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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Krashen’s Monitor Model: It’s Crap

Krashen’s Monitor Model: It’s Crap | TELT | Scoop.it
In the light of Krashen’s reply to my criticisms, I’m sorry to say that my opinion of what is known as “The Monitor Model” has not changed in any significant way.
Shona Whyte's insight:

Follow this link to a series of exchanges between Geoff Jordan and Stephen Krashen on the latter's 1980s theory of second language learning which probably helped the Communicative Language Teaching approach more than any other.  Big at the box office though not a critical success, as Jordan demonstrates again here.

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Diane Larsen-Freeman: From Unity to Diversity…to Diversity within Unity

Diane Larsen-Freeman: From Unity to Diversity…to Diversity within Unity | TELT | Scoop.it

Shona Whyte:
An article in the US State Departement's English Teaching Forum (Vol. 50, 2012) by distinguished linguist and teacher educator Diane Larsen-Freeman which updates her 1987 state-of-the-art paper on 25 years of language teaching methodology by examining what the subsequent 25 years of research into language teaching have brought.

Regarding teacher education and teaching methods, she has this to say:

"It has been said that language teaching is in a “post-method” phase (Kumaravadivelu
2006). However, I think that not only is the term “method” in language teaching and language teacher education firmly established, but I also believe that teachers need knowledge of various methods. Methods are not intact packages of teaching practices imposed from above, but rather are coherent sets of thinking-in-action links available for teachers to interact with and learn from. Such investigations are vital to language teaching and to teachers’ defining their own sense of plausibility. When methods are seen as sets of coherent principles that link to practice, they help act as a foil whereby teachers can clarify their own pedagogical principles. They also contribute to a professional discourse in which we all may engage (Freeman 1991); they challenge
teachers to think in new ways; and they provide associated techniques with which teachers can experiment to come to new understandings (Larsen-Freeman and Anderson 2011)."

The 2012 article is available http://exchanges.state.gov/englishteaching/forum/archives/docs/12-50-2/50_2_5_reflectionspp21-27.pdf

And for those interested in the historical perspective, the 1987 one is here http://exchanges.state.gov/englishteaching/forum/archives/docs/12-50-2/50_2_6_larsen-freeman-pp28-38.pdf

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17 popular opinions about language learning and teaching

17 popular opinions about language learning and teaching | TELT | Scoop.it

List of assumptions about L2 teaching and learning from Lightbown and Spada's 2006 handbook.

Shona Whyte's insight:

In pre-service teacher training sessions, we've had the most fun with "Students learn what they are taught."  I always disagree with it on the grounds that learners will pick up extra, different information about the L2 from input in class, and not necessarily focus on any specific objectives the teacher has set.  My students often disagree because they think learners are lazy and don't bother to memorise the information the teacher transmits.

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SLA authors: key works

SLA authors: key works | TELT | Scoop.it

Shona Whyte:

An interesting list of the great and the good in second language acquisition with some of their key publications.

 

A generally US-oriented and English speaking selection including established researchers and methodologists in the field.

 

Looks like a one-post blog by David Deiby ... photo @VictoriaB52

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