practices? In this talk I draw on a series of studies which examine language teachers’ and managers’ views on this issue. The findings I report highlight a range of positive, hesitant and negative perspectives on the relationship between research engagement and teaching quality. What also emerges in the views expressed by teachers and managers are diverse conceptions of what ‘research’ means, typically emphasizing personal, practical and informal activities or, in contrast, those which are more formal, theoretical and academic. Neither of these conceptions of research provides a satisfactory basis for promoting research engagement as a productive professional development strategy. I will thus conclude the talk by outlining a conception of teacher research engagement which is feasible and rigorous and which has the potential to contribute positively to the quality of language teachers’ work.

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Borg highlights differing views of what consitutes "research" - unsurprisingly, teachers and researchers don't use the same definition, making collaboration challenging.

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Language Teaching: 10 most downloaded articles 2012 - Open Access

Language Teaching: 10 most downloaded articles 2012 - Open Access | TELT | Scoop.it

Free access until 31 December 2012 to these articles:

 

Second language vocabulary acquisition from language input and from form-focused activities

Batia Laufer

 

Materials development for language learning and teaching

Brian Tomlinson

 

Foreign and second language anxiety

Elaine K. Horwitz

 

Cognitive development of bilingual children

Raluca Barac and Ellen Bialystok

 

Second language acquisition, teacher education and language pedagogy

Rod Ellis

 

A critical review of age-related research on L2 ultimate attainment

Carmen Muñoz and David Singleton

 

Language teacher research engagement

Simon Borg

 

Communicative and task-based language teaching in East Asian classrooms

William Littlewood

 

Motivation in second and foreign language learning

Zolt´n Dörnyei

 

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Simon Borg

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