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Developing and integrating teacher competences in language acquisition, pedagogy and technology

My paper on "Developing and integrating teacher competences in language acquisition, pedagogy and technology."  (Actes du colloque FICEL sur l'évolution et professionalisation des enseignants de langues)

 

The paper discusses key competences required for teaching languages with technology, and concludes with examples of projects combining research, pedagogy and technology including:

 

"the EU lifelong learning project iTILT, Interactive Technologies in Language Teaching (Whyte, Cutrim Schmid & van Hazebrouck, 2011). In this project, language researchers and teacher trainers offer professional development in the use of the interactive whiteboard (IWB) to practising language teachers with learners at all levels. After initial training, class sessions at the board are filmed, and followed by debriefing sessions with both teachers and learners. Short video clips of selected lesson episodes are then presented on the project website together with lesson plans, lesson files, and teacher and learner commentary to aid other teachers in using the IWB for language teaching. The project website also includes a variety of related resources and dissemination tools, and as teacher training and data collection proceed, the project partners inform their networks of developments via blogs and social media. Thus teaching, training and research are closely interrelated as the project teachers develop their digital  and pedagogical skills, the researchers observe classroom interaction and teacher development, and trainers create resources for future professional development using feedback from the project teachers."

 

The iTILT website (http://itilt.eu) will soon go live, allowing language teachers and teacher educators access to this free open educational resource on the interactive whiteboard (IWB) in communicative language teaching.

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Shona Whyte's curator insight, April 12, 2013 6:16 AM

Communication au colloque DILTEC, 2011.

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Group work and interaction in language learning classrooms

Group work and interaction in language learning classrooms | TELT | Scoop.it
Interesting tidbits on interaction and small group learning in the second language classroom
Shona Whyte's insight:

Phil Chappell has a really nice collection of links to all sorts of information on group work for (English) language learning, including research articles (open access), video practice examples, reading references, and he's taken the time to explain why he selected each.  Great resource!

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Simple ways to differentiate materials for mixed level classes

Simple ways to differentiate materials for mixed level classes | TELT | Scoop.it
I love this picture..they're all eggs, but just look at the variety. And it's the same in any class. Differentiation can be defined as: “….identifying and addressing the different needs, interests and abilities of all learners to give them the best possible chance of achieving their learning goals.” (Standards Unit, Improving differentiation in business education,…
Shona Whyte's insight:

Lots of new teachers in our Masters programme looking for help with differentiation.

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Where Is the Native Speaker Now? - Cook - 2015 - TESOL Quarterly

Where Is the Native Speaker Now? - Cook - 2015 - TESOL Quarterly | TELT | Scoop.it

Vivian Cook Article first published online: 25 NOV 2015 DOI: 10.1002/tesq.286 © 2015 TESOL International Association

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4 pages on multicompetence model and its impact on second language research. I think it's open access, perhaps just while it's recent

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Pre/while/post listening tasks: Nik Peachey

Pre/while/post listening tasks: Nik Peachey | TELT | Scoop.it
In this article I intend to outline a framework that can be used to design a listening lesson that will develop your students' listening skills and look at some of the issues involved.
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Concevoir un projet langagier/interculturel par Internet - Innovalangues

Concevoir un projet langagier/interculturel par Internet - Innovalangues | TELT | Scoop.it

Connaître les principes des échanges langagiers et/ou interculturels en ligne (télécollaboration). Acquérir les outils pour mettre en place son propre projet de télécollaboration.

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Elke Nissen, face to face session in Grenoble, 1 April 2016

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Engagement et l’ergonomie cognitive en enseignement-apprentissage des langues : RPPLSP, 2016

Engagement et l’ergonomie cognitive en enseignement-apprentissage des langues : RPPLSP, 2016 | TELT | Scoop.it

Ce premier numéro du 35e volume de Recherche et pratiques pédagogiques en langues de spécialité (RPPLSP) a été coordonné par Emilie Magnat et Rebecca Dahm pour l’association pour la recherche en didactique de l’anglais et en acquisition (Ardaa). Elles ont choisi pour thème les stratégies, l’engagement et l’ergonomie cognitive comme leviers pour l’enseignement / apprentissage des langues. Dans la continuité de la politique éditoriale de la revue, la plupart des textes rassemblés ici interrogent ces thématiques dans le cadre spécifique de l’enseignement supérieur et de la formation d’adultes, pour différentes langues (ici, l’anglais, le français et l’espagnol) et dans des contextes aussi variés que le contexte français, canadien ou algérien. Le questionnement sur les stratégies en particulier s’insère dans la lignée du précédent numéro de la revue, « Réussite et échec en langues de spécialité » (https://apliut.revues.org/4348).


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New issue of RPPLSP, formerly Cahiers de l'APLIUT

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3 systèmes de gestion de corpus pour l'enseignement-apprentissage des langues étrangères

3 systèmes de gestion de corpus pour l'enseignement-apprentissage des langues étrangères | TELT | Scoop.it

Eva Schaeffer-Lacroix

 

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CQPweb, Sketch Engine, TXM

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audioBoom

audioBoom | TELT | Scoop.it
15 December 2015 What is audioBoom? audioBoom is an app that allows you to record and broadcast your own spoken-word recordings and podcasts for free, making it one of the most popular audio apps with audio bloggers, journalists, teachers, and podcasters.  audioBoom also has a huge library of professional and educational audio content for you…
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Nice overview of what this tool can do and how to make the most of it in (language) education

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Call for Papers: Special ELTWO Issue on Multimodality | ELTWO

To explore innovative research and the pedagogical potentials of multimodality (e.g. O’Halloran et al 2016), ELTWO will publish a special issue on multimodality in 2016. Interested parties are invited to submit a 250-word abstract to us by 30 March 2016. If an abstract is accepted, the author will be invited to submit a 7,000-10,000 word paper by 31 July 2016. The Guest Editor for this special issue is Professor Kay O’Halloran.

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Multimodality anyone?

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Luke Plonsky - Meta-analysis Bibliography

Meta-analysis in Applied Linguistics

This following is a list of references for meta-analysis and research synthesis in applied linguistics. It includes approximately 150 meta-analyses and papers/presentations on topics related to meta-analytic and research synthetic methods.

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What is says on the tin, i.e, not exactly light reading ...

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Immigrant pupils learn English: Catibusic & Little 2014

English development of 18 immigrant pupils in Ireland

 

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Introduction and table of contents

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iTILT multiplier event in NICE

iTILT multiplier event in NICE | TELT | Scoop.it

The iTILT project had its 2nd f2f meeting, this time in NICE, France and organised a consequent multiplier event.

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iTILT project meeting and teacher education workshop earlier this month

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11 Reasons why teachers don't use technology - Nik Peachey

11 Reasons why teachers don't use technology - Nik Peachey | TELT | Scoop.it
From my experiences with our teachers at EnglishUp and my previous international experience as an edtech teacher trainer, I have always found teachers more than willing to develop their use and understanding of technology.
Shona Whyte's insight:

A lot of this rings true to me as a language teacher trainer and language education researcher in French EFL contexts.

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Concepts for Teaching Speaking in the English Language Classroom | Burns | LEARN Journal: Language Education and Acquisition Research Network

Concepts for Teaching Speaking in the English Language Classroom


Via Phil Chappell
Shona Whyte's insight:

Burns says not do "do" speaking but "teach" speaking, and provides reasons and examples

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Phil Chappell's curator insight, January 22, 7:07 PM
Abstract Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to ‘doing speaking’ rather than ‘teaching speaking’. In this article, I argue that being a competent teacher of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning
Sacra Jáimez's curator insight, February 5, 8:34 AM

An insightful article on how teaching speaking should be planned to help learners become more aware and autonomous in dealing with an speaking task inside the classroom or once outside in the real world.

 

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Multiplying interactions: iTILT workshop in Nice, January 2016

Multiplying interactions: iTILT workshop in Nice, January 2016 | TELT | Scoop.it
The first iTILT multiplier event was held in Nice on 13 January 2016; our workshop theme was interaction in language education with technologies. Participants included trainee teachers, in-service language teachers, teacher trainers and educators in primary, secondary and university sectors, and from a number of different language backgrounds (English, French, German). The workshop was opened…
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Oral Corrective Feedback - Sarandi TESOL Quarterly 2016

Oral Corrective Feedback - Sarandi TESOL Quarterly 2016 | TELT | Scoop.it

Sarandi, H. (2016), Oral Corrective Feedback: A Question of Classification and Application. TESOL Quarterly, 50: 235–246. doi: …

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Somewhat technical discussion of different types of oral feedback and how the implicit/explicit distinction is often blurred. Conclusions for teaching:

(1) variables that mediate with CF efficacy may
change both across and within different learning settings,

(2) CF might be used to fulfill evaluative functions in addition to corrective ones, and

(3) teachers may use CF for nonlinguistic purposes.

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Task-based language teaching in FL contexts: Ortega 2012

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Great overview of advantages and problems with this approach in non Western contexts in particular

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The Big List of Class Discussion Strategies

The Big List of Class Discussion Strategies | TELT | Scoop.it
Here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging.
Shona Whyte's insight:

Different formats and activities to encourage discussion in class

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Arizona State University, Claire McLaughlin's curator insight, February 5, 10:15 AM

Are you tired of the same few students answering discussion questions?  Or having the class go completely silent when discussion time begins?  If yes, this article has a variety here to get students discussing.  I love how this article breaks it down the prep time from easy to difficult.  

Veronica Newton's curator insight, February 6, 1:09 PM

"15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. If you’ve struggled to find effective ways to develop students’ speaking and listening skills, this is your lucky day."

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Colloque Cyber-Langues 2016: Appel à communication - Cyber-Langues

Colloque Cyber-Langues 2016: Appel à communication - Cyber-Langues | TELT | Scoop.it
Colloque Cyber-Langues 2016 - 16ème édition

Titre : "Espace langue et espace temps".

Le numérique fait bouger les frontières physiques et temporelles du cours de langue. Il permet à tout moment de sortir de la salle de classe ou d’y faire entrer des personnes et des ressources. De même, le temps d’apprentissage n’est plus limité à l’heure de cours. L’enseignant, les ressources, les camarades de classes ou encore d’autres acteurs peuvent en effet interagir et s’entraider en dehors des temps prévus dans l’emploi du temps de l’élève.

Dans le cadre du temps scolaire, les espaces langue évoluent grâce au numérique. La gestion de l’espace de la classe, de son équipement, de son agencement, permettent de placer l’élève au cœur de l’acte pédagogique. La différenciation, le travail en îlot, la classe inversée invitent à des nouvelles postures et à de nouvelles pratiques.

Calendrier : du mercredi 24 au vendredi 26 août 2016.

Lieu : Ax-les-Thermes, Université d’été Ludovia

Structure à l’initiative du projet :

L’association Cyber-Langues regroupe des enseignants utilisant les technologies de l’information et de la communication pour l’enseignement et l’apprentissage des langues. Pour cette 16ème édition, le colloque se joint à l’Université d’été Ludovia 2016.

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iTILT project: CALL teacher education

iTILT project: CALL teacher education | TELT | Scoop.it

An iTILT teacher training session at a primary school in Antibes, near Nice, this month involved primary teachers and teacher trainers involved with language education and technology training, as well as newly-qualified secondary EFL teachers.

Shona Whyte's insight:

Moving on from IWB-oriented projects to other tools and tasks to encourage target language interaction

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Upcoming webinars for ELT educators | Jan - Feb 2016

Upcoming webinars for ELT educators | Jan - Feb 2016 | TELT | Scoop.it

I wove a wrap for you with some webinars, using disparate threads I found across the net. I realise it's a bit late in the month but as they say better later than never.

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Content and Language Integrated Learning (2014) | ELTWO

1 Foreword to the Special Issue2 CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills3 Critical and Creative Engagements Facilitated through a CLIL Approach in the Ideas and Exposition (IEM) Classroom4 Language-sensitive CLIL Teaching in Higher Education: Approaches to Successful Lesson Planning5 Factors Influencing the Choice of CLIL Classes at University in Japan6  A Systematic Review of English Medium Instruction (EMI) and Implications for the South Korean Higher Education Context7 Materials Development for a Japanese University CLIL Class8 A Completely Different Ball Game:  Content and Language Integrated Learning through the Sociology of Sport9 Countering Essentialist Conceptualizations of Content Knowledge in a Japanese CLIL Situation
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Special issue edited by Brad Blackstone & Jock Wong, National University of Singapore. Open access.

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CLIL & EAP: teaching history

Many educators have argued that the best way to learn something, anything, is through context. For ELT, this often means language through content. In fact, content-based instruction (CBI) is an app…
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Tracking L2 acquisition in immigrant secondary school pupils: Michael Evans

Tracking L2 acquisition in immigrant secondary school pupils: Michael Evans | TELT | Scoop.it

Two case studies:

22 recently-arrived migrant pupils

Language data: 2 open ended writing tasks, 30 minutes, some prompts were provided, 1 year interval

What was analysed? Formal features (word count, spelling mistakes, connectives, tenses, complex sentences.)

70 interviews, 30 min approx

Analyses of the 3 longest turns

Study of conjecture in the language of EAL pupils + Direct/indirect speech