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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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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 ...
Shona Whyte's insight:

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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Cognitive Science and SLA: Geoff Jordan

Cognitive Science and SLA: Geoff Jordan | TELT | Scoop.it
I recently had a discussion on the LinkedIn discussion board "ELT professionals Around the World" about Kurt Kohn where he elaborates on a social constructivist view of second language acquisition:...
Shona Whyte's insight:

I've been struck at conferences recently how today's move towards socio-constructivist and complex dynamic systems models to inform language teaching in some respects mirrors the UG/variationist debate of the 1990s.  In this informed, well-referenced and seemingly heartfelt reflection, Geoff Jordan takes the Kevin Gregg role.

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Who Needs Applied Linguistics? Wilson, TESL-EJ 1996

Who Needs Applied Linguistics? Wilson, TESL-EJ 1996 | TELT | Scoop.it

Wilson: "a perceivable gap exists between theory and practice in language teaching which is not so prominent in other professions. Teachers prefer to rely on 'practical experience' as the impetus behind pedagogic convictions. Applied linguists and their hypotheses are regarded as overtheoretical cat's cradles. Do teachers need to study applied linguistics?"

Shona Whyte's insight:

Some really thought-provoking discussion about practice vs theory in language teaching and research:

 

"The fact that human languages are so amorphous in their 'lebenswelt' is not readily appreciated by critics of applied linguistics.

Joining the public, they would prefer language teaching (along with languages) to be a compact activity which can be studied and comprehended as a componential system, resembling say, an exploded diagram from a car maintenance manual. Such notions represent more suspect notions about what language teaching should be (which ought to be dispelled in the first year of any course in TEFL or applied linguistics). Nevertheless, such critics would prefer to envisage languages and learners as essentially machine-like with vocabulary and grammar rules which govern their expressive acts. It takes a long time to convince them that human communication does not work that way. It takes even longer to convince them they should read extensively about how it might. Thus the thoughtful language teacher confronts popular conceptions which seek to oversimplify a complex task. This situation is neither appreciated nor imagined by the inhabitants of the ivory tower of applied linguistics."

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