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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Rescooped by Shona Whyte from Group work and interaction in language learning classrooms
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Concepts for Teaching Speaking in the English Language Classroom | Burns | LEARN Journal: Language Education and Acquisition Research Network

Concepts for Teaching Speaking in the English Language Classroom


Via Phil Chappell
Shona Whyte's insight:

Burns says not do "do" speaking but "teach" speaking, and provides reasons and examples

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Phil Chappell's curator insight, January 22, 7:07 PM
Abstract Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to ‘doing speaking’ rather than ‘teaching speaking’. In this article, I argue that being a competent teacher of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning
Sacra Jáimez's curator insight, February 5, 8:34 AM

An insightful article on how teaching speaking should be planned to help learners become more aware and autonomous in dealing with an speaking task inside the classroom or once outside in the real world.

 

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Teacher-researchers in action

Opening articles by Burns, Allwright and Smith; case studies from Turkey.

 

Allwright says:

 

1. That ‘research’ and ‘development’ are both essentially about getting understanding, so teacher-research for teacher development needs to be centred on working to understand, rather than on finding immediate solutions to practical classroom problems.

2. That learners need (and want) to understand at least as much as teachers do. That they do not think they get much help from teachers in this. And that our learners deserve all the help we can provide for them to develop their understandings.

Shona Whyte's insight:

Looks like an interesting collection

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Burns, Katz & Freeman on teacher education (online): IATEFL 2014

Burns, Katz & Freeman on teacher education (online): IATEFL 2014 | TELT | Scoop.it
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Research in language teacher education

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Classroom-based research: Kostoulas & Lämmerer 2015

Classroom-based research is a teacher-driven activity that
aims to find out what works best in our classrooms, so that we might improve our practice, and – ultimately –make learning
more effective for the benefit of our students.

Shona Whyte's insight:

13 page handbook on research for classroom (language) teachers

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Lewin 1948: Action research

Shona Whyte's insight:

Just stumbled upon this collection of writing by Kurt Lewin, often cited as father of action research.  Anne Burns (2005) is the key paper for our field.

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