TELT
55.3K views | +19 today
Follow
TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
Your new post is loading...
Your new post is loading...
Scooped by Shona Whyte
Scoop.it!

Bologna Oct 2017 — International Association for Dialogue Analysis (IADA) Conference

Bologna Oct 2017 — International Association for Dialogue Analysis (IADA) Conference | TELT | Scoop.it
The 2017 International Association for Dialogue Analysis conference (Bologna, October 11th-14th, 2017) welcomes empirical and methodological extended abstracts and full papers from different disciplinary perspectives that focus on dialogue and interaction as carriers of, and tools for culture, social organization, moral horizons, identities and change. The notion of action is at the core of the conference main theme: the contributors are asked to focus on dialogue and social interaction as - at the same time - presupposing and producing the crucial dimensions of the world we live in. Theoretical papers are more than welcome insofar as they provide some empirical illustration of the paper’s theoretical point(s). 
Shona Whyte's insight:
Sub-theme including L2 interaction, CMC and classroom talk
more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Multimodal analysis of MFL board game: Konzett 2015

This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation . In their interaction, the students orient to the institutional context of this activity as a language learning exercise by adhering to the rules of the game and by diligently attending to the production of g rammatically correct verb forms. One rule of the game states that the students must decide as a group if the verb form s produced are correct or not. As a consequence, there are recurring ‘assessment moments’ in the game, at which the students are required to make a joint decision over the correctness of the grammatical form. As the data shows, the students manage to achieve this int eractional task , taking great care to avoid potential epistemic status incongruences within the group . They do this by exploit ing a fine - tuned and economically applied repertoire of multimodal resources , including the ritual of the board game and , crucially, the use of the dice . Th e latter turns out to be an extremely versatile tool used to complete interactional sequences, manage turn transition, ratify moves in the game and accomplish peer - assessment.
Shona Whyte's insight:
Interesting microanalysis of group interaction showing how board game for grammar practice in French FL class can allow potentially face-threatening peer feedback among teenage learners to occur smoothly and easily.
more...
Rasika Dayarathna's curator insight, March 28, 2016 12:08 AM
Interesting microanalysis of group interaction showing how board game for grammar practice in French FL class can allow potentially face-threatening peer feedback among teenage learners to occur smoothly and easily.
Scooped by Shona Whyte
Scoop.it!

Interaction in Language Development throughout the Lifespan (LaDeLi) : Workshop, April 2016

Interaction in Language Development throughout the Lifespan (LaDeLi) : Workshop, April 2016 | TELT | Scoop.it
The University of Essex: information about departments, services and academic and social life at the University.
Shona Whyte's insight:

Looks interesting: Rosamund Mitchell, Alison Wray, Annick de Houwer

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Assessing oral communication: Ockey & Li, 2015

Assessing oral communication: Ockey & Li, 2015 | TELT | Scoop.it
The assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular.
Shona Whyte's insight:

Overview of 5 types of assessment: oral proficiency interview, pair/group discussion, simulated task, integrated task and elicited imitation.

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

HUMAN social interaction and applied linguistics conference in Turkey

HUMAN social interaction and applied linguistics conference in Turkey | TELT | Scoop.it
    Simona Pekarek-Doehler

University of Neuchâtel        

 

Johannes Wagner

University of Southern Denmark          

 

Numa Markee

University of Illinois Urbana Champaign

Shona Whyte's insight:

Ankara in September

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

ICIP2014

ICIP2014 | TELT | Scoop.it

The International conference Interactional Competences in Institutional Practices is intended to convene the state of the art in research on interactional competences within institutional contexts (professional interactions; teaching-learning interactions in school and/or in the workplace; professional-non professional interactions). The conference will be held at the University of Neuchâtel in Neuchâtel, Switzerland, from November 21 through November 22 2014.

Shona Whyte's insight:

Plenaries include Janet Holmes and Richard Young.

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Second language interaction at the IWB: AILA paper

Second language interaction at the IWB: AILA paper | TELT | Scoop.it

This paper investigates second language interaction at the interactive whiteboard (IWB). Video-recorded lessons of eleven French and German teachers of EFL were analysed for use of IWB features but also language interaction, using a 4-level scale (drill, display, simulation and communication) to capture learners’ opportunities to use English.

Shona Whyte's insight:

Tweaking our slides for our AILA presentation next week.  Euline will be giving our paper; she says it's the only IWB presentation.

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Willingness to Communicate: Hayo Reinders

[My summary]: Teachers should encourage learners to feel free to try and use the language as much as possible.  Researchers use the term "willingness to communicate" to refer to learners' readiness to engage in oral communication inside or outside the classroom. Output - producing the target language - is vital for learners to develop proficiency and its value for learning is undisputed.


Two contrasting problems may arise in the classroom - either learners do not participate due to lack of opportunity, for example, or they are pushed to participate without sufficient support.  Reinders recommends teachers try to:

1. reduce anxiety levels (avoid focusing on accuracy/correcting errors)

2. encourage group cohesiveness

3. find relevant and interesting topics 

4. explore alternatives to face-to-face communication (text chat, digital games).

Shona Whyte's insight:

And a couple of WTC references: Hashimoto, MacIntyre

http://www.hawaii.edu/sls/sls/wp-content/uploads/2011/06/Hashimoto.pdf

http://www.uoc.edu/portal/ca/catedra_multilinguisme/_resources/documents/Barcelona_paper_for_UOC_Conference.pdf

more...
No comment yet.
Rescooped by Shona Whyte from Group work and interaction in language learning classrooms
Scoop.it!

Analysing interaction in second language classroom Leo van Lier

1984 ELT article which tackles turn-taking, learner-initiation, and repair with classroom illustrations in the form of  excerpts from transcripts. 


Via Phil Chappell
Shona Whyte's insight:

The article concludes with recommendations for teachers wishing to transcribe and learn from interactional patterns in second language classrooms.

more...
Phil Chappell's curator insight, October 21, 2013 5:50 PM

One of recently deceased Leo van Lier's classic papers for teachers on classroom talk in interaction.

Scooped by Shona Whyte
Scoop.it!

L'interaction et l'interactivité : Mangenot 2010

Shona Whyte's insight:

Conclusion: "Si l’on veut mêler interactivité et interaction en exploitant Internet, il convient de trouver sur la Toile des supports lesplus interactifs possibles, d’inventer des tâches qui exploitent bien ces supports (notamment par le lien entre supportet production demandée, comme on l’a vu dans les deux tâches présentées) et enfin de concevoir un scénario decommunication suscitant des interactions diverses et variées, tant à l’intérieur du groupe-classe qu’éventuellementaussi avec le monde extérieur. "

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

L'interaction en langue cible au TBI | itilt.eu

L'interaction en langue cible au TBI | itilt.eu | TELT | Scoop.it

"L'approche communicative, orientée plus vers le sens que vers la forme des mots, et l'approche actionnelle, ou apprentissage par la tâche, sous-tendent l'enseignement des langues secondes à l'heure actuelle.  Il est donc utile de voir des exemples d'activités de classe où le TBI est utilisé pour étayer la communication spontanée dans des contextes authentiques.  Cependant, ce type de communication n'est ni possible ni souhaitable à tous les stades d'acquisition et dans toutes les phases d'une séance ou séquence d'enseignement.  Dans les exemples qui suivent, nous observons l'usage du TBI dans de différents types d'interactions qui vont d'un entraînement à l'utilisation d'éléments linguistiques hors contexte communicatif, en passant par des activités plus ouvertes, pour arriver à une vraie communication en langue cible." 

Shona Whyte's insight:

Des exemples de pratique de classe de langue au TBI qui montrent des niveaux d'interaction variés, allant de l'écouter-répéter du modèle comportementaliste à la communication authentique de Krashen et des constructivistes.

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Interaction in the target language at the IWB | itilt.eu

Interaction in the target language at the IWB | itilt.eu | TELT | Scoop.it

When we discuss the use of interactive whiteboards in education, we often assume that the mere use of interactive technologies will ensure that classroom teaching and learning will also become somehow "interactive." This might mean physical activity on the part of learners - as in Dewey and Bruner's learning by doing, or Asher's Total Physical Response - but in the second language classroom, we more naturally think of interaction in the target language.  So we might expect that using an interactive whiteboard should promote interaction in terms of communication between the teacher and learners, and among learners.

 

Communicative language teaching (CLT), involving meaningful use of language, and task-based language teaching (TBLT) are, of course, the main current approaches to second language teaching and learning, and so it is helpful to see examples of classroom activities where the IWB is used to support spontaneous, unplanned communication in authentic contexts.  However, this type of communication is not always possible or indeed desirable at all stages of proficiency and in all phases of a lesson or longer teaching unit.  In the following examples, we can see the IWB being used to support different types of language interaction, from the practice of decontextualised language elements in order to focus on pronunciation or grammar, through more open-ended activities, to genuine communication in the target language.

more...
Shona Whyte's curator insight, April 12, 2013 6:11 AM

Pistes pour l'exploitation du site iTILT en formation.

Rescooped by Shona Whyte from Group work and interaction in language learning classrooms
Scoop.it!

Repertoire of teaching talk: rote, exposition, dialogue

Repertoire of teaching talk: rote, exposition, dialogue | TELT | Scoop.it

Shona Whyte:

Interesting presentation and discussion of different types of teacher contributions to classroom interaction by Phil Chapell using Alexander’s repertoire of teaching talk (2008).


Via Phil Chappell
more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Scénarios pédagogiques et interactions en ligne
François Mangenot, Elke Nissen 2016

CJLT/RCAT numéro spécial


Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

Marco Cappellini, Martine Eisenbeis, Annick Rivens Mompean


Le Net participatif, levier d’acquisition des littératies traditionnelles et des littératies numériques | The Use of the Participative Web as a Lever for the Acquisition of Literacy and Digital Literacies

Edna Castello


Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Carmenne Kalyaniwala-Thapliyal


Être indigène numérique, utilisateur de Facebook et futur enseignant de FLE ou comment la scénarisation pédagogique chez les apprentis enseignants inhibe l'exploitation des fonctionnalités des outils | Being a Digital Native, a Facebook User and a Future Teacher of French: When the Design of Pedagogical Scenarios Curbs the Use of Tools’ Features

Anne-Laure Foucher, Hyeon Yun


Action et langage dans un monde virtuel utilisé à des fins de pratique de la langue | Action and Language in a Virtual World Used for Language Practice

Wenjun Tang

Shona Whyte's insight:
4 articles en français, 1 in English
more...
Scooped by Shona Whyte
Scoop.it!

L2 interactional competences: 2017 conference

L2 interactional competences: 2017 conference | TELT | Scoop.it
Under the heading ‘L2 interactional competences and practices in a second language’ (ICOP-L2), this conference brings together researchers from various horizons (e.g. linguistics, education, sociology) who investigate how people engage in second language talk-in-interaction: What are the basic ingredients of L2 interactional competence? How does such competence vary across situations and over time? How do L2 speakers use the linguistic resources at their disposal to accomplish social actions in coordination with others? How do linguistic and other resources (gaze, gesture, posture) work together in L2 talk? How does social interaction structure learning processes and learning products? How can L2 interactional competence and learning through interaction be addressed in educational contexts?  These are among the questions that will be tackled during the conference.
Shona Whyte's insight:
CfP May 2016
more...
Agra hotal's curator insight, March 10, 2016 11:34 AM
Book Now Hotel with cheap rate near Tajmahal on http://www.hotelatagra.com 
Scooped by Shona Whyte
Scoop.it!

Group work and interaction in language learning classrooms

Group work and interaction in language learning classrooms | TELT | Scoop.it
Interesting tidbits on interaction and small group learning in the second language classroom
Shona Whyte's insight:

Phil Chappell has a really nice collection of links to all sorts of information on group work for (English) language learning, including research articles (open access), video practice examples, reading references, and he's taken the time to explain why he selected each.  Great resource!

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

Classroom management - organising pairwork: Katherine Bilsborough

Classroom management - organising pairwork: Katherine Bilsborough | TELT | Scoop.it
Submitted 17 hours 11 min ago by Katherine Bilsb....This blog post is about why it’s important to think of the interaction patterns of our learners and suggests six stress-free ways of setting up pair work activities.Variety: the spice of life For...
Shona Whyte's insight:

How to get learners into pairs, and what to do when they've got there.

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

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...
more...
No comment yet.