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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Developing as an EFL Researcher: Stories from the Field

Developing as an EFL Researcher: Stories from the Field | TELT | Scoop.it
This book is based on the IATEFL Research Special Interest Group Pre-Conference Event held in Manchester in April 2015. The event aimed to provide a platform for EFL researchers to exchange stories about important aspects of their own development, with a view to encouraging greater awareness about these issues.

Participants shared their stories using creative and colourful poster presentations. Each paper in the book is developed from the author’s/authors’ original poster presentation, and is also linked to the online video recording of the poster presentation on the day. The book aims to capture a sense of the event, characterised by stimulating exchanges in an informal and friendly setting. The book also includes the papers of the invited ‘impulse’ speakers who introduced each group of posters: David Nunan, Sue Garton and Cynthia White.

The final section of the book provides a summary of the closing panel discussion, again with a link to the video-recording from the day. Themes within the book include the challenges and pleasures of the research journey; learning to be a writer of research; dealing with the uncertainties and complexity of qualitative data; what it means to be a researcher, and the shifting sense of researcher identity. ​

The book as a whole presents an in-depth picture of real-life dilemmas, challenges and pleasures experienced by EFL researchers as they develop their craft. In uncovering these often hidden aspects of researcher development, the book provides a valuable service to the EFL research community and beyond.
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Summer Courses | Ton Koenraad

Summer Courses | Ton Koenraad | TELT | Scoop.it
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Information about this summer's courses in (language) education with technologies, including details on applying for EU professional development grants to cover costs.

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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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#ELTchat: professional development via Twitter

#ELTchat: professional development via Twitter | TELT | Scoop.it
Today is the 5th anniversary of #ELTchat and the initial thought was to write a blogpost about it: what it means for me, for us. However, thinking about it, I realised that #ELTchat is not about me…
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Flagging this opportunity for language teachers to interact and share experiences and ideas

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10 | 2015 Communication éducative instrumentée : dispositifs médiatisés et leurs acteurs

10 | 2015 Communication éducative instrumentée : dispositifs médiatisés et leurs acteurs | TELT | Scoop.it

Mohamed Sidir

Editorial

 

Georges Ferone et Aurore Lavenka

La classe virtuelle, quels effets sur la pratique de l’enseignant ?

 

The virtual classroom, what effects on teacher’ practices?

Jean-Michel Gélis

Des responsables d’équipe dans le déploiement d’un enseignement à distance : entre innovation, industrialisation et modèles de dissémination

 

Clément Dussarps

L’abandon en formation à distance

 

Thierry Gobert

Ressentis sur les Mooc dans une université [

 

Daniel Peraya

Professionnalisation et développement professionnel des enseignants universitaires : une question d’actualité

 

Jean-François Cerisier

La pédagogie universitaire à l’heure du numérique

 

Mohamed Sidir

Bibliographie autour et en ouvrant le thème de JOCAIR 2014

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Articles en libre accès sur la pédagogie universitaire et l'enseignement à distance

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EAP Stories

EAP Stories | TELT | Scoop.it
Inspired by the Teaching EAP blog post discussing the requirements of teaching English for Academic Purposes, I realized that many teachers who teach EAP come from different backgrounds and have different teaching experiences.
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Interesting snapshots of teachers of English for Academic Purposes in various contexts

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EUROCALL Teacher Education SIG Lemesos Workshop

The EuroCALL Teacher Education SIG is  organising  a two-day workshop on pedagogical perspectives on CALL curriculum development and implementation in Cyprus in May 2015.   The Teacher Education...
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Registration open

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CLIL MOOC: How to create lessons using Clilstore

CLIL MOOC: How to create lessons using Clilstore | TELT | Scoop.it

The course will enable participants to become acquainted with Clilstore, the major outcome of the EU-funded Tools for CLIL Teachers project, which includes Multidict -a multilingual dictionary interface- and Wordlink -the underlying tool that automatically links every word on a webpage to a myriad of free online dictionaries. Participants will learn to develop language teaching webpages with video and text where all of the words are linked to online dictionaries. These webpages immediately become ready-to-use online resources for language learners.

The course is divided into 7 units covering an introduction to CLIL (Content and Language Inetgrated Learning); detailed guidelines to using Clilstore, Multidict and Wordlink; a selection of case studies covering most educational sectors and foreign language levels; guidelines to planning CLIL lessons, and advice on useful CLIL resources.

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Teachers can sign up for guidance on preparing CLIL teaching units.

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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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I can't hear you: on teaching listening comprehension

I can't hear you: on teaching listening comprehension | TELT | Scoop.it
Listening to Korean during the course has changed the way I think about listening in my classes as a teacher. I didn’t use textbook listenings that much before, but I might well think about banishing them entirely from the room and relying on my own voice, the students’ voices and anyone else that I can rope in to provide input. I’m hoping it might be sufficiently contextualized by what we are doing in class to to skip pre-listening tasks. Post-listening tasks might involve summarizing or analyzing a tapescript, but really, would it be so wrong just to sit students down and ask them to listen?
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Interesting report on foreign language listening experience of EFL teacher. ELT blogger Alex Grevett highlights many of the difficulties inherent in teaching listening, which often boils down to testing listening in artificial, decontextualised circumstances.

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Katherine Bilsborough

Katherine Bilsborough | TELT | Scoop.it

Practical tips and lesson resources from ELT educator Kathering Bilsborough on TeachingEnglish.org (BBC/British Council)

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Teaching and learning activities that don't take forever to prepare: much good sense here.

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