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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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'Teacher, I have question.'

'Teacher, I have question.' | TELT | Scoop.it
Every five weeks or so, tutors are required to write a report for each of their tutees. These (the reports, I mean) are a royal pain in the arse, especially as summer approaches, classes get bigger and the name-to-face problem gets tougher.
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Tist Eyelets preparation and other ELT problems.  Hilarious.

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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

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ELT bloggers: selected blog posts

ELT bloggers: selected blog posts | TELT | Scoop.it

"Some blog posts from 2013 I have been thinking about for a while" from Michael Griffin

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Reflections from EFL/ESL teachers

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SAMR: Substitution, Argumentation => Modification => Redefinition

SAMR: Substitution, Argumentation => Modification => Redefinition | TELT | Scoop.it

Education 3.0 - moving on from Education 1.0 and Education 2.0.  Jackie Gerstein, User Generated Education

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I'm not sure I'm ready for 3.0, though there are a lot of concrete examples here.

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Webinar on Web 2.0 for language teaching and professional development

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Marie-Hélène Fasquel, Mon 17 Feb, 19h

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English needs of young European adults: research survey, Newcastle

English needs of young European adults: research survey, Newcastle | TELT | Scoop.it

This research project aims to provide a broad summary of current student and teacher perceptions of the contemporary English language needs of young adults in Europe, and the implications of this for ELT.

If you are an English language teacher (i.e., ELT / TESOL) working in Europe, you can help by completing a short questionnaire which should take you approximately twenty minutes. Find out more >>

If you are a young adult (18-24 years old) English language learner in Europe, and/or a young adult in Europe who uses English as a second, additional or foreign language, or as an international Lingua Franca, you can help by completing a short questionnaire which should take you approximately twenty minutes. Find out more >>

Shona Whyte's insight:

Graham Hall of Northumbria University is circulating this survey to English language teachers and learners in Europe.

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The FLTmag

The FLTmag | TELT | Scoop.it

A magazine on technology integration in the world language classroom 

Shona Whyte's insight:

Looks like they're adding content every month - see November and December additions.

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Research in English as a lingua franca: Jenkins, Cogo & Dewey, 2011

Shona Whyte's insight:

Some quotes:

- "native English pronunciation is not optimum in ELF communication contexts."  

- ELF refers to "an additionally acquired language system which serves as a common means of communication for speakers of different first languages" (this definition includes native speakers of English; VOICE, Seidelhofer).  

- ELF users "are not the ‘failed native speakers’ of EFL, but – more often – highly skilled communicators who make use of their multilingual resources in ways not available to monolingual NSEs, and who are found to prioritize successful communication over narrow notions of ‘correctness’ in ways that NSEs, with their stronger attachment to their native English, may find more challenging." 

- Jenkins research showed "certain English pronunciation features (essentially consonant sounds apart from the dental fricatives /T/ and /D/, initial consonant clusters, vowel length distinctions, and nuclear stress) contributed significantly to intelligibility in the ELF interactions being studied. On the other hand, they showed that certain other features (e.g. weak forms, elisions, assimilations) did not appear to contribute to intelligibility in these interactions and may

even have detracted from it"

- call for awareness raising and action research

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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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SLA Theories: Input Interaction Output

A Mini lecture on some interactionist and social theories of 2nd language learning. Theories covered include Long's Interaction Hypothesis Swain's Output Hyp...
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30 minutes on the interaction hypothesis by Frank Tuzi, Nyack College. Via Geoff Jordan http://canlloparot.wordpress.com/resourses/video/

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Writing: Geoff Jordan on aplinglink

Writing: Geoff Jordan on aplinglink | TELT | Scoop.it

"Research into the writing process (see Silva and Matsuda, 2002 for a review) has highlighted some significant differences between weak and able writers."

Shona Whyte's insight:

Nice review of second language writing research with classroom implications and reference list.

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ELTchat Podcast

ELTchat Podcast | TELT | Scoop.it
The ELTchat podcast contains all the latest news from the world of English Language Teaching.
Shona Whyte's insight:

June podcast contributors include Paul Braddock on the flipped classroom and Cecilia Lemos on oral correction.

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Integrating Pronunciation in ESL/EFL Classrooms

Integrating Pronunciation in ESL/EFL Classrooms | TELT | Scoop.it

Levis & Grant article in TESOL Journal


Via Juergen Wagner
Shona Whyte's insight:

An older article, but still very relevant: clear principles for integrating pronunciation teaching into communicative oral classes, and numerous examples of activities.

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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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Newsletter: European Centre for Modern Languages (ECML)

Newsletter: European Centre for Modern Languages (ECML) | TELT | Scoop.it
European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)
Shona Whyte's insight:

Edition no. 21 - March 2014

Sarah Breslin

Executive Director of the ECML


Conference of the Committee of Ministers under the Austrian Chairmanship of the Council of Europe: registration open until 7 March

 For further details on the event and how to get involved, please visit our website: http://www.ecml.at/conference. We look forward to you joining us!

 

International Conference "Crossing continents: EPOSTL around the world" (ECML, Graz, Austria, 18-19 February 2014)

 

Upcoming workshops
“ECML publications for plurilingual and intercultural education in use” 
(PIU) (Graz, 26-28 March 2014)

“Involving parents in plurilingual and intercultural education” 
(CARAP for parents) (Graz, 28-30 April 2014)


ECML-EU cooperation agreement 2013-2014 on innovative methodologies and assessment in language learning
Two initiatives are carried out within the framework of a cooperation agreement between the European Centre for Modern Languages and the European Commission, entitled "Innovative methodologies and assessment in language learning". 

 

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Are these communicative language teaching activities?

Are these communicative language teaching activities? | TELT | Scoop.it

ELT blogger teaching in Japan Kevin Stein wonders which of the classroom activities he describes may be considered communicative.

Shona Whyte's insight:

See comments for criteria and discussion of CLT

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Vocabulary learning in pair versus small group work: Fernández Dobao, 2014

Learners working in groups of four produced more lexical LREs [Language Related Episodes, i.e., discussions of vocabulary] than those workings in pairs and were also significantly more successful at solving them.

 

The qualitative analysis of the LREs showed that groups were more likely to achieve a correct solution to their problems because they shared more lexical knowledge, since up to four different learners could pool their individual knowledge and resources to solve each problem.

 

Although a larger number of participants represents more resources, it also means fewer opportunities to speak. […] LREs were relatively often solved by two or three of the members of the group while the others participated as observers. However, this did not have a significant impact on learners’ rate of retention of the lexical knowledge co-constructed in the LRE […O]n average, learners working in small groups were as likely to retain the lexical items discussed in their interaction as those working in pairs.

 

Since groups produced significantly more lexical LREs than pairs and, in particular, more correctly resolved LREs, this means that overall small group interaction resulted in more instances of L2 vocabulary learning than pair interaction. 

Shona Whyte's insight:

Very interesting, carefully controlled large-scale study of US undergraduate anglophone learners of Spanish with a (rare) practical implication for the second language classroom: prefer small group work over group work because pooled resources lead to more learning for all.  [Thanks to the author for sharing]

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Different approaches to writing: Reflecting on feedback

Different approaches to writing: Reflecting on feedback | TELT | Scoop.it

ELT blogger Alex Grevett on a recent EFL writing course.

Shona Whyte's insight:

Details of teaching activities for writing, a review of course feedback from students, and some reflection on the process.

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European Profiling Grid

European Profiling Grid | TELT | Scoop.it

The European Profiling Grid (EPG) is an innovative instrument, the main purpose of which is to provide language teachers, teacher-trainers and managers with a reliable means of outlining current competences
and enhancing professionalism in language education. The ultimate aim is to increase the quality and efficiency of the training and professional development of language teachers.

Shona Whyte's insight:

Is this going to be useful, or just one more form to fill out/beat yourself up over?

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Michael Swan: interview by Darren Elliott

Michael Swan: interview by Darren Elliott | TELT | Scoop.it
An Interview with Michael Swan from darren elliott on Vimeo. I was very happy to speak to Michael Swan at the JALT conference in Nagoya in November 2010, and now you can listen to what he had to sa...
Shona Whyte's insight:

Swan: teachers should calculate the most effective use of teaching time available, and avoid overemphasising grammar to the detriment of other areas (vocabulary, fluency).

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ELTA Journal Volume 1 No 1 Dec 2013 | ELTA JOURNAL

ELTA Journal Volume 1 No 1 Dec 2013 | ELTA JOURNAL | TELT | Scoop.it

Table of contents:

 

III Addressing Diversity and Equality in the Field of Early Childhood Education

IV From Teachers to Learners

V Effects of Learner-Generated Illustrations on Comprehension and Recall of…

VI Making a school magazine and a video blog in English

VII Developing Critical Thinking in the English Language classroom

VIII Enhancing General ELT by Applying ESP – the Language of Marketing

 IX Focus on the Primary Language Teacher A Study within a Greek context

 
Shona Whyte's insight:

New ELT journal edited by Marija Ivanović of the Serbian English Language Teachers Association http://eltajournal.org.rs/editorial-team/

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Pronunciation teacher: Tom Randolph

Shona Whyte's insight:

Different techniques for teaching pronunciation and addressing learners' problems in this area.

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Key Concepts in ELT: ELT Journal

Key Concepts in ELT: ELT Journal | TELT | Scoop.it

'Key Concepts in ELT' is a feature of the Journal that aims to assist readers to develop an appreciation of central ideas in ELT, and to approach the content of articles from a perspective informed by current debate on aspects of theory and practice.

 

The list given below is an up-to-date guide to all 'Key Concepts' that have been published in the Journal. The list contains links to the original articles, which are available to download free of charge (PDF file).

Shona Whyte's insight:

Updated list of short (2-3 page) articles on topic in language learning and teaching (scaffolding, focus on form, task-based language teaching, observation).  From 1993 to 2011, most free to download in PDF format, a few still paywalled.

 

I use them in initial teacher training, and in courses on second language acquisition.

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Key issues for SLA and language teaching by Vivian Cook

Key issues for SLA and language teaching by Vivian Cook | TELT | Scoop.it
Key issues in SLA and language teaching by Vivian Cook
Shona Whyte's insight:

Lots of interesting and accessible arguments about acquisition and pedagogy with wide-ranging references from a key figure in the field.

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aplinglink: Geoff Jordan on applied linguistics

aplinglink: Geoff Jordan on applied linguistics | TELT | Scoop.it
For those doing postgraduate work in Applied Linguistics
Different sections on topics such as SLA (Jordan published a 2004 book on SLA theory), links to sites and videos on relevant research, references for theory and teaching, and advice on writing a thesis.
Shona Whyte's insight:
Accessible and lively presentations suitable for graduate students and beyond; forthright and occasionally hilarious annotated reference list.
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