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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Pairing learners in pair work activity - Storch, N. and Aldosari, A. (2013)

Storch, N. and Aldosari, A. (2013). 'Pairing learners in pair work activity'. Language Teaching Research. 17/1. 31-48. Further details: http://www.tesolacade...
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Set up pair and group work

Set up pair and group work | TELT | Scoop.it
One way of encouraging effective interaction for learning is by using information gap activities.
Shona Whyte's insight:

Example of a high school EFL CLIL class in Germany, where pupils are grouped in one of five sub-topics, then re-grouped to share their expertise using a diagram to map information and a record answers to "why" and "how" questions.  Neat example of creating a need to exchange information and a structure in which to record it.

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Using group work in large classes | TeachingEnglish (British Council | BBC)

Using group work in large classes | TeachingEnglish (British Council | BBC) | TELT | Scoop.it

"In this programme we look at a reality many teachers face: very large classes – and using group work as a technique to get everyone working actively. We hear from teachers on how they use group work and look at techniques for managing large classes. How do you feel about teaching large classes?"

 

Programme Summary: Large classes are a reality for many teachers around the world – especially in the state sector. If we want to develop our students’ fluency and ability to communicate in English then using group work will help. If set up carefully, it will give all the students a chance to participate and practise. The teacher’s role changes during group work. While the students work in groups the teacher moves away from the front of the class and quietly monitors. During this part of the lesson, you are giving more responsibility to your students and there are many rewards. Group work can be highly motivating for students. They participate and are active and we can
draw on our students’ own knowledge and experience. As Mirany says, ‘Dynamism springs from the group’


Via Phil Chappell
Shona Whyte's insight:

15 minute audio recording with 2-page teacher support worksheet - excellent training resource. (2011)

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Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom

Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom | TELT | Scoop.it


This is an interesting study by Chris Carl Hale, a teacher in the MA TESOL program at Teachers College Columbia in Tokyo.  It takes a conversational analysis perspective on a pairwork speaking/writing activity.  A close analysis of one pair's interaction with each other and the teacher reveals how the process of bringing the assigned task to an outwardly successful conclusion - the students handed in the required work - actually concealed a power struggle which ultimately had a lasting demotivating effect on one of the students.

 

Since the paper is from a research collection, there are no recommendations for the teacher, but we might suggest that teachers need to be aware of the face-threatening aspects of collaboration in a second language and try to minimise the risks for all learners.


Via Phil Chappell
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