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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Shona Whyte
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Corpora interfaces VIEW: Variation in English Words and Phrases (online) http://view.byu.edu/MICASE: The Michigan Corpus of Academic Spoken English (online) http://micase.umdl.umich.edu/m/micase/ ;
Using Google as a corpus http://www.hltmag.co.uk/may00/idea.htmhttp://www-writing.berkeley.edu/tesl-ej/ej26/int.html
Corpus exercises
Learner errors http://elex.amu.edu.pl/~przemka/concord2adv/errors.htmhttp://www.cs.tut.fi/~jkorpela/my-english.html Word families http://www.uefap.com/vocab/build/building.htm Phrasal verbs
http://eslcafe.com/pvhttp://englishpage.com/prepositions/phrasaldictionary.html
Presentation skills http://www.see.ed.ac.uk/~gerard/Management/art1.html
Transitional devices http://grammar.ccc.commnet.edu/grammar/transitions.htm
Academic writing and register Delete the scoop?
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Tutoring services at the National Park Community College in Arkansas have this 27-page annotated collection of links to other university resources for writing: from topics and planning through drafting, revising, and editing, style sheets (APA, MLA), plagiarism. Suitable for high intermediate/advanced EFL/ESL students, particularly EAP, but also for instructors to select from. I can't find an author or a direct link from the website, but this resource certainly deserves a wider audience.
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My students very often tend to do the required course readings once, struggling not only with comprehension, but also relating the content from week to week. In order to both improve comprehension... Via Phil Chappell
Shona Whyte's insight:
Concrete suggestions for helping EFL/ESL learners understand and discuss assigned readings while also developing other academic skills (moderating discussion, summarising, re-expressing meaning in alternative forms). Handouts and examples from the classroom, including minimal and richer student responses. Delete the scoop?
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"I strongly believe we need to be (re)creating a climate of knowledge building in the EAP classroom." Steve Kirk
Shona Whyte's insight:
Steve Kirk argues that in language for academic purposes classes, fluency activities where learners "just speak" are insufficient: learners also need to learn to develop "contentful" contributions.
I think a) this is also true of other second/foreign language teaching contexts and b) a strong version of task-based teaching can help address this concern. Delete the scoop?
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"Academic English Online is a new web-based resource of materials designed for students of Queen Mary (University of London) to develop and broaden their skills in academic English." Via Steve Kirk, Roxane Harrison
Shona Whyte's insight:
This looks like a very rich resource suitable for intermediate university learners and above. Content is divided into Writing, Reading, Speaking and Grammar, and presented in short sections with activities for learners and feedback which can be hidden or revealed. 
Steve Kirk's curator insight,
December 11, 2012 3:03 PM
Queen Mary's University, London, have now made available for free a set of online EAP resources for supplementary study. These were previously developed and only made availablje internally to QMUL students. The task bank is now open access. 
nicolaperry's curator insight,
January 23, 5:13 AM
Slightly outside the usual scope of this page but may be useful. Delete the scoop?
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Shona Whyte: Paul Nation has a huge number of publications on vocabulary, particularly in relation to second language learning and teaching. Many of the older articles are available for free download. Delete the scoop?
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Shona Whyte: Scott Douglas, assistant professor at the University of British Columbia, teaches English as an Additional Language (EAL), particularly EAP (English for Academic Purposes).
He's taken the time to write up a personal philosophy of education, detailing how and why he teaches the way he does. He covers constructivism, Freire and Krashen, as well as critical thinking.
An interesting read, and a useful exercise for individual professional development as well as for teacher training classes.
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Sharon Turner teaches EAP at Sabanci University in Turkey and has many ideas about "enticing" learners into reading longer, more demanding texts as well as reading for pleasure. Delete the scoop?
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Here are some free tools to help you learn how to include citations in your research papers... Delete the scoop?
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Shona Whyte's insight:
Nice set of tools and activities for English for Academic Purposes. 
Robin Yu's comment,
January 16, 7:01 AM
The word lists can be found elsewhere but the highlighter tools and gap-fill maker are unique tools from Nottingham.
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Volume 4, Issue 1 - March 2013
Shona Whyte's insight:
Open access for limited time: invited essay by William Grabe and Cui Zhang on EAP Delete the scoop?
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7th Summer Seminar: June 6th—7th, 2013 Theme: EAP and Technology-enhanced Learning The keynote talks will be by Martin Barge, Jessica Cooper and William Tweddle from Queen Mary, University of London, who have extensive experience in developing technology-enhanced courses in EAP. This is what they propose for NFEAP 2013: «Our talk will be on creating online materials for EAP students. We will cover the whole process: planning and design, sourcing content, selecting authoring platforms, piloting/trialling and revising the material (what some call an ‘iterative’ development process) and tracking its use. We will base this on our experiences of creating the “Academic English Online” materials that we created for our students at Queen Mary University, London. So our paper will be based on real experience, but will also be underpinned by key literature in the field of Computer Assisted Language Learning.» Delete the scoop?
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Shona Whyte's comment,
January 20, 3:34 AM
There seems to be a lot of interest in this sort of resource. I'm curious about how people see it being used for language teaching and learning.
Robin Yu's curator insight,
January 23, 5:22 PM
An excellent resource that works as a corpus for EAL and CLIL teachers alike. Delete the scoop?
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"I think there are two kinds of e-AP tool: those that connect fairly directly to teaching practice, and those that can help inform, organise and build EAP teacher scholarly knowledge."
Shona Whyte's insight:
The role of technology in English for Academic Purposes (EAP) - application of the TPACK framework, and call for integration, stability, open practices ... Delete the scoop?
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Writing in English for Academic Purposes: challenges for teachers (and how to overcome them) Martin Hewings
Shona Whyte You have to register for the site, but the webinar seems to be free. Delete the scoop?
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Dans le cadre du congrès annuel de la SAES, les présidents de l’atelier Anglais de spécialité– GERAS, Anne Magnet de l’Université de Bourgogne et Michel Van der Yeught de l’Université d’Aix-Marseille, lancent un appel à communications sur le thème choisi par l’atelier : « Aspects de l’appellation dans l’expression linguistique du spécialisé – Implications linguistiques, discursives, culturelles et didactiques en anglais de spécialité ». Delete the scoop?
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A paper on the British Council's Teaching English site by applied linguists Jeannette Littlemore, Fiona MacArthur, Alan Cienki and Joseph Holloway.
Abstract:
Shona Whyte:
The paper includes video clips and close analysis of speech and gestures in interviews involving native-speaking UK lecturers and non-native international students. It shows how comprehension problems occur due to use of metaphorical languages, but does not suggest native-speakers avoid such language, but rather suggests "ways for lecturers to accommodate to L2 speakers’ difficulties in understanding metaphorical language uses in ways that do not involve complete avoidance of metaphor or result in impoverishment of the interaction." Delete the scoop?
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From Context to Text: Investigating Structures, Functions and Forms in Today’s Research Article John M. Swales
(The University of Michigan)
In a changed research world wherein English-language journal articles are becoming de rigueur, the non-native speaker of English faces difficulties in communicating complex messages
Which transitive verbs tend to passivize (and which not)? How do methods sections vary? Why are certain purpose clauses sentence-initial? Who uses “volitional” verbs (we wanted to...) and why? Why are there fewer definite articles in medical research? Is there an answer to the “we” v. the passive choice? What is the role of sentence-initial of-phrases? Why is interestingly so interesting?
Recent research on research English has focussed on evaluation, criticism and author identity. However, for both descriptive and pedagogical reasons, it is important not to ignore the “nuts and bolts” that hold discoursal edifices together.
REFERENCES M. Charolles. (2005). Framing adverbials and their role in discourse cohesion from connection to forward labelling. Paper at Symposium on Exploration and Modelling of Meaning, Biarritz. K. Fløttum (ed.) 2007. Language and discipline perspectives on academic discourse. Newcastle, UK: Cambridge Scholars Press. D. S. Giannoni. (2008). Biomedical laboratory narratives: Linguistic and disciplinary traits. Verbal/visual narrative texts in higher education. R. D. Huddleston. (1971). The sentence in written English. Cambridge: Cambridge University Press. K. Hyland. (2004). Disciplinary discourses. Ann Arbor, MI: University of Michigan Press. A. Olsson & V. Sheridan. (2012). A case study of Swedish scholar’s experiences with and perceptions of the use of English in academic publishing. Written Communication, 29: 33-54. C. Pérez-Llantada, R. Plo & G. B. Ferguson (2011). “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30: 18-30. E. Rowley-Jolivet & S. Carter-Thomas (2011). Citing as a writing problem? A cross-cultural study of the citation behaviour of French researchers publishing in English. Paper presented at PRISEAL 2, Poland. J. M. Swales. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press. J. M. Swales & C. Leeder. (2012) A reception study of the articles published in English for Specific Purposes from 1990-1999. English for Specific Purposes, 31: 137-146. E. Tarone et al. (1998/1981)). On the use of the passive and active in Astrophysics journal articles. English for Specific Purposes, 17: 113-32. S. A. Thompson (1985). Grammar and written discourse: Initial vs. final purpose clauses in English. Text, 5: 55-84. P. R. R. White (2003). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text, 23: 259-284. S. Wulff, U. Römer, & J. Swales (2012). Attended/unattended this in academic student writing: Quantitative and qualitative perspectives. Corpus Linguistics and Linguistic Theory, 8: 129-157. Delete the scoop?
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Paste in a text and it produces an analysis with the words colour-coded for their vocabulary level. Via Robin Yu
Robin Yu's comment,
January 16, 7:03 AM
A fascinating tool that teachers can use to classify words in any text. Highlights common general English words, academic words etc using different colours.
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