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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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 Linguistique appliquée et disciplinarisation: Histoire Épistémologie Langage, 2011.

 Linguistique appliquée et disciplinarisation: Histoire Épistémologie Langage, 2011. | TELT | Scoop.it
Open access to the special issue on the history of applied linguistics.
Shona Whyte's insight:
The introduction has a handy "petite chronologie (couramment admise)" of applied linguistics and a lot of the papers are in English, including one by Richard Smith on Palmer (http://www2.warwick.ac.uk/fac/soc/al/research/collections/elt_archive/). Also two in/on French by Léon and Berthet.
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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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Authentic tasks in maths education

Authentic tasks in maths education | TELT | Scoop.it

Harry Webb: "strategies that focus on motivation often miss the mark on all fronts. On the other hand, strategies that break complex tasks down into discrete skills and ensure that students master these before synthesizing them into more complex tasks; these not only deliver gains in basic skills, but gains in problem solving and the students’ self-concept."

Shona Whyte's insight:

Webb invokes research in cognitive psychology by Sweller and colleagues and Anderson and colleagues to support traditional teaching and practice of skills as opposed to ill-defined "authentic" tasks which do not necessarily encourage deeper engagement or processing.

 

I see connections with Whitehead's 3-stage model of learning: romantic, precision, and generalisation stages (http://wp.me/p28EmH-5s), and of course many links with strong and weak version of task-based language teaching.

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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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