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It's all very well in theory but... | Glasgow Online

Penny Ur's IATEFL 2012 talk on access to research for language teachers.  She concludes:

 

"The research literature is an important source
of professional knowledge.
It is increasingly accessible to the practitioner
through conferences and the Internet.
It should be read selectively and critically."

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Unicollaboration 2018: telecollaboration conference, Krakow, Poland

Unicollaboration 2018: telecollaboration conference, Krakow, Poland | TELT | Scoop.it
@makle1 I see the next #telecollaboration conference will be near you! https://t.co/bKxhQdICbN #oie @sensor63 will you come?
Via Teresa MacKinnon
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#unicollaboration #oie 
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Appel à contributions (Langues Modernes)  Les langues de spécialité aujourd’hui dans le secondaire et dans le supérieur

Appel à contributions (Langues Modernes)  Les langues de spécialité aujourd’hui dans le secondaire et dans le supérieur | TELT | Scoop.it
Date limite d'envoi des propositions le 15 novembre 2016.
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L2DL/AZCALL 2016: Digital Presentations

L2DL/AZCALL 2016: Digital Presentations | TELT | Scoop.it
Digital presentations will be online October 3 to 8, 2016, with opportunities for asynchronous and synchronous exchange with the authors during these days. Timing for synchronous chats will be announced by September 26. Abstracts for the following list of presentations will be available on individual pages a few days before the presentations are available. List of Digital Presentations…
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October 3-8 this fall.
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Social dynamics in OEP for languages: Alsic (19) | 2016

Open Educational Language Practices (Zourou)

What kind of social dynamics emerge in open educational practices (OEP) involving the learning of languages? What roles can OEP play in language learning contexts in which individual and collaborative learner trajectories move across learning practices? This collection of papers approaches these questions by offering theoretical insights and empirical evidence to the field of Open Education and Open Educational Resources (OER). The originality of the collection lies in its emphasis on the social dynamics that arise in open learning practice. Although open education advocates "give the battle" for openness (Weller, 2014), very little research is being conducted on the way social dynamics promote open practices, especially in the area of language education and multilingualism.

In this group of papers, we aim to fill this gap in research and discuss implications for practices by exploring the role played by social dynamics, consequences, and conditions for open learning expansion, by identifying challenges for researchers, teachers and learners, and in particular by critically examining language practices afforded to groups in open educational language practices.
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This issue now seems to be complete: new papers from Blyth & Dalola, and Thorne.
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Understanding Classroom Interaction: Rymes MOOC

Understanding Classroom Interaction: Rymes MOOC | TELT | Scoop.it
Students will learn about, critique, and practice methods for analyzing interaction in classrooms, developing tools to build more engaged, effective, and equitable classroom communication.
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Free online course - 5 weeks starting 15 Nov
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Join – UNICollaboration

Join – UNICollaboration | TELT | Scoop.it
Teaching and research in relation to university-level telecollaborative exchange
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Sign up as an individual or institutional member
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Teacher/Practitioner Research: Wyatt, Burns & Hanks 2016

There is growing interest in educational research conducted by teachers and other practitioners in learning environments. There is also a growing willingness among educators to discuss such research in environments that are open and online. However, for some of those engaging with such forms of inquiry in such online spaces, puzzles remain. For example, for it to count as ‘research’, does teacher/practitioner ‘research’ have to be shared? Can this happen in non-academic ways, and why is this beneficial? In what ways is teacher/practitioner research valuable in itself as an activity? What forms of such research are open to teachers, how are they similar and how do they differ? What are the defining characteristics of one of these forms, ‘exploratory practice’, and what does it look like in practice? What kinds of support are required so that teacher/practitioner research is a more viable activity for both teachers and their learners?

These were some of the questions raised in a recent online discussion involving teachers and academics from all over the world. It provided dialogic learning opportunities and encouraged a sharing of insights from educators working from different perspectives but united in the common cause of supporting deeply ethical, empowering teacher/practitioner research. This article represents the moderators’ reflective summary of the discussion, produced with a view to disseminating current ideas on this topic and stimulating further debate.

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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).
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Analyse des discours de spécialité: Lyon, juin 2017

Analyse des discours de spécialité: Lyon, juin 2017 | TELT | Scoop.it
« La néologie lexicale à travers les âges » organisé les 8, 9 et 10 juin 2017 par le Centre d’Etudes Linguistiques – EA 1663 de l’Université de Lyon (Jean Moulin Lyon 3)
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LSP call, Lyon, June 2017
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Teaching English to Young Learners: Supporting the Case for the Bilingual Native English Speaker Teacher

(2016). Teaching English to Young Learners: Supporting the Case for the Bilingual Native English Speaker Teacher. Classroom Discourse: Vol. 7, No. 3, pp. 221-238. doi: 10.1080/19463014.2016.1192050
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We will show that in the context of the young learner classroom, teachers who know the children’s L1 have a greater repertoire of teaching skills and so can provide more language learning opportunities for language learning. This reality, we believe, supports the case for employing bilingual teachers wherever possible for the young learner classroom.
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Munich 2017: Thinking, Doing, Learning 2017 - LMU Munich

Munich 2017: Thinking, Doing, Learning 2017 - LMU Munich | TELT | Scoop.it
Plenary speakers

Ellen Bialystok, Toronto
Marianne Gullberg, Lund
Gabriele Kasper, Honolulu
Hans-Jörg Schmid, Munich
Marjolijn Verspoor, Groningen
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Deadline extended to mid September
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XVII Congresso Internazionale AItLA – CALL FOR PAPERS

XVII Congresso Internazionale AItLA – CALL FOR PAPERS | TELT | Scoop.it

The Conference is open to contributions from the following areas of research:


Using second languages in the teaching of non-language subjects (CLIL, university foreign language teaching, foreign language training for job mobility etc.)


Using second languages in professional communication (linguistic and cultural mediation, company management, scientific, institutional and multimedia communication etc.)


Using second languages in technology (localization, assisted translation, automatic dialogue strategy adaption etc.)


Using second languages with people who have disabilities (hearing and vision impairment, dyslexia, Parkinson’s disease, mental or behavioural disorders etc.)


SCIENTIFIC COMMITTEE Anna De Meo, Bernardo Magnini, Margaret Rasulo, Patrizia Sorianello


ORGANIZING COMMITTEE Anna De Meo, Margaret Rasulo, Lucia di Pace, Rossella Pannain, Domenico Proietti, Raffaele Spiezia


Conference proposals can be either individual papers or poster sessions, which will undergo a selection process by the Scientific Committee. The Conference will also host a number of invited keynote speakers. Individual paper proposals will have a 20-minute presentation session followed by a 10-minute open discussion. Each poster proposal will have a 5-minute plenary session followed by a more detailed discussion to be held in a designated poster area.

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Call extended until 30 September
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CONV.

CONV. | TELT | Scoop.it
Quickly convert YouTube video to MP3, GIF or MP4.
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Make mp3 or mp4 files from online video
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Nacho Herrero's curator insight, August 19, 6:01 PM
Una manera más y muy fácil de descargar música de youtube.
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CALICO 2017 - Multilingualism and digital literacies

CALICO 2017 - Multilingualism and digital literacies | TELT | Scoop.it
Proposals may explore the conference theme or address any area of technology pertaining to language learning and teaching. Presentations may be in either traditional or practitioner research styles, grounded in theory and/or methodology, covering topics in language acquisition and integration of software and technology into the learning environment. A formal paper need not accompany a presentation at the conference. However, presenters are encouraged to submit a formal paper for review to the CALICO Journal, on the same topic (or any other). The proposal and its guidelines will require the following information: title, type of presentation, 100-word abstract, 300-word description, presenter/co-presenter contact information, and technology needs.Click here to edit the content
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Teachers engaging in research: IATEFL Research SIG publication

The complexity of teachers’ work is increasingly being realized, together with its importance for practitioners. While trying to overcome potential practical challenges they might face when presenting input and managing activities and tasks, teachers also monitor the learning process through feedback and sustain social interaction. Moreover, teachers usually work with a variety of learners, posing the additional challenge of adapting pedagogical practices to emerging contexts. is is not a straightforward process, however, and teachers often need to work hard to understand new teaching contexts and deal with unpre- dictable issues. It requires careful thinking and planning, and sometimes even developing a research plan to delve into issues more deeply, in order to inform their practices and understandings. Teacher research (TR) is conducted by and for teachers (Bullock & Smith, 2015) helping them to understand their teaching practices and the way teach- ing shapes learning. In this sense, teachers attempt to personally theorize their practices by following a research process that they design in their capacity as teachers; this has intrinsic value (Borg, 2013) since it supports the growth of educational practitioners in local contexts. However, there are concerns about the extent to which teachers can carry out methodologically robust investiga- tions which can contribute to the world of educational research (e.g. Ellis, 2010). We feel that attempts such as this book can not only move the research experiences of language teachers forward, but also serve a mediatory role be- tween academic researchers and teacher researchers. is volume is the latest in a series of books of teacher research that have emerged from a series of conferences in Izmir, Turkey, a context which we now describe.
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180 page free PDF
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When Uptalk Went Viral

When Uptalk Went Viral | TELT | Scoop.it
This is a guest post by Cynthia McLemore, following up on Ben Zimmer's post on "'Uptalk' in the OED", 9/12/2016.



Twenty three years after James Gorman coined a word for “those rises” in the New York Times and unleashed a viral phenomenon associated with my name, and o
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Interesting piece on media distortion of groundbreaking intonation study and changes in technology making this type of work easier. Little audio clip is a gem.
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Jeux et langues dans l’enseignement supérieur - APLIUT

Jeux et langues dans l’enseignement supérieur - APLIUT | TELT | Scoop.it
Texte de cadrage Dans son ouvrage intitulé L’anthropologie du geste, Marcel Jousse décrit l’homme comme “un animal interactionnellement mimeur” ([1974] 2008) ne pouvant s’empêcher de rejouer les actions qu’il voit autour de lui, actions qui s’im-priment en lui et qu’il ex-prime ensuite au travers de rejeux. L’homme construit donc son identité, son « je » en rejouant les actions du monde. Jouer lui permet de « faire corps avec » et, par là, de mieux comprendre et mémoriser (Lecoq 1997)
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Appel à contributions pour le 15 octobre
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SSLLT: Vol. 5 No. 1 March 2015

SSLLT: Vol. 5 No. 1 March 2015 | TELT | Scoop.it
Adriana Biedroń – Neurology of foreign language aptitude (doi:10.14746/ssllt.2014.5.1.2)

Yinxing Jin, Kees de Bot, Merel Keijzer – The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese (doi:10.14746/ssllt.2014.5.1.3)

Zhongshe Lu, Meihua Liu – An investigation of Chinese university EFL learners’ foreign language reading anxiety, reading strategy use and reading comprehension performance (doi:10.14746/ssllt.2014.5.1.4)

Thomas Lockley – Promoting international posture through history as content and language integrated learning (CLIL) in a Japanese context (doi:10.14746/ssllt.2014.5.1.5)

Simone E. Pfenninger – MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia (doi:10.14746/ssllt.2014.5.1.6)

Jan Vanhove – Analyzing randomized controlled interventions: Three notes for applied linguists (doi:10.14746/ssllt.2014.5.1.7)

François Pichette, Sébastien Béland, Shahab Jolani, Justyna Leśniewska – The handling of missing binary data in language research (doi:10.14746/ssllt.2014.5.1.8)
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Language education and SLA: The search for reciprocal relevance: Ortega 2014

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Journées ViSA: Montpellier, oct 2016

Journées ViSA: Montpellier, oct 2016 | TELT | Scoop.it

Journées ViSA des 13-14 octobre 2016

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Comment et pourquoi combiner « l’observation filmée » à d’autres types de données pour construire un « terrain » et comprendre la complexité des pratiques professionnelles ?

Deux jours de formation à Monpellier
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