Cours très complet sur les théories de l'apprentissage et de l'enseignement : comportementalisme, cognitivisme, constructivisme et d'autres modèles, avec des activités d'apprentissage pour l'internaute.
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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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Marisa Constantinides on TEFL Matters analyses a recent talk by Krashen on technology.
Shona Whyte's insight:
Links and quotes from Krashen's recent talk in Turkey. Delete the scoop?
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![A Simple Guide To 4 Complex Learning Theories [Infographic] | TELT | Scoop.it](http://img.scoop.it/fd_yj28rfDmeuTg0WPtcujl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ)
Do you know the actual theories of learning? A learning theory is an attempt to describe how people learn, helping us understand this inherently complex process. Via Gust MEES, Alazne González, Luciana Viter, Inna Piankovska
Shona Whyte's insight:
Useful for key ideas in learning theory, though perhaps more a demonstration of someone's constructivist/connectivist thoughts on learning/teaching than a useful end product for others. (Constructiorism => constructionism).
Via Katie Lepi http://edudemic.com/author/katie/ 
Kari Smith's curator insight,
February 17, 1:17 PM
Great background information to build our understanding. I really like seeing them all presented this way for easy comparison. 
Christine Cattermole's curator insight,
May 16, 4:58 AM
A very visual illustration of learning theory. Delete the scoop?
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"Professional development modules for foreign language instruction at the high-school and college levels."
Shona Whyte: Orlando Kelm of the University of Texas presents a four-lesson module for foreign language teaching training on technology in the FL classroom. The four lessons involve:
1 Time on Task
2 Context
3 Chunks and Scripts
4 Input vs. Intake Delete the scoop?
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Shona Whyte A nice overview page on 4 theories of learning. [The instructional design wiki was created by the summer 2011 class of CI484 at University of Illinois-Urbana as part of the Curriculum, Technology and Educational Reform (CTER) Master's program]
Via Ana Cristina Pratas Delete the scoop?
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"The term pluralistic approaches to languages and cultures refers to didactic approaches which involve the use of several (or at least more than one) varieties of languages or cultures simultaneously during the teaching process. By abandoning the “compartmentalised” view of an individual’s linguistic and cultural competence(s), this publication is a valuable step towards implementing the Common European Framework of Reference for Languages, in particular its rationale on plurilingual and intercultural competence.
The publication and this website present a comprehensive list of descriptors (Knowledge, Skills and Attitudes) (view examples of descriptors) considered necessary within the perspective of a plurilingual and intercultural education. The same descriptors are available online, in graphic form, where the user can see at what stage of the educational process the authors would recommend the development of each resource and its sub-categories.
It provides teaching materials for putting the development of these resources into practice. The teacher can select an activity from a database according to the specific resources for knowledge, skills and attitudes which s/he has identified from the framework." Delete the scoop?
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Shona Whyte:
483 accents of English - audio files for the same text, male and female speakers from a variety of English-speaking countries plus non-natives.
Great for phonetics/phonology practice, or just demonstrating phonological variation to dispel the myth that there's one "standard" pronunciation. Delete the scoop?
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Shona Whyte:
A look at the research on extroversion and second language acquisition showing that our intuition that more outgoing personalities create more opportunities to learn is not necessarily on the mark. Delete the scoop?
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Shona Whyte: "What is attention, and what role does it play in foreign language learning? That’s the question that this little language note will explore," says Gavin, graduate student in a language-related field at the University of Hawai'i.
After reviewing some of the research on noticing in second language acquisition (Schmidt) and examining four key ideas, he concludes: "Learning another language exercises our attention brain muscles. And learning to achieve a higher quality of attention in our daily life through daily language exercise can’t be a bad thing…right?"
Interesting for teachers as an argument to encourage language learners, but also for information about the key concept of noticing (which I have written about here http://bit.ly/pSSoVt).
More language notes of this type, plus more academic resources on Gavin's Leaky Grammar blog.
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Shona Whyte: Very clearly structured 2006 conference presention - given with lectern and mic and no slides - in Busan, Korea, by Rod Ellis. The video is online at the Asian EFL Journal website, accessible with the login member and password busan2006 (which are helpfully posted on their video page).
Ellis explains what task-based language teaching (TBLT) is and why it is relevant to teaching English in Korea, illustrates with Korean students and discusses criticisms of the TBLT approach
Ellis identifies 3 dimensions of language teaching - goals (learning objectives) - content (Type A versus Type B syllabus) - methodology (accuracy vs fluency)
He introduces the notion of the Type B syllabus, which specifies learning activities or tasks, but not the language to be used. "Language is a by-product of the tasks."
TBLT aims to develop knowledge of language for natural communication, using a series of message-focused tasks, and the methodology is fluency, "saying what you want to say" rather than "using the language accurately." However, there is an accuracy side to the methodology of TBLT.
Why tasks? 1. develop implicit knowledge incidentally through the effort to communicate (an attempt to recreate the same conditions in the classroom as for L1) 2. allow automatisation - unless you experience trying to communication in "real operating conditions" (like outside the classroom) you will never use the language fluently
What is a task? 4 criteria 1. goal-directed (not a linguistic purpose) 2. primary focus on meaning (using language) 3. participants choose linguistic resources (unlike Type A frameworks which provide language resources) 4. task has clearly defined outcome
Unfocused versus focused tasks: unfocused tasks are not designed to use a particular language feature, which focused tasks are oriented towards a particular grammatical structure, although primary focus is always on meaning. No situational grammar activities, to practice a particular structure.
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Quite an eclectic collection of videos on Pinterest collected by Nik Peachey.
You can find talks on aspects of education and technology use in general, presentations of particular learning theories (Skinnerian behaviourism, for example), and some more closely related to language teachers' concerns about teaching and learning languages with technology. Delete the scoop?
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Here's what I think is relevant to language teachers about the flipped classroom:
"“If you structure your class exactly the same way you have always done but employ it flipped,” warns Richard Talyor, CMO for Echo360, “effectively what you have done is added an extra hour of class for every hour of class the student has. Respect the students’ time"
It's the extra time that language learners need, in addition to opportunities for interaction. Delete the scoop?
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Jackie Gerstein of User Generated Education has this extremely well-documented and readable article, including information, illustrations, links and examples of pedagogical changes linked to technology integration in post-secondary education.
It's relevant to my own teaching/training context in the French university system; these quotes stand out for me:
- Educators need to be re-educated as to what to do with the class time that previously was used for their lectures. - Learning institutions are no longer the gatekeepers to information. Anyone with connections to the internet has access to high level, credible content. - The educator becomes a facilitator and tour guide of learning possibilities – offering these possibilities to the learners and then getting out of the way.
Without wishing to make spurious or superficial connections, it seems these points also apply to modern language teachers moving from grammar-translation to more communicative and/or task-based approaches to language teaching. Teachers trained in grammar-based approaches need to learn how to plan and implement different types of learning activities. They need to adapt to the fact that their learners can access good target language input and information without their teachers' help. And they need to de-centre their teaching to allow learners the opportunity to use the language amongst themselves. Delete the scoop?
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British Council is proud to present an interview with Professor Stephen Krashen. Professor Krashen was kind enough to speak to us on camera during his visit to Istanbul… Delete the scoop?
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Learning activities based on 10 Key Principles for Designing Video Games for Foreign Language Learning, by Purushotma, Thorne and Wheatley, 2009. Delete the scoop?
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Shona Whyte: Hugh Dellar gives ELT Heinle co-author Andrew Walkley space to expand on his IATEFL 2012 presentation on technology in language teaching. The overal thrust is to question blind assumptions about teaching and technology:
Impoverished acquisitional/pedagogical models - "the vast bulk of new technologies for ELT are based on OLD – and I would argue discredited – theories of language. Many of the sites recommended by gatekeepers such as Russell Stannard and Nik Peachey focus very much on grammar rules and lists of single words and their meanings." Walkley rejects this restricted view of language learning/teaching as "grammar rules + words + skills."
Overestimation of technology's power to motivate - "We’re frequently told we’re teaching screenagers, but our students are only screenagers when using facebook to sort out a meet-up with friends or to post comments on recently uploaded photos." Our younger learners are not so tech-savvy or pro-tech as older teachers may fear.
Unhealthy obsession with technology among some teachers - "Don’t let workaholics be our role models." Technology is time-consuming for teachers, but pro-tech teachers don't mind giving up a great deal of spare time for it.
Technological versus pedagogical interactivity - "Far too often, in classes I observe, IWBs are simply used as giant held-up coursebooks, as another form of crowd control."
[Author photo from ELT Heinle http://elt.thomson.com/emea/en_uk/innovations/pages/0759396205/teacher_andrew.html] Delete the scoop?
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Shona Whyte:
This looks interesting: AvatarGenerations' Editor built a Serious Game using a platform called ThinkingWorlds to showcase the pedagogies in games and to investigate how teacher attitudes and perceptions changed before and after playing the game. The objective of the game was to provide a tailored contextual experience in a school environment that would have a positive affect on preconceptions, and change negative attitudes towards the role of serious games in the classroom. The game was designed to allow teachers to experience a range of educational activities, each built upon a clear and established pedagogy: Gagné’s (1985) ‘Nine Events of Instruction’, Mayer’s (2002) cognitive theory of multimedia learning, Lave and Wenger’s situational learning theory (Lave and Wenger 1991), Kolb (1984) experiential learning theory and Skinner’s (1954) operant conditioning theory. The game was designed using a role-playing strategy to allow the user to become embodied in a virtual environment and identify with objects and characters. The player assumes the role of a new teacher on the first day of school and the principal “Principal Daily” assigns “Mr. Rooney” (the player) tasks and challenges that he must complete before the day is over. At the end of each level, the player is given information on the pedagogy embedded in the game level and when all tasks are finished, “Principal Daily” requests a short reflective report on the player’s experience. Delete the scoop?
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2001 article in the Internet TESOL Journal by Mehmet Celik on English intonation, with succinct explanation of key phenomena plus bibliography. Delete the scoop?
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Quick and dirty glossary of buzzwords in teaching and learning with technology.
Via tom jackson, Stefano D'ambrosio 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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"The fourth edition of the magazine for teachers of English in Portuguese speaking countries, with a special focus on Brazil."
Shona Whyte: A digital magazine for EFL/ESL teachers with lots of short articles on different aspects of English teaching and certainly not only relevant to those in Portugal or Brazil.
Two articles caught my eye: one by Lynn Wilson on routines for younger learners, with lots of good ideas for classroom management and maximising authentic communication, and another by Fitch O'Connell on autonomous group work in state school language classes, which explains how to implement group work and what the benefits might be. Adrian Tennant also lets off steam with "Six Acts of Sheep" where he urges teachers not to be seduced by fashionable notions concerning Universal Grammar, four skills, TTT, testing, pre-teaching and authentic materials. Delete the scoop?
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"Our mobile learning research and development work at The Open University has built expertise around pedagogical innovation in tandem with advancements in technology."
Shona Whyte: Slides for a keynote address to EdMedia World Conference on Educational Media and Technology (Denver, June 2012). Mobile learning, incidental learning ... Delete the scoop?
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"Linguist Stephen Krashen takes issue with the notion that people who want to learn a foreign language need to go through a grammar and vocabulary boot camp."
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There are some interesting and accessible articles for language teachers
- online modules for less commonly taught languages - a Chinese hybrid course - using Web 2.0 for Spanish past tenses - using wikis in FL classes - electronic portfolios - technology review
From the International Association for Language Learning Technology, which has snagged the strapline: "where technology speaks your language." Delete the scoop?
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Overview of SLA by Florence Myles for the Good Practice Guide, Languages Linguistics and Area Studies at the University of Southampton.
Abstract: "The purpose of this general overview article is to outline how research into second language acquisition (SLA) over the last few decades has fed into our understanding of learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development, theoretical models attempting to explain these findings are presented, ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally, recent developments investigating specifically the relationship between instruction and L2 development are outlined."
Includes glossary and links to applied linguistics websites.
Don't see a date; best guess 2002. Delete the scoop?
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