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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Challenges of introducing/using CLT in Serbian public schools: Ljiljana Havran

Challenges of introducing/using CLT in Serbian public schools: Ljiljana Havran | TELT | Scoop.it
“The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man.” George Bernard Shaw...
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My pre-service EFL teachers in France return from teaching placements in French high schools with similar questions and doubts about communicative versus traditional grammar-oriented instruction.  A nice example of perseverance in making actual classroom practice fit with inner convictions.

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How to use a coursebook and deal with emergent language: Rachel Roberts, 2011

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3-page article on exploiting coursebooks for spontaneous interaction and emergent language including pertinent quotes from ELT authors and a number of ideas for the classroom.

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Methods | frenchteacher.net

Approaches to second language teaching

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Quick and dirty guide to 20th century second language teaching methods from Steve Smith.

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English Language Teaching Resources

English Language Teaching Resources | TELT | Scoop.it
English Language Teaching Resources, by Phil Chappell: Daily news from the International ELT Twitter community...
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The Pedagogies in Game Based Learning: A Case Study of Teacher Attitudes & Perceptions | AvatarGeneration

The Pedagogies in Game Based Learning: A Case Study of Teacher Attitudes & Perceptions | AvatarGeneration | TELT | Scoop.it
Shona Whyte:

This looks interesting:

AvatarGenerations' Editor built a Serious Game using a platform called ThinkingWorlds to showcase the pedagogies in games and to investigate how teacher attitudes and perceptions changed before and after playing the game. The objective of the game was to provide a tailored contextual experience in a school environment that would have a positive affect on preconceptions, and change negative attitudes towards the role of serious games in the classroom. The game was designed to allow teachers to experience a range of educational activities, each built upon a clear and established pedagogy:   Gagné’s (1985) ‘Nine Events of Instruction’, Mayer’s (2002) cognitive theory of multimedia learning, Lave and Wenger’s situational learning theory (Lave and Wenger 1991), Kolb (1984) experiential learning theory and Skinner’s (1954) operant conditioning theory. 

The game was designed using a role-playing strategy to allow the user to become embodied in a virtual environment and identify with objects and characters. The player assumes the role of a new teacher on the first day of school and the principal “Principal Daily” assigns “Mr. Rooney” (the player) tasks and challenges that he must complete before the day is over. At the end of each level, the player is given information on the pedagogy embedded in the game level and when all tasks are finished, “Principal Daily” requests a short reflective report on the player’s experience.
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Diane Larsen-Freeman: From Unity to Diversity…to Diversity within Unity

Diane Larsen-Freeman: From Unity to Diversity…to Diversity within Unity | TELT | Scoop.it

Shona Whyte:
An article in the US State Departement's English Teaching Forum (Vol. 50, 2012) by distinguished linguist and teacher educator Diane Larsen-Freeman which updates her 1987 state-of-the-art paper on 25 years of language teaching methodology by examining what the subsequent 25 years of research into language teaching have brought.

Regarding teacher education and teaching methods, she has this to say:

"It has been said that language teaching is in a “post-method” phase (Kumaravadivelu
2006). However, I think that not only is the term “method” in language teaching and language teacher education firmly established, but I also believe that teachers need knowledge of various methods. Methods are not intact packages of teaching practices imposed from above, but rather are coherent sets of thinking-in-action links available for teachers to interact with and learn from. Such investigations are vital to language teaching and to teachers’ defining their own sense of plausibility. When methods are seen as sets of coherent principles that link to practice, they help act as a foil whereby teachers can clarify their own pedagogical principles. They also contribute to a professional discourse in which we all may engage (Freeman 1991); they challenge
teachers to think in new ways; and they provide associated techniques with which teachers can experiment to come to new understandings (Larsen-Freeman and Anderson 2011)."

The 2012 article is available http://exchanges.state.gov/englishteaching/forum/archives/docs/12-50-2/50_2_5_reflectionspp21-27.pdf

And for those interested in the historical perspective, the 1987 one is here http://exchanges.state.gov/englishteaching/forum/archives/docs/12-50-2/50_2_6_larsen-freeman-pp28-38.pdf

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SLA authors: key works

SLA authors: key works | TELT | Scoop.it

Shona Whyte:

An interesting list of the great and the good in second language acquisition with some of their key publications.

 

A generally US-oriented and English speaking selection including established researchers and methodologists in the field.

 

Looks like a one-post blog by David Deiby ... photo @VictoriaB52

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Creative Educator - Writing a Great Authentic Task

Creative Educator - Writing a Great Authentic Task | TELT | Scoop.it

Melinda Kolk: "Authentic tasks provide another strategy to engage students, meet learning goals, and measure student understanding."

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CLT and why it isn't

CLT and why it isn't | TELT | Scoop.it

Discussion of Communicative Language Teaching (Peter Medgyes, Geoff Thompson, Scott Thornbury, Stephen Bax and more), no longer cutting-edge but still worth a look, perhaps particulary for practitioners of TENOR (Teaching English for No Obvious Reason).

 

[http://www.flickr.com/photos/thomashawk/6776473727/]

 

 

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Sandra Savignon on CLT (2009 talk)

Sandra Savignon on CLT (2009 talk) | TELT | Scoop.it

Anderson Language Technology Center (ALTEC) has archived a video of an hour-long 2009 talk by Sandra Savignon on communicative language teaching.

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Live lesson: dogme | Luke Meddings

Live lesson: dogme | Luke Meddings | TELT | Scoop.it

I just watched a 25 minute demo lesson of the "dogme" or "unplugged" approach by Luke Meddings, my first taste of this new movement in EFL circles. Leaving aside the irony of my access to this lesson (watching streaming video on an iPad from a link shared on Twitter), I am struck by

 

1. Similarities with 1980s Krashen-style communicative language teaching: a loose, topic-based lesson plan, little focus on form

 

2. The fact that an IWB in place of a paper flipboard would not have hurt: better visibility for learners, sharing of responses, copying/adapting repeated strings, and saving for review or future classes, a key element of the method

(More on that from Graham Stanley http://blog-efl.blogspot.com/2011/07/looking-back-on-2011dogme-elt.html and Meddings http://lukemeddings.posterous.com/passions-and-positions)

 

3. The suitability of the method for older, more proficient learners and experienced, highly proficient teachers with small class sizes

 

4. The technical challenges of making classroom recordings and editing such videos - it's hard to get good quality footage without disrupting classroom interaction, and editing out learner-learner interaction makes the lesson look more teacher-centred and teacher-led.

 

MORE READING

http://groups.yahoo.com/group/dogme/

http://scottthornbury.wordpress.com/2010/02/28/d-is-for-dogme/

http://en.wikipedia.org/wiki/Dogme_language_teaching

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The English Verb Tense System: a dynamic presentation using the Cuisenaire Rods - Glenys Hanson

The English Verb Tense System: a dynamic presentation using the Cuisenaire Rods - Glenys Hanson | TELT | Scoop.it

Glenys Hanson gives a detailed account of her teaching of English tenses to French adult learners based on Gattegno's Silent Way

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Tacking the L in SLA: Geoff Jordan

Tacking the L in SLA: Geoff Jordan | TELT | Scoop.it
After the fun of the Eleven Questions, here are my suggestion for serious ones. 1. Does a theory of SLA need a property theory? In other words: In order to give a full explanation of  SLA, must we ...
Shona Whyte's insight:

Jordan's view of what matters, what should be pursued and what can be safely ignored in second language teaching and learning.

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Language teaching videos: Touring a French City

"The video library excerpts capture the range of foreign language teaching practices shown in the collection. You will see students in elementary, middle, and high school classrooms studying eight different languages. You'll see the students communicating with one another and with their teacher, learning culturally rich content, making connections to other disciplines, comparing cultures, and using the language in real-life contexts."

Shona Whyte's insight:

The Annenberg Foundation has this series of edited classroom videos showing examples of activities taught in second language classrooms with learner and teacher commentaries.  For professional development, there are also questions to guide teachers in their analysis of the examples (French, German, Spanish, Italian, Japanese, Latin, Russian).

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Stephen Krashen interview: British Council Turkey (Dec 2012)

British Council is proud to present an interview with Professor Stephen Krashen. Professor Krashen was kind enough to speak to us on camera during his visit to Istanbul…
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Foreign Language Teaching Methods: Technology

Foreign Language Teaching Methods: Technology | TELT | Scoop.it

"Professional development modules for foreign language instruction at the high-school and college levels."

 

Shona Whyte:

Orlando Kelm of the University of Texas presents a four-lesson module for foreign language teaching training on technology in the FL classroom.  The four lessons involve:

 

1 Time on Task
Presents how technology can aid in the learning of foreign languages by providing learners with increased time on task.

 

2 Context
Explores how the effective use of technology has the potential of creating a context for language learning situations.

 

3 Chunks and Scripts
Demonstrates how technology can play a role in providing learners with the "chunks" and "scripts" that people use in actual speech.

 

4 Input vs. Intake
Discusses how technology can provide learners with increased exposure to a foreign language, but more importantly, it can also serve to increase a learner's conscious awareness of what is heard.

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Learning and Teaching Foreign Languages | Portail UOH

Learning and Teaching Foreign Languages | Portail UOH | TELT | Scoop.it

Four approaches to teaching and learning languages are presented first in terms of general learning and then with respect to language-specific theories. The resource is relevant to undergraduate and graduate students of foreign languages and/or linguistics and may be used in pre- or in-service training of language teachers at all levels (primary, secondary, university). Major figures and key concepts are presented for each theory, and learning activities are proposed throughout, including illustrations from the second language classroom. Comprehension of the material can be checked via quizzes and reflective activities, and a timeline affords a chronological overview of the resource.

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“Flipped” foreign language classrooms

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The more I hear about the flipped classroom, the more I think "this is what we've been doing in language teaching for years."

 

Or at least this is what communicative and task-based approaches aimed to do to grammar-oriented language classes.

 

Judging from this article by Pedro Maligo of the Department of Modern and Classical Languages at Columbus State University, I am not alone in these views.


Via Yuly Asencion
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Foreign Language Teaching Methods: University of Texas at Austin

Foreign Language Teaching Methods: University of Texas at Austin | TELT | Scoop.it
"Professional development modules for foreign language instruction at the high-school and college levels."

Excellent resources for teacher training, including lecture material, classroom illustrations, and references for further study. See Carl Blyth on communicative teaching or Elaine Horowitz on motivation.
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Communicative Language Teaching (pdf document)

Communicative Language Teaching (pdf document) | TELT | Scoop.it

"A powerpoint presentation of Communicative Language Teaching. This includes the Historical, philosophical, and theological background of CLT along with the learner & teacher roles, CLT activities, and materials."

 

Get the whole picture in 71 clicks (from "Chelly," 2009, can't track the author).

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frenchteacher: Key developments in language teaching

An arguable list of sea changes in language teaching from Steve Smith, MFL teacher in the UK
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T is for Task-based Learning

T is for Task-based Learning | TELT | Scoop.it
Scott Thornbury says "If task-based teaching is so fundamentally unstable, why not opt, instead, for maximising those features of the classroom ecology that really do have strong and predictable effects, i.e. granting learners some control of the agenda?  Where learners have some ownership of, and investment in,  their language learning  program, the fact that it’s task-based, or text-based, or even grammar-based, is of relatively little consequence."
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Six things all language teachers should know about tasks

Six things all language teachers should know about tasks | TELT | Scoop.it

A guest post at Six Things by language educationalist Marcos Benevides on task-based learning: when is a task not a task?

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