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Michael Kelly, Simon Borg, Maria Cambras Giné - Keynote talks FICEL 2011

Michael Kelly, Simon Borg, Maria Cambras Giné - Keynote talks FICEL 2011 | TELT | Scoop.it

"Vidéo et actes du colloque FICEL DILTEC EA 2288: Formation et professionnalisation des enseignants de langues - Évolution des contextes, des besoins et des dispositifs."

 

Deux communications en français ; Borg's talk is in English.

 

Michael KELLY, University of Southampton

Que peut l'Europe ? Comment les décideurs peuvent mieux soutenir l'enseignement des langues ?

 

Simon BORG, University of Leeds

Teacher cognition and teacher autonomy

 

Margarida CAMBRA GINÉ, Université de Barcelone

De la formation aux représentations et des représentations à la formation

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Visuals from Facebook & Pinterest for #MFL: Isabelle Jones

Visuals from Facebook & Pinterest for #MFL: Isabelle Jones | TELT | Scoop.it

Learning and teaching opportunities for languages sometimes occur in unexpected places. As exam pressure was starting to get unbearable for some of my classes, I discovered this summer how visuals from Facebook and Pinterest could be used to motivate students in my French and Spanish lessons as well as support their literacy in general.

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Facebook and Pinterest for professional development and educational materials

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Bouses Fulbright : recherches aux US

Bouses Fulbright : recherches aux US | TELT | Scoop.it

France / États-Unis : le programme Fulbright offre 1 million de dollars pour les bourses 2016-2017

Le programme Fulbright indique, dans un communiqué lundi 24 août 2015, proposer "plus d'un million de dollars [855 000 €] de bourses aux étudiants (bac+3 minimum) et chercheurs français désireux de se rendre aux États-Unis entre août 2016 et juin 2017". Les candidatures sont à déposer à partir du 24 août 2015 sur le site internet de Fulbright, dont la priorité est "une vraie diversité de profils". "Le processus est compétitif mais ouvert, avec des taux de sélection qui tournent autour de 4 à 10 candidats par bourse selon les programmes", indique dans le même communiqué Arnaud Roujou de Boubée, directeur de la commission Fulbright. "Les chances de succès sont plutôt plus élevées pour les bourses doctorales et les postes d’assistants de langue", poursuit-il. Le montant des bourses varie en fonction des projets et peut atteindre 45 000 dollars [38 500 €].

Le programme Fulbright existe depuis 1948 et est co-financé par les gouvernements américain et français, "ainsi que par un nombre croissant de partenaires publics et privés". Il offre aussi la possibilité de bourses, sur un budget équivalent, à des étudiants et chercheurs américains désireux de se rendre en France

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Bon à savoir

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Colombian Applied Linguistics Journal: Vol 17, No 1 (2015)

This journal is mainly concerned with disseminating completed and ongoing research relevant to the field of language education.
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Open access

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Sense of self when EFL Teachers Perform L2 and L1: Forman, 2015

TESL-EJ: August 2015 – Volume 19, Number 2
Ross Forman
University of Technology Sydney

Abstract
We often hear from speakers of L2 that they ‘feel different’ when communicating through the medium of an additional language.

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Forman concludes: "the EFL teachers in this study […] represent not only excellent models for their students, but repositories of knowledge about the feelings and thoughts that have accompanied the process. I suggest that teachers who are able to make explicit these aspects of L2 learning – who can talk about performing L2 and the alternately opening or inhibiting effect of its performance – can do their students a great service in leading them to understand the affective foundations upon which such learning rests

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Using corpus tools for language teaching: Mura Nava

Using corpus tools for language teaching: Mura Nava | TELT | Scoop.it
How are the words rotate and revolve used? Have a think, then read this description. Now using COCA-BYU let’s see if the description is supported and whether we can add anything to the picture painted by the Grammarist.
Shona Whyte's insight:

A nice example of how to use the COCA data base and corpus tools to support intuitions or assertions about actual use of similar words (rotate/revolve).  For advanced learners or teachers.

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VideoANT: A free video annotation tool

VideoANT: A free video annotation tool | TELT | Scoop.it
I have used VideoANT for a number of things. Here are some ideas to get your started:

Bookmarking sections of the video: I mark the start of the section I would like my students to watch and add the questions in the ‘Content’ section of the annotation. Students then click on the time marker and watch that part of the video. They can then add their responses/answers by clicking on the ‘Respond’ button.
Video slideshows: Students make a screencast of their slide presentation and then share it with other students who can then comment on things. I encourage students to add ‘audience participation’ questions to their presentation so students can add comments using the annotation tool.
Mini lessons: I make a short video lesson and then post it for students to watch and add questions and even writing practice in the annotation.
Group projects: Students in groups watch the video separately, adding their comments so they can then come together in class to discuss their findings.
Transcripts: Some videos on YouTube have transcripts, but many don’t. You can add your own transcripts this way by adding your annotation before the text in the video.
Shona Whyte's insight:

Tutorial and ideas for activities for language teaching and learning

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Mark Cottee's curator insight, August 25, 6:42 PM

Another one to checkout.

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LangOER webinar: 15 September

LangOER webinar: 15 September | TELT | Scoop.it

Webinar  "Out in the Open, reaching for the stars: EU-US insight sinto Open Educational Practices for language education", September 15, 2015, at 16h CEST (9h CDT/15h GMT). The event is organised by the EU co-funded project LangOER (Enhancing teaching and learning of less used languages through Open Educational Resources- OER- and Practices –OEP).

 Speakers are:  Dr. Joshua Thoms, Utah State University, US, Dr. Carl Blyth, Director of the Center of Open Educational Resources and Language Learning (COERLL), US,  and Katerina Zourou, Web2Learn, Greece and LangOER project manager. The webinar will be moderated by Teresa MacKinnon, Warwick University, UK. Το receive login information to the webinar you can register free of charge. Please don’t hesitate to communicate this event through your networks (check the poster , the announcement and blog post) The webinar marks the beginning of a European-US research cooperation on OER/OEP for language education (more info). Interested partners are welcome to join at this early start!Get in touch through our social networks!  #LangOER; Slideshare; Mendeley; Facebook; Diigo; blog  Looking forward to “seing” you at this event,Katerina ZourouLangOER project managerlangoer@eun.org
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Register here: http://tiny.cc/LangOER15

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The Practical Ed Tech Handbook - Download It Today

The Practical Ed Tech Handbook - Download It Today | TELT | Scoop.it

1. Communication with students and parents.
● Text/ SMS/ push notification tools. ● Email management tips. ● Blogging tools.
2. Web search strategies.
● Getting beyond the first pages of Google.com results.

3. Digital citizenship.

● K-6 ● 7-12
4. Video creation.
● Video projects and tools for creating them. ● Tools for building & distributing flipped lessons. 5. Audio recording and publishing.  ● Web-based & mobile recording tools.
6. Backchannels & informal assessment. 7. Digital portfolios.

Shona Whyte's insight:

30-page PDF aimed at US high school teacher - general ed tech with links, clear how-tos, and useful tips.

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La mort du manuel: Francis Debyser, 1973

La mort du manuel et le déclin de l'illusion méthodologique. Simulation et réalité dans l'enseignement des langues vivantes.

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Des archives du Bureau pour l'enseignement de la langue et de la civilisation françaises à l'étranger (BELC), avec un titre qui interpelle ...

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Statistics in language teaching methods research: Vanhove 2015

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A rather technical paper, but with clear implications and suggestions for statistical procedures in applied linguistics research.

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TESOL Guidelines Developing EFL Professional Teaching Standards

TESOL Guidelines Developing EFL Professional Teaching Standards | TELT | Scoop.it
These guidelines are intended for postsecondary institutions, government agencies, ministries of education and others charged with developing professional EFL teaching standards.
Shona Whyte's insight:

30 page PDF on EFL/ESL programme organisation from TESOL.

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Nursery Rhymes's curator insight, August 3, 12:54 AM

30 page PDF on EFL/ESL programme organisation from TESOL.

Pilar Moral's curator insight, August 3, 7:32 AM

30 page PDF on EFL/ESL programme organisation from TESOL.

Teaching, Learning & Developing with Technology's curator insight, August 3, 7:28 PM

30 page PDF on EFL/ESL programme organisation from TESOL.

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Recycling activities: narrow reading/listening

Recycling activities: narrow reading/listening | TELT | Scoop.it
As mentioned in previous posts, listening in my opinion is not taught effectively in many MFL classrooms as students are often engaged in listening comprehension tasks that 'feel' more like tests a...
Shona Whyte's insight:

Practical suggestions for exploiting listening and reading texts for maximum comprehension and vocabulary retention

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Teaching, Learning & Developing with Technology's curator insight, August 3, 7:29 PM

Practical suggestions for exploiting listening and reading texts for maximum comprehension and vocabulary retention

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Dramatized Science Fiction Stories: Mind Webs

Dramatized Science Fiction Stories: Mind Webs | TELT | Scoop.it
We here at Open Culture believe that, as far as science-fiction delivery systems go, you can't do much better than radio drama.
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Shona Whyte's curator insight, July 25, 7:34 AM

88 hours of audio, free to download

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European LSP association: 2012 proceedings

Languages Faculty of the University of La Coruña (Spain).
From 5 to 7 September, 2013.
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Plenary by J-C Bertin, papers on pragmatics, corpus linguistics and LSP teaching in general

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Keep on truckin': Jordan on new ELT paradigm

Keep on truckin': Jordan on new ELT paradigm | TELT | Scoop.it

The rival view of ELT:

Standard English is one variety of English; it is not the subject taught.Texts (discourse) are the subject matter of EFL /ESL.SLA involves the socially-mediated development of interlanguage.A process syllabus is used. This focuses on how the language is to be learned. There’s no pre-selection or arrangement of items; objectives are determined by a process of negotiation between teacher and learners as a course evolves. The syllabus is thus internal to the learner, negotiated between learners and teacher as joint decision makers, and emphasises the process of learning rather than the subject matter.No coursebook is used.The teacher implements the evolving syllabus in consultation with the students.The students participate in decision-making about course objectives, content, activities and assessment.Assessment is in terms of low-stakes formative assessment whose purpose is “to act as a way of providing individual learners with feedback that helps them to improve in an ongoing cycle of teaching and learning” (Rea-Dickens, 2001).
Shona Whyte's insight:

Jordan places the ongoing coursebook-no coursebook debate in a wider theoretical and political context.

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Appsmashing avec l’iPad : Jürgen Wagner

Appsmashing avec l’iPad : Jürgen Wagner | TELT | Scoop.it

ETAPE 1   Création d’un contenu à l’aide d’une app

ETAPE 2   Création d’un autre contenu à l’aide d’une autre app

ETAPE 3   Fusion des deux contenus (appsmashing)

ETAPE 4   Publication du nouveau contenu sur Internet

Shona Whyte's insight:

Article clair et utile de l'inimitable Jürgen Wagner :-)

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Challenges of OER/OEP for language learning

Challenges of OER/OEP for language learning | TELT | Scoop.it
Web2Learn (leader of WP6) conducted a series of interviews between September - October 2014, asking a range of international experts what are the challenges and the benefits of OER/OEP for language learning.
Shona Whyte's insight:

13 short videos of interviews with language educators on open practices and resources.

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All by yourself: monologues in elementary speaking

All by yourself: monologues in elementary speaking | TELT | Scoop.it
Speaking has top priority in most language courses … but how do you get your learners talking? To answer this question, Urs Kalberer starts by looking at the different types of speaking, as seen in the diagram above.
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Ideas for teaching speaking with lower level learners

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Syllabus. Texts. Activities. Not coursebooks

Syllabus. Texts. Activities. Not coursebooks | TELT | Scoop.it
Scott Thornbury’s Definitive (200-Word) Dismissal of CoursebooksPosted on August 16, 2015 by Geoff Jordan
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See also Jordan's post on materials https://canlloparot.wordpress.com/2015/05/22/materials-banks-an-alternative-to-coursebooks/

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Copyright and Creative Commons Explained

Copyright and Creative Commons Explained | TELT | Scoop.it
Last night during my class about classroom blogs we had a short discussion about copyright, Creative Commons, and public domain media.
Shona Whyte's insight:

Links to 3 short videos for learners and teachers

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Mark Cottee's curator insight, August 25, 6:55 PM

Had the issue of copyright raised a number of times recently - must be the cyber world trying to tell me something. So much for my attitude of beg, borrow and steal.

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Technology for language revision games: tutorial from Olya Sergeeva

Technology for language revision games: tutorial from Olya Sergeeva | TELT | Scoop.it
Every teacher has their own favourite activities and methods, and the thing that I’m very passionate about is language feedback (or ’emerging language’, as it is sometimes called): capturing what the students say, upgrading it, and revising it...
Shona Whyte's insight:

Olya Sergeeva has posted two Vimeo tutorials on using Excel and Quizlet to produce classroom games for language revision.

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GIST Education and Research Journal 2015

Transnationals Becoming English Teachers in Mexico: Effects of Language Brokering and Identity Formation

Irasema Mora Pablo, Leonardo Arturo Rivas Rivas, M. Martha Lengeling, Troy Crawford7-28

 

The Design and Implementation of an In-service EFL Teacher Training Model in the Costa Rican Public School System

Patricia Córdoba Cubillo, Xinia Rodríguez Ramírez, Tatiana Hernández Gaubil29-50

 

Using the Seminar Format to Explore Pre-service Teachers’ Argumentative Abilities in English as a Foreign Language

Pelusa Orellana51-73

 

The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program

Paula Ramírez Marroquín74-91

 

An Approach to Integration: The Integration of Language and Content to promote L2 Learner Autonomy at the College Level

Pablo M. Oliva Parera, María del Pilar Nuñez Delgado92-112

 

A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom

Jenny Melo León113-127

 

The Implications of Orthographic Intraference for the Teaching and Description of ESL: The Educated Nigerian English Examples

Omowumi Steve Bode Ekundayo

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Table of contents from new issue; articles on teacher education and CLIL

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12 challenges of ICT integration in MFL instruction

12 challenges of ICT integration in MFL instruction | TELT | Scoop.it
INTRODUCTION ICT integration in the MFL curriculum and its implementation in the classroom pose a series of important challenges which refer to the way digital tools and tasks affect language acquisition as well as the students’ general cognitive,...
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Good comprehensive list of possible problems with technology in language teaching

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Effects of pedagogic intervention on development of speech fluency: Tavakoli et al. 2015

Effects of pedagogic intervention on development of speech fluency: Tavakoli et al. 2015 | TELT | Scoop.it

This study measured the fluency of learner speech before and after a 4-week intensive English course at a British university. The experimental group received awareness-raising activities, strategy training, and fluency practice, while the control group received more general listening/speaking instruction. On 4 of 9 fluency measures, the experimental group outperformed the control group; speech rate showed the largest advantage, but articulation rate, mean length of run and of pause were also significantly better. (The study also measured accuracy and complexity, but found no difference on 3 of 4 measures, and a slight advantage to the control group on verb accuracy.)

 

The authors suggest that

"providing effective instruction and creating opportunities for practice facilitated the process of proceduralisation of learner interlanguage, which might have contributed to the learners’ preparedness for developing a degree of automatisation in their performance (DeKeyser, 2001, 2007; Segalowitz, 2010)" (p. 17)

 

They conclude that

"a key finding of the current study is that, although the classroom context often provides limited and insufficient opportunities for L2 practice, tailor-made training aimed at improving fluency can have short-term positive effects" (p. 20)

 

Shona Whyte's insight:

This is an interesting finding from what looks like a well-designed and controlled study, using fewer than 40 learners but in an ecologically valid study and including a range of measures of fluency, accuracy and complexity.  While explanation of the findings in terms of second language theory goes beyond the scope of the paper, the teaching implications are encouraging.

 

The experimental group received the following teaching:

1. Activities to raise awareness of different aspects of fluency. Students lis- tened to a nonnative speaker of English retelling a picture story and evaluated the speaker’s fluency in terms of speed, pausing, and repair measures. Students examined the transcript of the picture story retelling and identified where fluency had broken down.

2. Strategies that can be used for improving fluency. Using lexical fillers (e.g., well) and longer lexical chunks (e.g., let me think) and practising them in conversations. Avoiding repetitions and hesi- tations in conversations when possible.

3. Opportunities for practising fluency. In class: Retelling the picture story that they had listened to in exercise 1. At home: Retelling another picture story and recording their performance, listening

to their own performance to identify fluency problems, and recording their performance of the same task again.


(Ahead of print free access for now.)

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L'intercompréhension

L’intercompréhension est une forme de communication plu-rilingue où chacun comprend les langues des autres et s’ex-prime dans la ou les langue(s) qu’il maîtrise, instaurant ainsiune équité dans le dialogue, tout en développant, à différentsniveaux, la connaissance de langues dans lesquelles on a descompétences de réception (c'est à dire de compréhension)et non de production.

Shona Whyte's insight:

PDF de 28 pages avec références

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