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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
Curated by Shona Whyte
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Le français en contextes : Approches didactiques, linguistiques et acquisitionnelles

Le français en contextes : Approches didactiques, linguistiques et acquisitionnelles | TELT | Scoop.it
Organisés en trois sections (FLE et enseignement ; études linguistiques ; maîtrise et acquisition de la langue), les neuf articles qui forment ce volume ont en commun de se soucier de ce que la langue, lorsqu’elle est considérée à partir d’approches ou de données mettant en avant l’importance du contexte (défini de façons différentes), est loin d’être un objet dont les contours sont clairement identifiés : entre différentes considérations théoriques ou analytiques, face à la réalité du terrain, on voit ainsi se dégager un champ offrant de multiples approches et réflexions. Ce volume, à travers les articles qui le composent, constitue une contribution riche et variée sur la question de l’enseignement-apprentissage du français en contexte(s).
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Multilingual Language Theories and Practices (MLTP2018): Valladolid, April 2018

Multilingual Language Theories and Practices (MLTP2018): Valladolid, April 2018 | TELT | Scoop.it
We invite papers in all areas of research in bi-/multilingualism, whether or not linked directly to the overarching conference theme, including, but not limited to, linguistics, sociolinguistics, psycholinguistics, neurolinguistics, clinical linguistics, education, bi-/multilingual societies.

Topics will include:

(multiple) language acquisition and learning (L3, L4, Lx);
psycho- and neurolinguistics of multilingualism;
translanguaging;
early bilingualism and heritage language development;
speech processing in bi-/multilinguals;
trans/multilingual language use in different contexts;
multilingual education;
bi-/multiculturalism;
bi-/multilingual language policies;
literacy in multiple languages (pluriliteracy);
intercultural and globalisation issues related to multilingualism.
Shona Whyte's insight:
First call for papers: January 2018
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Atlas sonore des langues régionales de France

Atlas sonore des langues régionales de France | TELT | Scoop.it
Trois chercheurs en informatique d'un laboratoire du CNRS ont conçu un atlas interactif des langues régionales françaises.

Une même fable d'Ésope peut être écoutée et lue en français (en cliquant sur Paris) et dans une centaine de variétés de langues régionales (en cliquant sur les différents points de la carte)
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TaLC 2018: Cambridge, UK ,July

TaLC 2018: Cambridge, UK ,July | TELT | Scoop.it
Papers on corpus - based approaches to language learning, teaching and assessment in the follo wing areas:
o Teaching first and second languages (including data - driven learning materials and student - centered linguistic investigation)
o Research on second language acquisition and learner corpus research
o Learner language
o Teaching languages for specific purposes
o Using corpora across the curriculum, from primary education to HE o Teaching interpreting and translation with corpora
o Teaching literature, culture and history with corpora
o Teaching intercultural communication and corpora
o Developing pedagogic gramma rs and learner dictionaries
o Developing corpora/tools/resources for language learning and teaching
o Teacher education and language corpora
o Teaching of corpus methods to students and researchers in linguistics (and other areas of inquiry)
o Mobile language lear ning/teaching and corpora
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Fill-in-the-Blank Questions in Interaction: Persson 2017

Fill-in-the-Blank Questions in Interaction: Persson 2017 | TELT | Scoop.it
This article reports on the use of syntactically incomplete utterances in talk-in-interaction as a resource for doing two sorts of inquiries: seeking information and initiating repair. The element inquired about is made relevant next, and typically given by the addressee, in the form of a completion fitted to the incomplete utterance. Using a vernacular term, the practice could be referred to as “asking a fill-in-the-blank question,” where syntactic structure is distributed across question and answer. It is shown how transition-relevance places can be set up in the absence of syntactic completion and how fill-in-the-blank questions thereby differ from other types of collaborative productions. The particular import and usefulness of incomplete utterances is demonstrated relative to other resources. The phenomenon shows that syntactic completion and turn completion need not coincide and illustrates how questions can constrain the form of answers through projection. Data are in French with English translation.
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"Designedly incomplete utterances" - one more way to ask a question in French
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Call for Papers - 3rd Issue “Second Language Teaching and Generative Linguistics”

Call for Papers - 3rd Issue “Second Language Teaching and Generative Linguistics” | TELT | Scoop.it
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Teaching and Language Corpora conference 2016

Abstracts from 2016 conference on L2 learner corpora, data-driven learning, FL/L2 acquisition, teaching and learning
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Next edition in Cambridge, July 2018
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AESLA2018 :: Keynote speakers

AESLA2018 :: Keynote speakers | TELT | Scoop.it
36th AESLA (Spanish Society for Applied Linguistics) conference "Applied Linguistics and Knowledge Transfer: Employability, Internationalization and Social Changes" University of Cadiz (Spain) 19th - 21st April 2018
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Applied linguistics in Spain
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CEFR or CECRL - new website

CEFR or CECRL - new website | TELT | Scoop.it
The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency
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