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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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The real TBLT in Long 2016: Critical ELT

The real TBLT in Long 2016: Critical ELT | TELT | Scoop.it
TBLT stands ELT on its head doesn't it? What's a task, anyway? My posts on TBLT have led various people, many of them MA students, to ask me to clear up some misunderstandings. So here I offer bits and pieces from Mike Long’s 2016 article which I hope will clarify his version of TBLT. As usual, I’ve torn his well…
Shona Whyte's insight:
Strong task-based language teaching from M Long, explained for teachers by G Jordan
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Javier Sánchez Bolado's curator insight, March 28, 5:12 AM
Strong task-based language teaching from M Long, explained for teachers by G Jordan
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Task-based language teaching in FL contexts: Ortega 2012

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Great overview of advantages and problems with this approach in non Western contexts in particular

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Actually Doing Task-Based Teaching | Marc Jones

Actually Doing Task-Based Teaching | Marc Jones | TELT | Scoop.it

Quick guide to implementing TBLT with concrete examples from EFL classroom

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Via @muranava @getgreatenglish

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Task based teaching: Lesson Plans from Willis

Lesson 1: I’ve just jumped off the Empire State Building.

(This lesson goes on to look at reflexive pronouns and the verbs that are commonly used with them)


Lesson 2: Brave Pensioner Foils Raid on Jewellery Store.

(This shows the way –ing forms are used in English.


Lesson 3: Robbery in a Sweet Shop.

(Verbs followed by the to-infinitive)

Shona Whyte's insight:

Three new lessons, plus two older ones. Download lessons and commentary.

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Telecollaboration via e-mail: Bohinski & Leventhal 2015

This task-based study, designed with Helm and Guth's (2010) Telecollaboration 2.0 framework in mind, qualitatively investigated a telecollaborative exchange. Two second language (L2) Spanish participants and three L2 English participants carried out a six-week e-mail exchange that centered on specific holidays, giving researchers an opportunity to study participants' intercultural communicative competence (ICC) (Byram, 1997) and how participants critically analyzed and discussed cultural aspects of an L2 language (Klein & Solem, 2008). Participants' exchanges revealed the following: (1) each participant's thoughts on his/her partner's culture as was perceived through L2 instruction, (2) each partner's reaction to perceptions and insight to cultural reality, and (3) sharing of personal anecdotes. Patterns in exchanges were analyzed using NVivo 10 software with a data-driven, hybrid analytical approach. Thematic categories were created from the data and used to code the e-mail exchanges and subsequently correlated to Helm and Guth's (2010) framework. Results indicated that participants using a Web 1.0 resource experienced transformation through the telecollaboration. Researchers concluded that more nuanced categories were needed to assess ICC to understand the intricacies of online collaborative exchanges. Researchers believed that Web 1.0, in the absence of Web 2.0, remained a valuable venue for telecollaboration.Click here to edit the title

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FLA paper on telecollaboration the old-fashioned way.

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TBLT, Silent Way & TPR: Chris Jones

TBLT, Silent Way & TPR: Chris Jones | TELT | Scoop.it

"a description of the lessons I remember best and then a reflection on the implications for teaching and research"

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Why people are still playing around with TPR and the Silent Way is beyond me, but apparently they are and Chris Jones has tried them out and chased down some references.

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In defence of PPP: Chris Jones

In defence of PPP: Chris Jones | TELT | Scoop.it

Chris Jones: "practice is often seen as part of Present Practice Produce (PPP) and this way of teaching is itself poorly explained in a lot of the literature. At times this may be deliberate in order to build a case against the use of PPP."

 

Summary of arguments against PPP in five points with references.

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Researching ELT blog for "discussing and disseminating ELT research"

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Rod Ellis on task-based pedagogy: the what, why and how - YouTube

Prof. Ellis talks about task-based pedagogy: what is it? why might teachers adopt such an approach? and how can task-based ideas be implemented?
Shona Whyte's insight:

Broadcasting from a broom closet on campus, but Ellis offers a useful introduction to TBLT for language teachers

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Taking to task(s): Task design and CALL (Tarragona, July 2015)

Taking to task(s): Task design and CALL (Tarragona, July 2015) | TELT | Scoop.it
Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities
XVII International CALL research conference. Tarragona, Spain, 4-6 July 2015.
Shona Whyte's insight:

Running a study on pre-service EFL teachers collaborating in task design and implementation. Inspired by

- Samuda, V. (2005). Expertise in pedagogic task design. In Johnson, K (Ed). Expertise in second language learning and teaching, 150-164.

- Erlam, R. (2015). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 1362168814566087.

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Authenticity in ELT: Erkan Kulekci

Authenticity in ELT: Erkan Kulekci | TELT | Scoop.it

Breen, Gilmore, PInner, Van Lier, Willowson ...

 

 

Shona Whyte's insight:

Great bibliography on authenticity, and other posts on blog with links to a lecture by Desmond Thomas (U Essex) with slides.

 

Led me to Gilmore (2011) - updated my post on this topic here

https://shonawhyte.wordpress.com/2015/01/08/authenticity-in-the-fl-classroom/

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Call for papers. XVIIth International CALL Research Conference

Call for papers. XVIIth International CALL Research Conference | TELT | Scoop.it
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CFP deadline: 31 January 2015

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L'inspection de Monsieur le Prof

L'inspection de Monsieur le Prof | TELT | Scoop.it
Il est regrettable à mes yeux qu’à l’issue des formations auxquelles j’ai pu assister, on ne construise pas de séquence sous l’œil d’un formateur ou inspecteur afin d’avoir un « cours-étalon » sur lequel se baser.
Shona Whyte's insight:

An EFL teacher's reaction to an inspection of a lesson in his French high school.  Refreshingly open, entertainingly attuned to the absurdities of The System, and puts the finger on a number of specific points language teacher education needs to address.

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“A sophisticated and ingenious procedure” for language teaching and research

“A sophisticated and ingenious procedure” for language teaching and research | TELT | Scoop.it
Dictogloss is a teaching technique developed for teaching grammar which involves learners collaborating in groups to reconstruct in writing a text they have heard read aloud several times.
Shona Whyte's insight:
Collaborative listening/writing task for second language learning
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Javier Sánchez Bolado's curator insight, March 24, 3:37 AM
Collaborative listening/writing task for second language learning
Malachy Scullion's curator insight, March 24, 5:22 AM
Collaborative listening/writing task for second language learning
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iTILT project: CALL teacher education

iTILT project: CALL teacher education | TELT | Scoop.it

An iTILT teacher training session at a primary school in Antibes, near Nice, this month involved primary teachers and teacher trainers involved with language education and technology training, as well as newly-qualified secondary EFL teachers.

Shona Whyte's insight:

Moving on from IWB-oriented projects to other tools and tasks to encourage target language interaction

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A task is a task is a task: Muller-Hartmann, April 2016

A task is a task is a task: Muller-Hartmann, April 2016 | TELT | Scoop.it

The concept of task has become central not only to an understanding of language learning per se, but also to the design and research of telecollaborative learning environments. But what kind of task concept is conducive to supporting language learning, and how can we best research this?

To answer these questions, I will specifically look at the role of the learner in my talk. While research on the design of tasks in telecollaborative settings has been very productive, we still lack insights into the interaction processes on the micro level when learners negotiate task content. What are learners doing, and how can we find out about it?

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Breffni O'Rourke's curator insight, December 8, 2015 4:31 AM

Thanks for posting, Shona! One of our great keynote speakers for the Telecollaboration Conference in April 2016. Now to post the other two abstracts...

Shona Whyte's comment, December 8, 2015 7:39 AM
No worries Breffni. Was admiring your slowburn comm strategy for this conference by trickling out the keynote info, but I see you've switched tactics :-)
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TBLT conference: Leuven 2015

TBLT conference: Leuven 2015 | TELT | Scoop.it

The organisers of the Sixth International Conference on Task-Based Language Teaching are proud to announce the following three plenary speakers:
Alison Mackey, Geoff Petty, and Kris Van den Branden.

Shona Whyte's insight:

#tblt2015 to follow online

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abinaya's curator insight, September 16, 2015 9:46 AM

This conference will bring together applied linguists and educational ... the potential of task-based language teaching (TBLT) for promoting first, second,  ...http://goo.gl/udXoDT

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The Negotiated Syllabus

The Negotiated Syllabus | TELT | Scoop.it
I suggested in my last post that a real paradigm shift in ELT would involve throwing out the coursebook and standardised tests and replacing them with a process-driven approach which concentrates on the “how” more than the “what” of teaching.
Shona Whyte's insight:

Geoff Jordan comes back to the question of learner needs and objectives in the language classroom, linking this to task-based language teaching in what looks like will be a series of posts.

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EPAL 2015 Muller-Hartmann: tasks in telecollaboration for language learning

EPAL 2015 Muller-Hartmann: tasks in telecollaboration for language learning | TELT | Scoop.it

Researching tasks in telecollaborative teacher education – the potential of exploratory practice and activity theory

Research on the design and implementation of tasks in telecollaborative settings has been very productive, but we still lack insights into the processes on the micro level when task content is negotiated in international groups. Due to the many contextual factors that impact on the task-in-process and the fact that students have to manage a high workload in these learning environments, researcher-teachers in teacher education contexts face many challenges. An exploratory practice approach, part of a mixed method design, will not only allow to engage students in reflective learning, but it will also produce data from an emic perspective which are central to understanding issues of task-based competence development.

Shona Whyte's insight:

Keynote at 2015 EPAL

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Kris van den Branden keynote: Task design and CALL conference

Kris van den Branden keynote: Task design and CALL conference | TELT | Scoop.it

What can CALL learn from task-based language teaching? This intriguing question (posted on the conference website) will be the starting point for my presentation. Using authentic examples, I will critically discuss the principles and practice of task-based language teaching (TBLT), which has become the dominant approach to second language teaching in many countries (at least in governmental and school policy papers). What basically is a task? And why do so many applied linguists claim language learning can be enhanced by inviting students to perform functional, meaningful tasks? How can teachers and task designers integrate a focus on form in meaningful tasks? What is the role of the teacher in task-based language teacher? And what kinds of revolutionary, exciting perspectives does the integration of modern technology in task-based language teaching have to offer to language teachers and learners alike? I will provide answers to these questions, based on the available research into the practice of task-based design and task-based teaching as it takes place in authentic classrooms around the world. These answers will pave the way for an exploration of the optimal integration of CALL and TBLT.

Shona Whyte's insight:

First day of CALL research conference in Tarragona.

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A Praxis of Task-Based Teaching and Mobile Assisted Language Use: Huw Jarvis

Two of the most significant trends in TESOL over the last twenty years or so are the rise of task-based language teaching (TBLT) and the growth of technology. With TBLT we see a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how we work, rest and play–it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest.

Shona Whyte's insight:

Jarvis identifies task-based approaches and technology integration as most notable recent changes in language teaching and learning and suggests ways to combine them effectively.

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TILA conference: April 2015

TILA conference: April 2015 | TELT | Scoop.it

TILA CONFERENCE UTRECHT (16 APRIL 2015)

 

Always wanted to know how technology can be applied in the language classroom? Would you like to see how students can interact with others in a virtual world and play games in the foreign language?

 

Discover the results and affordances of telecollaboration tools used in the EU funded TILA project during the TILA conference to be held at Utrecht University (Drift 21) on the 16th of April in the afternoon.

 

During this conference, you will learn about the experiences of teacher trainers, teachers and students participating in the project, about the importance of intercultural competence in language teaching, about best practices in task design and the acquisition of 21st century skills in the language classroom.

Shona Whyte's insight:

Telecollaboration for language teaching

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Virtual Special Issue: Task Design and CALL | Explore Taylor & Francis Online

Virtual Special Issue: Task Design and CALL | Explore Taylor & Francis Online | TELT | Scoop.it
Shona Whyte's insight:

Open access to articles on CALL design; CFP for Tarragona ends this week.

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Ruby Rennie Panter's curator insight, January 28, 2015 9:12 AM
Free access until December 2015
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Authenticity in the FL classroom

Authenticity in the FL classroom | TELT | Scoop.it
How can we offer an “authentic” experience to second language learners in a foreign context?
Shona Whyte's insight:

Authenticity in the form of unplanned language use, real-world activities, or texts written for purposes other than language learning.

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