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Teachers’ beliefs and practices regarding learner autonomy

Borg, S., & Al-Busaidi, S. (2012). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292.

 

Abstract

This paper describes a project about the beliefs and practices regarding learner autonomy (LA) held by English language teachers in a university language centre. A distinctive feature of this project was the manner in which professional development workshops for the teachers were informed by prior research about these teachers’ perspectives on LA. Following a brief rationale for the project, we outline its research component before illustrating how this shaped the teacher workshops. The model for relating research and professional development we illustrate here is one that we believe can be applied more generally in supporting teacher development and institutional change in ELT.

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Watch an 18 minute video of Simon Borg presenting a paper he co-authored with Saleh Al-Busaidi on teachers' beliefs about learner autonomy

http://www.tesolacademic.org/Video%20clips/2012/RPNov12SB.wmv

 

 

The paper is published in ELT Journal and accessible via subscription.

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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JE Didactique des langues de spécialité : Paris, avril 15

JE Didactique des langues de spécialité : Paris, avril 15 | TELT | Scoop.it

Le groupe de travail « Didactique et anglais de spécialité » (GT DidASP) du GERAS (Groupe d’Etude et de Recherche en Anglais de Spécialité), dont la principale mission est de travailler à la construction de l’objet scientifique didactique de l’anglais de spécialité, organise une journée d’études dont l’objectif est d’élargir sa réflexion. Il s’agit en effet d’identifier les intersections possibles entre la didactique des langues et les langues de spécialité (LSP) afin de définir un objet spécifique didactique des LSP  et d’en cerner les contours. Les participants à la journée s’interrogeront sur les invariants propres à la didactique des langues dès lors qu’elle porte sur l’enseignement-apprentissage des langues de spécialité (par exemple, anglais des sciences du vivant, allemand de l’économie, espagnol du droit, etc.).

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Journée d'études du nouveau groupe de travail DidASP (GERAS)

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High school teaching: one teacher's goals for a better learning experience

High school teaching: one teacher's goals for a better learning experience | TELT | Scoop.it
The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she de...
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Interesting, credible description of dull high school class experiences and suggestions to teachers for ways to improve.

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TBLT: Jordan on Doughty & Long, 2003

TBLT: Jordan on Doughty & Long, 2003 | TELT | Scoop.it

I here present a very brief summary of an article by Doughty and Long . The article outlines how their “Task-Based Language Teaching” (TBLT) approach might be used for distance learning, but I’ve ignored that part of the article and concentrated on the methodological principles which inform TBLT.

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I'm still surprised how widely-quoted this article is in spite of many other longer and more detailed treatments of task-based learning.  As Jordan says "well-argued, thorough, and well-supported by research findings."  Also a paper with direct applications to different classroom and distance contexts, and which has been applied (e.g. Gonzalez-Lloret on TBLT for Spanish literature°.


González-Lloret, M.. (2003) Task-based language materials: En busca de esmeraldas. Language Learning &Technology , 7(1), 86–104.


(2007). Implementing Task-Based Language Teaching on the Web. In K. Van den Branden, M. Verhelst, & K. V. Gorp (Eds.), Task-based language education (pp. 265–284). Cambridge, UK: CUP.
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Krashen at TESOL France: Paris, Nov

Krashen at TESOL France: Paris, Nov | TELT | Scoop.it
Shared with Dropbox
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14-16 novembre 2015 ; Carol Read and Stephen Krashen are speaking

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Authenticity and Legitimacy in Multilingual SLA - Claire Kramsch, 2012

After problematizing the authority of the native speaker in second language acquisition research, applied linguists are now questioning the very notion of standard national language as an appropriate object of study (Canagarajah 2007, Cenoz & Gorter 2010). More important than learning the elements of one whole symbolic system, they argue, is the necessity of learning to move between languages and to understand and negotiate the multiple varieties of codes, modes, genres, registers and discourses that students will encounter in the real world. It is also necessary to take advantage of the increasingly multilingual composition of language classes and to draw on the students' multilingual competences, even if they are learning one language. Moving between languages, however, not only requires a symbolic competence that still needs to be operationalized in the traditionally monolingual communicative language classroom (Kramsch 2008), but it raises questions about the authenticity and the legitimacy of the multilingual speaker. Ilan Stavans was brutal about it: "Language makes us able to fit into a context. And what is there to be found in the interstices between contexts? Not silence -- oh, no. Something far less compelling: pure kitsch." (Stavans 2001:250). To what extent do L2 learners have to be concerned about kitsch, inauthenticity, and imposture in our late modern era or have these notions become irrelevant now that "the native speaker is dead"?

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ClaireFest next April

http://kramschconference2015.berkeley.edu/

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Teaching Languages with Technology

Teaching Languages with Technology | TELT | Scoop.it
This book draws on theories of second language acquisition (SLA) to illustrate how interactive white board technology can be exploited to support language acquisition. It examines interaction, collaboration and negotiation of meaning and focus on form in the communicative language classroom in primary, secondary and vocational schools.

In recent years new technologies have been incorporated into second and foreign language education as tools for implementing teaching methodologi
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Our book on interactive technologies in language teaching is out: research into IWB-mediated second language teaching practice using case studies from a variety of classroom contexts.

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Hugh Dellar and The Lexical Approach Part 2

Hugh Dellar and The Lexical Approach Part 2 | TELT | Scoop.it
In the previous post, I looked at Hugh’s attempts to implement Michael Lewis' "Lexical Approach", and posed a few questions. Anticipating no response from Hugh, I addressed some of the questions my...
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More close analysis of the lexical approach in comparison to the established cognitivist-interactionist paradigm with particular focus on conflicting uses of the concept of "noticing."  Jordan recommends Nattinger & DeCarrico.

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Easy micro-listenings

Easy micro-listenings | TELT | Scoop.it
John Field has made the case for micro-listenings which are “examples of the same word/phrases in different voices and contexts” (John Field 2013, New directions in second language listening:rethinking the Comprehension Approach presentation, slide...
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Smart combination of pedagogy and tools for EFL listening

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A Straightforward Guide To Creative Commons | Edudemic

A Straightforward Guide To Creative Commons | Edudemic | TELT | Scoop.it
Way back when, research meant going to the library, finding something in a book, and indicating what book you found the information in when you created your bibliography. The internet has brought a significant amount of grey area to the world of citations and bibliographies. Students need to understand how to distinguish relevant, reliable material …
Shona Whyte's insight:

Good solid information, easy to follow and refer back to.

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Guru Hospitals's curator insight, September 26, 2:42 AM

Want to loose weight quickly? ! Guru Hospitals provides laparoscopic treatments for fast #weightloss   .For more details and for a free online consultation place an Enquiry here,http://guruhospitals.com/

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What do you want to do? Tech tools for teachers and learners

What do you want to do?  Tech tools for teachers and learners | TELT | Scoop.it
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Great!

Helen Rowling's curator insight, October 1, 7:00 PM
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Really helpful!

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Capturer de la vidéo avec Download helper

Capturer de la vidéo avec Download helper | TELT | Scoop.it
Shona Whyte's insight:

Un tutoriel de Stéphane Raymond, qui en a mis beaucoup en ligne

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Guru Cancer Center's curator insight, September 23, 3:35 AM

Breast Cancer Risk Factors... Every woman wants to know what she can do to lower her risk of breast cancer. For more,http://cancer-treatment-madurai.com/

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20 Great Essays and Short Stories by David Sedaris

20 Great Essays and Short Stories by David Sedaris | TELT | Scoop.it

The The best articles, essays and short stories from the master of observational humour

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The Electric Typewriter has lots of free articles and essays

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CALL research conference on task design: Tarragona, July 15

XVIIth International CALL Research Conference
Task Design and CALL
6-8 July 2015, Tarragona, Spain

In recent CALL articles, conference presentations and project proposals, we notice a renewed interest in activities, and less emphasis on technology or theoretical pedagogy. These activities, elective or compulsory, can be subdivided into three partly overlapping categories: (a) focus-on-form tasks which can be defined as meaningful tasks in which the focus on particular forms is tightly embedded; (b) focus-on-meaning tasks which should lead to communication (CMC approach) or any kind of non-linguistic outcome (TBLT approach); and (c) form-focused exercises that focus on isolated forms, such as improved and enriched (drill-and-practice) exercises.

During this conference we will discuss the design process behind these tasks: How do we decide on task types? How do we shape them? How do we monitor and evaluate them?

Submitted presentations should tackle questions such as:

-       How do we design authentic, meaningful, useful and enjoyable tasks?
-       To what extent do tasks depend on context?
-       What can CALL learn from TBLT?
-       What can TBLT learn from CALL?
-       What are the affordances and limitations of technology?
-       How does technology impact on non-technological tasks?
-       What are the specific challenges for LMOOCs, OERs, Interactive Whiteboards, Student Response Systems, Synchronous Collaborative Writing Tools, Serious Games… ?
-       How do our tasks fit in with Complex Dynamic Systems Theory, Socioconstructivist environments, Flipped Classroom approaches …?
-       What is the role of corrective feedback?
-       What are the consequences for Learner Analytics?
-       Which tasks for which skills?
-       Which tasks are most appropriate for intercultural competence?


Call for Proposals
This is a preliminary announcement. The first call for proposals will be sent out mid November. The abstract should contain:

-       10 lines on the context of your research: situate your contribution;
-       30-40 lines where you  focus on the conference theme and try to tackle one of the questions mentioned above.

Deadline for submission of abstracts: January 31st 2015
Notification of acceptance: March 1st 2015


Venue
Universitat Rovira i Virgili
Tarragona, Spain
(1 hour from Barcelona)

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TRELA workshop (Paris, July 15): CPF extension

TRELA workshop (Paris, July 15): CPF extension | TELT | Scoop.it

Organized by CLILLAC-ARP (the Centre for, Interlanguage Linguistics, Lexicology, English and Corpus Linguistics – Workshop for Research on Speech, EA 3967) at Paris Diderot University, AFLA (the French Association for Applied Linguistics) and partner associations

Shona Whyte's insight:

Deadline extended to 15 November

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TEFL with the Interactive Whiteboard: Euline Cutrim Schmid, 2013

TEFL with the Interactive Whiteboard: Euline Cutrim Schmid, 2013 | TELT | Scoop.it

90 minute lecture with quiz and answers.  Euline Cutrim Schmid on IWB-mediated language teaching, with findings from the iTILT project and follow-up work on videoconferencing with young learners via the IWB.

Shona Whyte's insight:

Links to IWB resources for language teachers and teacher educators, and new research findings on IWB-mediated language teaching from pedagogical and technological perspectives.

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ASp libre accès - revue anglais de spécialité

Revue promouvant la recherche dans le domaine de l'anglais de spécialité et dans le secteur LANSAD
Shona Whyte's insight:

Monique Mémet nous indique :

"Le comité éditorial de ASp a proposé de changer le délai de publication en libre accès de la revue en ligne lors de la réunion du GERAS du 4 octobre 2014 à Paris. Le délai de restriction pour la mise en libre accès des articles est désormais d'un an. Cette décision, approuvée, a pour objectif de permettre une plus grande lisibilité de nos travaux et une meilleure indexation." 
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Digital literacies symposium: 6-11 October

Digital literacies symposium: 6-11 October | TELT | Scoop.it
Poster presentations are online October 6 to 11, with opportunities for asynchronous and synchronous exchange with the authors. Abstracts are available on individual pages. NOTE: To leave an asynch...
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15 poster presentations at U of Arizona Digital Literacies for L2 classroom next week: slides with audio, synchronous and asynchronous chat

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Colloque Acedle 2015:

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Appel à propositions jusqu'au 15 octobre 2014 sur le site du colloque (par le lien du titre)

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EUROCALL 2015: Padova, Italy

EUROCALL 2015: Padova, Italy | TELT | Scoop.it
The next annual conference of EUROCALL will take place at the Università di Padova, Italy, 26-29 August 2015. Once a conference website has been established, it will be announced and prominently displayed on the EUROCALL home page.
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Canopé : le nouveau visage du réseau

Canopé : le nouveau visage du réseau | TELT | Scoop.it
L’enjeu de ces lieux sera ensuite l’ouverture à de nouveaux publics.

« Même si le “cœur de cible“ reste l’enseignant, nous avons besoin de nous ouvrir, élargir à la communauté éducative dans son ensemble et aller au-delà », précise JM Merriaux.

La question du continuum pédagogique entre temps scolaire et temps périscolaire a été également réfléchie et amène à penser que ces espaces pourraient devenir ces lieux de rencontre à destination des collectivités, des universités, de l’éducation prioritaire sans oublier les parents d’élèves.

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Fablabs à la française ?

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Why attend ELT conferences? Professional development

Why attend ELT conferences? Professional development | TELT | Scoop.it
Hello again. #KELTChat's fall/autumn activities continue with a return to our Slowburn™ chats. The topic is "Getting the most out of conferences," and the chat will take place via the medium of Twi...
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Links to Borg article reporting on a survey of conference attendees on the perceived benefits of attendance

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Language resource centres: CERCLL

Language resource centres: CERCLL | TELT | Scoop.it
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University of Arizona's CERCLL has a list of US language resource centres with links to many free resources for teaching and learning second languages

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ELT pics: ideas for teachers

ELT pics: ideas for teachers | TELT | Scoop.it

Ways to use pictures for language teaching and learning

 

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I have a communication class starting this week - this looks a nice place for warm-up ideas

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