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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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Classroom-based research for professional development

Our sponsors The following associations are officially supporting this EVO: All-India Network of English Teachers (AINET) ; English Language Professionals' Association (ELPA) - Ethiopia
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Online course for language teachers
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IATEFL Teacher Development SIG newsletter

IATEFL Teacher Development SIG newsletter | TELT | Scoop.it

Blogging (Dave Dodgson)

Observation (Dale Coulter)

Self-doubt (John Pfordresher)

Things I wish I'd known (various)

Code (Muralee Navaratnam)

EMI (CLIL; Charlotte Giller)

IATEFL information

 

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Read in your browser or download PDF

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IATEFL LT SIG: 10 April, Manchester

IATEFL LT SIG: 10 April, Manchester | TELT | Scoop.it
This year’s LT SIG Pre-Conference Event aims to shed a very practical light on the wealth of information on using technology in language learning that we encounter daily. Real teachers will show what they do in their classes, and present case studies showcasing “technology in action”.
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Agnes Kukluska-Hulme, Liliana Simon, and James Thomas on tech-related topics.

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How Sugata Mitra Annoyed English Teachers (& why I care): Wiktor Kostrzewski

How Sugata Mitra Annoyed English Teachers (& why I care): Wiktor Kostrzewski | TELT | Scoop.it
What is the role of good teaching? Why does learning sometimes happen on its own? Is there something children cannot learn independently? These were some...
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Pseudo-science in EFL: Russell Mayne

Pseudo-science in EFL: Russell Mayne | TELT | Scoop.it

This talk will focus on aspects of English language teaching which have little or no scientific credibility. Practices such as neuro-linguistic programming, learning styles, multiples intelligences and brain gym will be examined. This talk will ask why, despite the evidence, these approaches/methods remain popular. It will also include a guide to spotting pseudo-science in education.

- See more at: http://iatefl.britishcouncil.org/2014/sessions/2014-04-02/guide-pseudo-science-english-language-teaching#sthash.QPxrrTTI.dpuf

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Link to video and slides

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How to engage with research: Divya Madhavan

How to engage with research: Divya Madhavan | TELT | Scoop.it
This morning at IATEFL Harrogate I shared some at the Research ’How to’ session. Here are my notes and a few of my slides: The purpose of this session is to share some ideas with you about how you ...
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Some discussion of theories of knowledge and science and how we approach research, somewhat reminiscent of the instructivist/constructivist divide in teaching.

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The image conference: Barcelona 8 June

The image conference: Barcelona 8 June | TELT | Scoop.it
Barcelona, Saturday, 8th June, 2013
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Shona Whyte's comment, June 7, 2013 6:04 AM
Conference on visuals in EFL; there's also a virtual strand.
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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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17/3/13 - Webinar: Rethinking the Language Classroom by Carla Arena

17/3/13 - Webinar: Rethinking the Language Classroom by Carla Arena | TELT | Scoop.it

IATEFL LTSIG webinar:

 

Mobile learning brings flexibility and portability to learning. In this presentation, educators will explore the numerous pedagogical uses of iPads in the language classroom with a focus on student production through examples of classroom activities and students' projects. 

Carla Arena is an explorer of the potential of technology integration into language learning. She is a teacher trainer, Head of the Ed Tech and Digital Communication Department, online moderator and English teacher at Casa Thomas Jefferson.

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Sunday 17 March, 15h GMT

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Interactive whiteboards: done and dusted, or worth the investment?

Interactive whiteboards: done and dusted, or worth the investment? | TELT | Scoop.it

Language educators differ in their views of the value of the interactive whiteboard (IWB) for teaching and learning foreign languages.

 

In our EU-funded project iTILT (http://itilt.eu) we are supporting the use of this tool in communicative language teaching.  Our classroom illustrations (http://itilt.eu/advanced-search) show teachers how the IWB can be used in different language classrooms.  

 

We also, however, acknowledge the difficulties that can arise with the tool - see Cutrim Schmid & Whyte (http://llt.msu.edu/issues/june2012/cutrimschmidwhyte.pdf) or Whyte, Beauchamp & Hillier (http://books.google.ie/books?printsec=frontcover&id=KxdY807kumMC&redir_esc=y#v=onepage&q&f=false)for example.

 

Other educators argue that time is up for the IWB, and that this technology is already being overtaken by other technologies such as tablets and other types of interactive projection (Jeff Herb http://instructionaltechtalk.com/apple-tv-vs-interactive-whiteboards-in-the-classroom  but see also Matt Granger's reply in the comment section)

 

The Learning Technologies special interest group of IATEFL is hosting a webinar on this topic this weekend (http://ltsig.org.uk/ Pete Sharma and Gavin Dudeney) so if you have something to say or just want to hear the arguments, this event may be worth a look.

 

 

 

References

 

Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings: Teacher Responses to Socio-constructivist Hegemonies.  Language Learning and Technology 16 (2), 65-86.  

 

Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for second language teaching and learning: the iTILT project. In L. Bradley & S. Thoue╠łsny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 320-6). © Research-publishing.net Dublin 2012. 



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It's all very well in theory but... | Glasgow Online

Penny Ur's IATEFL 2012 talk on access to research for language teachers.  She concludes:

 

"The research literature is an important source
of professional knowledge.
It is increasingly accessible to the practitioner
through conferences and the Internet.
It should be read selectively and critically."

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Teaching phonology for reading comprehension: Catherine Walter

__________________________________________________________________________________ My research has shown that intermediate second language (L2) learners can understand each sentence of a text without being able to build a mental representation of the overall text. This failur e is linked to the development of L2 processing abilities. My latest study (2008) shows that a factor in poor L2 processing of written text is, counter -intuitively, an unreliable L2 phonological inventory. This suggests strongly that teaching phonology w ill help L2 learners read better.