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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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Tips and techniques for correcting spoken errors: Rachael Roberts

Tips and techniques for correcting spoken errors: Rachael Roberts | TELT | Scoop.it
Hand signals to prompt self-correction in speaking
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Simple ways to differentiate materials for mixed level classes

Simple ways to differentiate materials for mixed level classes | TELT | Scoop.it
I love this picture..they're all eggs, but just look at the variety. And it's the same in any class. Differentiation can be defined as: “….identifying and addressing the different needs, interests and abilities of all learners to give them the best possible chance of achieving their learning goals.” (Standards Unit, Improving differentiation in business education,…
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Lots of new teachers in our Masters programme looking for help with differentiation.

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EAPing: What else do I not know about...

EAPing: What else do I not know about... | TELT | Scoop.it

I've been a teacher for over 10 years now and I'd never heard of this. It made me wonder about all the other interesting teaching type things I know nothing about - things that other teachers use and don't make a big deal out of but which are really interesting. And rather cheesily, this made me think about CPD and how most of the good stuff comes from other teachers who find something and figure out a way to use it and are then good enough to share it.

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Why it helps when teachers blog

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On PARSNIPs…or how to offend without offending

On PARSNIPs…or how to offend without offending | TELT | Scoop.it
I recently saw an article announcing the publishing of a free e-book called “PARSNIPS in ELT: Stepping out of the comfort zone (Vol.
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More on the topic of controversial issues in EFL class - links to comments on this issue, and to a free e-Book (PARSNIPS) so you can form your own opinion

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Target language use | The Language Gym

Target language use | The Language Gym | TELT | Scoop.it
Posts about Target language use written by Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)
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Some arguments for using L1 in the language classroom

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Time Management in Teaching Online

Time Management in Teaching Online | TELT | Scoop.it
Time management when teaching online can be a bit tricky, so I thought I’d write a post about it (after Demmy suggested it of course!). I have a few suggestions to make time management more ‘manageable’.
Shona Whyte's insight:

Simple tips to save time with online language teaching

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Academic writing: MA in TESOL/App Ling

Academic writing: MA in TESOL/App Ling | TELT | Scoop.it
Here we go again – a new term is starting at universities offering Masters in TESOL or AL, so once again I’ve moved this post to the front.
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Geoff Jordan has excellent tips for graduate students

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Imelda Elliott's curator insight, September 17, 2015 2:37 AM

Very interesting tips for postgraduate students.

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Technology In Modern Foreign Languages: A Practitioners Perspective

Originally published as a series of blog posts titled Technology in Modern Foreign Languages, this collection of articles explores how teachers are successfull…
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Dates from 2010 as near as I can tell, edited collection of practitioner reports mainly on use of technology in UK schools. Joe Dale and Isabelle Jones among the authors.

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EFL/ESL listening resources: Nathan Hall

EFL/ESL listening resources: Nathan Hall | TELT | Scoop.it
Here is a regularly updated collection of authentic and adapted listening material that could be used in an English language classroom or my students for extensive listening. Click on the title of ...
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Preparing for new semester, looking for places to send my students to listen to English

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Teachers - are you potters or lion tamers?

Teachers - are you potters or lion tamers? | TELT | Scoop.it
Presented at the 48th annual meeting of the British Association for Applied Linguistics (BAAL), Aston University, Birmingham, UK on September 4th, 2015 Abstract In order to make sense of abstract thought, humans have developed a rich facility for...
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ELT blogger Darren Elliott on metaphors in (language) teaching.

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Syllabus. Texts. Activities. Not coursebooks

Syllabus. Texts. Activities. Not coursebooks | TELT | Scoop.it
Scott Thornbury’s Definitive (200-Word) Dismissal of CoursebooksPosted on August 16, 2015 by Geoff Jordan
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See also Jordan's post on materials https://canlloparot.wordpress.com/2015/05/22/materials-banks-an-alternative-to-coursebooks/

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Concerning coursebooks: Steve Brown

Concerning coursebooks: Steve Brown | TELT | Scoop.it
Earlier this year there was a bit of a hoo-hah in the ELT blogging world on the topic of coursebooks.
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Useful summary of recent debate on pros and cons of ELT textbooks, with links and references.

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Vocabulary Activities

Vocabulary Activities | TELT | Scoop.it

We all have our go-to activities – those activities that we have found to be effective for our context, students, and style. I’d like to share a few of my favorite ways to teach vocabulary.

 

 

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Lots of activities, resources, and links for vocabulary teaching

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Debating: a task-based model

Debating: a task-based model | TELT | Scoop.it
I told the students I needed a good way of assessment that would be based on the skills they needed to learn. I gave my students several choices, and various permutations of those choices:
Presentations 
Primary data (student-conducted research)
Speaking Tests
Other
I let them talk in groups for a few minutes in order to figure out what everything meant. I also gave them this time to ask clarifying questions. Then, I told them I was leaving for five minutes and by the time I get back, they should have figured out what they want to do.

I left. I came back five-minutes later. They had decided on something unexpected: a debate.
Shona Whyte's insight:
This ELT blog post is framed as an illustration of the value of allowing learner choice in assessment for a speaking/oral interaction class. It's interesting to me in terms of how the teacher balanced task demands and task support, then researched teaching materials and designed and implemented intermediary activities to capitalise on the learning opportunities afforded by this initial choice.

Too often teachers think learner choice means "anything goes," then go back to teacher-directed activities when students prove unable to follow through on their initial ideas and their learning is compromised. In this example, we see how the teacher works with a somewhat random learner choice to provide structure and sense to create a project which is meaningful to the class both for language learning and in terms of developing broader communicative competence.
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All about writing activities

All about writing activities | TELT | Scoop.it

This week has been all about writing activities, with a webinar for British Council Teaching English, and the publication of my ebook for English Language Teacher 2 Writer, on How to Write Writing Activities.

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Links to resources and ideas for teaching writing in EFL

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Telecollaboration in language education: Robert O’ Dowd interview

Telecollaboration in language education: Robert O’ Dowd interview | TELT | Scoop.it
An Interview with Robert O' Dowd from darren elliott on Vimeo. I met with Robert O’ Dowd at the EUROCALL2015 Conference in Padova, Italy in August and had a really interesting conversati…
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10-minute interview by Darren Elliott at EuroCALL this year in Italy.

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Connect, Notice, Learn, Exercise, Volunteer

Connect, Notice, Learn, Exercise, Volunteer | TELT | Scoop.it
As an EFL teacher in a secondary school in Geneva I sometimes feel on the edge of everything; -the teaching PLN on twitter seems to be mainly UK based (maybe I’m missing an enormous vibrant community of motivated French-speaking teachers from my...
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Some useful links to Twitter people and resources, from a French-speaking secondary school EFL teacher #VMAN131 @MEEF_TEFL

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Talking the talk and walking the walk in English: why EFL teachers should give it a go

Talking the talk and walking the walk in English: why EFL teachers should give it a go | TELT | Scoop.it
Why should French teachers talk about teaching in English? After all, a good deal of professional discussion among French secondary school teachers of English will be with French colleagues: mentor teachers, peers, university tutors and inspectors.
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Teacher stance: sitting or standing in class

Teacher stance: sitting or standing in class | TELT | Scoop.it
I wrote a post a while ago about Teaching Do's and Dont's and a large part of the comment section was about whether or not a teacher *should be or *needs to be standing in front of the audience, or...
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Zhenya Polosatova had collected views on this practical issue for teachers.

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Listening Journals: Anthony teacher

Listening Journals: Anthony teacher | TELT | Scoop.it

Listening Journals are a project/concept I have been toying with for the past few years and have been putting into practice into all my listening classes. I have presented the idea to colleagues in numerous settings and the ideas have been well received.

The basic premise is that students need both extensive and intensive listening practice. Extensive listening practice involves students listening to interesting, enjoyable and meaningful listening texts at or around their level. Intensive listening practice, in terms of listening journals, is exploiting these texts to practice important bottom-up listening skills (e.g. decoding). The journals in their various permutations set students on weekly or daily listening tasks that involve both aspects of listening while giving them a space for metacognitive reflection.

Shona Whyte's insight:

Examples of how to implement this with learners, and links for listening practice

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Arizona State University, Claire McLaughlin's curator insight, September 16, 2015 10:34 PM

This is a great idea to get students listening to English outside of class!  The possibilities are endless and having students share their journal entries in small groups would be a great way to get classmates to listen to other genres (book, news article, podcast, etc.).  This article includes several sites for students to use, some of them quite familiar and loved.

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Tech resources for MFL: José Picardo's A - Z

Tech resources for MFL: José Picardo's A - Z | TELT | Scoop.it
Scroll down for an A-Z of tried and tested internet resources for education
Shona Whyte's insight:

2013 list, but worth a look: Audioboo, Bitstrips, DotSub, Evernote, Scribd, Slideshare, Storybird, TED, Twitter, Vimeo, Voicethread, Youtube are all tools I've used successfully with language learners and (student) teachers.

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Memory jar: ELT personal development idea

Memory jar: ELT personal development idea | TELT | Scoop.it
Every Monday students find slips of paper waiting on their desks when they arrive and I encourage them to write about something great that happened over the last seven days.
Shona Whyte's insight:

One of our newly qualified teachers in last year's Masters programme enjoyed this French secondary school EFL teacher's blog.  Here's an idea for the new school year.

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Keep on truckin': Jordan on new ELT paradigm

Keep on truckin': Jordan on new ELT paradigm | TELT | Scoop.it

The rival view of ELT:

Standard English is one variety of English; it is not the subject taught.Texts (discourse) are the subject matter of EFL /ESL.SLA involves the socially-mediated development of interlanguage.A process syllabus is used. This focuses on how the language is to be learned. There’s no pre-selection or arrangement of items; objectives are determined by a process of negotiation between teacher and learners as a course evolves. The syllabus is thus internal to the learner, negotiated between learners and teacher as joint decision makers, and emphasises the process of learning rather than the subject matter.No coursebook is used.The teacher implements the evolving syllabus in consultation with the students.The students participate in decision-making about course objectives, content, activities and assessment.Assessment is in terms of low-stakes formative assessment whose purpose is “to act as a way of providing individual learners with feedback that helps them to improve in an ongoing cycle of teaching and learning” (Rea-Dickens, 2001).
Shona Whyte's insight:

Jordan places the ongoing coursebook-no coursebook debate in a wider theoretical and political context.

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