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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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Social dynamics in open educational language practice, Alsic 2016

What kind of social dynamics emerge in open educational practices (OEP) involving the learning of languages? What roles can OEP play in language learning contexts in which individual and collaborative learner trajectories move across learning practices? This collection of papers approaches these questions by offering theoretical insights and empirical evidence to the field of Open Education and Open Educational Resources (OER). The originality of the collection lies in its emphasis on the social dynamics that arise in open learning practice. Although open education advocates "give the battle" for openness (Weller, 2014), very little research is being conducted on the way social dynamics promote open practices, especially in the area of language education and multilingualism. 2In this group of papers, we aim to fill this gap in research and discuss implications for practices by exploring the role played by social dynamics, consequences, and conditions for open learning expansion, by identifying challenges for researchers, teachers and learners, and in particular by critically examining language practices afforded to groups in open educational language practices.

Shona Whyte's insight:
Special issue edited by K Zourou with introduction by J Reinhardt and papers by Gosia Kurek, Teresa MacKinnon, Shona Whyte & Katerina Zourou.
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Shona Whyte: Implementing and Researching Technological Innovation in Language Teaching

Shona Whyte: Implementing and Researching Technological Innovation in Language Teaching | TELT | Scoop.it

Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. The study highlights the advantages of collaborative action research for stimulating and supporting language teachers in innovative experimentation, and seeks to enhance our understanding of the challenges and opportunities inherent in this process. Utilising a framework which can inform further research into innovative practices with other interactive technologies, this book offers a research design and instruments suitable for assessing classroom adoption of the IWB. In this way, the study provides insights into general processes of technological innovation in language teaching and learning which is of relevance to further research and teacher development in today's new learning environments

Shona Whyte's insight:

Happy to have this in print :-)

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

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French EFL teachers at the IWB: iTILT project research

French EFL teachers at the IWB: iTILT project research | TELT | Scoop.it

Recent presentations on IWB-supported language teaching.  Video communication with young ELF beginners.  IWB use by 9 EFL teachers in primary, secondary and university contexts in France. Use of IWB tools and features, online support community with video diaries, teacher development framework.

Shona Whyte's insight:

Slides (mostly in English, some in French) on my recent research on IWB-supported language teaching, including new work with Euline Cutrim Schmid on video communication with young learners.  An overview of the iTILT project in French (http://itilt.eu) and a look at the IWB's affordances for language learning and teaching.

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Self-efficacy in use of IWB: European perspectives

Shona Whyte's insight:

An iTILT publication by Hillier, Beauchamp & Whyte just appeared in the BESA journal Educational Perspectives.  The editorial notes: "Vol. 5 (2) is a themed edition of the journal, its focus being international and comparative issues in Education Studies. The first article by Emily Hillier, Gary Beauchamp and Shona Whyte involves teachers from schools across seven countries in Europe. It is a study of self-efficacy in the use of interactive whiteboards across educational settings. It offers a pan-European perspective through its report and analysis on the preliminary findings of an EU-funded project called Interactive Technologies in Language Teaching. Significantly, despite reporting initial low levels of self-efficacy with particular features and tools of the IWB, teachers across the European cohort remained positive about the potential benefit of using IWBs to increase pupil participation, engagement and motivation."

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Shona Whyte's curator insight, June 7, 2013 5:46 AM

Un article sur le niveau de confiance ressenti par rapport à l'utilisation du TBI en cours de langue chez des enseignants de 6 langues à des niveaux différents dans 7 pays européens.

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Review: Teaching language with technology, Cutrim Schmid & Whyte (2014)

Review: Teaching language with technology, Cutrim Schmid & Whyte (2014) | TELT | Scoop.it

The LINGUIST List issue 26.3748

Shona Whyte's insight:

Recension de notre livre sur le TBI en classe de langues, Bloomsbury 2014

http://www.bloomsbury.com/uk/teaching-languages-with-technology-9781623569334/

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Teaching and learning vocabulary: implications from acquisition research

Teaching and learning vocabulary: implications from acquisition research | TELT | Scoop.it

To me, these findings support an intermediate position between the “let it all hang out” of strongly communicative approaches, for example, and the “drill and kill” of more closely teacher-controlled methods such as grammar-translation.  To learn new words, some kind of grunt work is required, but it needs to come from their learners rather than imposed top-down by teachers. And it needs to be done intelligently.

Shona Whyte's insight:

Recent post on vocabulary learning and teaching.

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ICT-mediated language tasks in CALL: CJLT

The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.

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Special issue - Marie Josée Hamel

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Open educational resources for CALL teacher education: the iTILT interactive whiteboard project

Open educational resources for CALL teacher education: the iTILT interactive whiteboard project | TELT | Scoop.it

Our new paper in CALL journal on designing open educational resources for exploiting interactive technologies in language teaching is just out (full-text access for limited time).

Shona Whyte's insight:

Shona Whyte, Euline Cutrim Schmid, Sanderin van Hazebrouck Thompson and Margret Oberhofer: a research article in CALL journal on challenges and opportunities in designing a website for teacher development in using interactive technologies (the IWB) for language teaching.  http://itilt.eu

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Asp : la revue du GERAS (anglais de spécialité)

Asp : la revue du GERAS (anglais de spécialité) | TELT | Scoop.it

"ASp publishes peer-reviewed research articles and reviews related to the field of English for Specific Purposes (ESP) for both teaching and research. The thematic and non-thematic issues aim to give an insight into the specifics of ESP, notably in its linguistic, discursive, cultural and didactic aspects, and also to develop our knowledge of the various specific English registers used for different purposes."

Shona Whyte's insight:

I have a paper in Volume 63, but it's not open access:

 

Shona Whyte: Teaching ESP: A task-based framework for French graduate courses

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Roselink's curator insight, March 15, 2013 11:20 AM

ESP (English for Specific Purposes)