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Beyond computer assisted language learning: Huw Jarvis

Beyond computer assisted language learning: Huw Jarvis | TELT | Scoop.it

50-minute presentation by University of Salford lecturer Huw Jarvis, who works on the role of computer-based materials in L2 learning, particularly in self-access contexts.  

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"Our students multi-task and in doing so many things unconscious acquisition is as important as conscious learning, particularly when students are accessing and transmitting information in both their first language and in the English language."

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Language teachers making sense of exploratory practice: Hanks, 2015

This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of one, ‘Jenny’, illustrates the processes of doing Exploratory Practice with learners of EAP, while the story of the other, ‘Bella’, provides insight into the notion of puzzlement, a central feature of the Exploratory Practice framework. For these practitioners, it was clear that the integration of pedagogy with locally relevant, small-scale research activity, held a wealth of opportunities for language learning and teaching.
Shona Whyte's insight:
Hanks, J. (2015). Language teachers making sense of Exploratory Practice. Language Teaching Research, 1362168814567805.
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Thomas Farrell | Reflective Inquiry

Links to academic papers by Thomas Farrell on reflective practice for language teachers
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Open access articles on reflective practice from Thomas Farrell's website
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Reflective practice in action: Farrell 2006

Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher’s beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher’s beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teach- ers discover the relationship between their beliefs and classroom practices.
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TESL Canada Journal article; more Farrell links http://www.scoop.it/t/telt/?q=Farrell
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Digital Literacies and Technology-Enhanced Language Learning: Oct 2015

Digital Literacies and Technology-Enhanced Language Learning: Oct 2015 | TELT | Scoop.it
Abstract submission deadline: August 1, 2016 As new technology-mediated forms of interaction, learning, and meaning making have increasingly become integrated into all domains of life, from everyday to academic, foreign language educators and researchers have embraced the concept of Digital Literacies to frame new understandings and pedagogies. At the same time, the field of CALL…
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Digital Literacies and Technology-Enhanced Language Learning - new deadline for abstracts 1 August.
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Investigating Vocabulary Learning in Second Language Classroom context: Mohebbi 2013

Investigating Vocabulary Learning in Second Language Classroom context: Recent Findings, Future Outlook
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Bibliography of vocabulary acquisition research
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Canadian Modern Language Review : What is the best age to learn a second/foreign language?


Carmen Muñoz
University of Barcelona
munoz@ub.edu

The answer to the question, ‘what is the best age to learn a second/foreign language?’ is ‘it depends.’ It depends on who is learning, where, in what teaching/learning conditions, and with what aims. Below, I outline some of the advantages and challenges that belong to the different stages of the life course.

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Short critical review with references to Munoz' own work.
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Walter Gassenferth's curator insight, May 21, 7:03 AM
Useful post, presenting an interesting concept. For those who speak Portuguese or Spanish and are interested in continuing education, please visit http://www.quanticaconsultoria.com
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More than just another introduction to Teaching English as a Foreign language: Nancy Grimm webinar

objective: to bridge the gap between theoretical approaches to foreign language teaching and the needs of students, teacher trainees, TEFL lecturers, and those teaching at the classroom level
- reflections on major issues and current trends in language learning and teaching the balance of reflection and practice in each chapter the possibility of a flexible use of this book in inductive or deductive teaching approaches
- ready-to-use materials: thought-provoking cartoons, key concepts, recommended reading, study questions, and rewarding examples of classroom activities for beginners, intermediate, and advanced students.
- additional material provided online: e. g. PowerPoint-Presentations for teaching TEFL and pdf-files for learners other only resources: the complete bibliography, additional examples, and a German-English glossary compiled by C. Juchem-Grundmann
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Monday May 23rd 2016 – 19:00h – 20:30h CET
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Research Cluster on Language Education and Multilingualism

Research Cluster on Language Education and Multilingualism | TELT | Scoop.it
Die Koordinierungsstelle „Mehrsprachigkeit und Sprachliche Bildung – KoMBi" koordiniert die Forschungsprojekte, die im Rahmen des Schwerpunktes "Sprachliche Bildung und Mehrsprachigkeit" vom BMBF gefördert werden: wir unterstützen den internen Erfahrungsaustausch, fördern Kontakte zu thematisch verwandten nationalen und internationalen Forschungsprojekten, unterstützen die Öffentlichkeitsarbeit und Ergebnisverbreitung in die Bildungspolitik und -praxis, sorgen für koordinierte Qualifizierungsangebote für den wissenschaftlichen Nachwuchs und für die Etablierung einer nachhaltigen Strategie des Datenmanagements – sowie vieles mehr.
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Pedagogic Innovations in foreign language teaching: historical perspectives (16th-21st centuries)

Pedagogic Innovations in foreign language teaching: historical perspectives (16th-21st centuries) | TELT | Scoop.it
Here is the programme of the conference to be held in Faro, Portugal, 7-9 July on ‘Pedagogic Innovations in foreign language teaching: historical perspectives ((16th-21st centuries)
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The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience: Levy 2015

The article considers the role of qualitative research methods in CALL through describing a series of examples. These examples are used to highlight the importance and value of qualitative data in relation to a specific research objective in CALL. The use of qualitative methods in conjunction with other approaches as in mixed method research designs are a particular focus. It is argued that qualitative methods are especially effective when used in this way. The discussion also aims to elaborate upon the role of qualitative approaches within CALL specifically, as a domain for research study with particular attributes that require a qualitative orientation. Here the use of electronic dictionaries is considered. Dictionary use is suited to such a discussion because it occurs frequently in everyday life, suggesting a qualitative approach, as well as in research studies that are strictly controlled, as in a quantitative approach. The contrast is instructive and helps demonstrate the respective strengths and limitations of each method. Also central to the discussion is the language learner. A number of the studies described emphasize the importance of listening to the students’ voice in the qualitative component (e.g., Conole, 2008; Jones, 2003). It is in the unpacking of what students actually do moment-by-moment in CALL tasks and activities that best illustrate the strengths of qualitative methods in enhancing our understanding of mediated learning and thereby driving productive research agendas.
Shona Whyte's insight:
Best article of 2015 - "The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience" by Mike Levy. Now 'open access' for a short time through Equinox!
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British Library offers over 1 million free vintage images for download

British Library offers over 1 million free vintage images for download | TELT | Scoop.it
The centuries-old copyright-free images range from book illustrations to photos, and cover everything from flowers to cycling and children's books to map.
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Free pictures
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L2 digital literacies symposium: Oct 2017

L2 digital literacies symposium: Oct 2017 | TELT | Scoop.it

As new technology-mediated forms of interaction, learning, and meaning making have increasingly become integrated into all domains of life, from everyday to academic, foreign language educators and researchers have embraced the concept of Digital Literacies to frame new understandings and pedagogies. At the same time, the field of CALL…Abstract submission deadline: May 23, 2016 As new technology-mediated forms of interaction, learning, and meaning making have increasingly become integrated into all domains of life, from everyday to academic, foreign language educators and researchers have embraced the concept of Digital Literacies to frame new understandings and pedagogies. At the same time, the field of CALL…

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Abstract submission deadline: May 23, 2016
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Un référentiel de compétences sur les Ressources éducatives libres

Un référentiel de compétences sur les Ressources éducatives libres | TELT | Scoop.it
L’OIF lance un référentiel de compétences sur les Ressources éducatives libres (REL), en partenariat avec l’UNESCO, l’ALECSO, l’Open Education Consortium et l’Université virtuelle de Tunis.
Shona Whyte's insight:
5 compétences : se familiariser, rechercher, utiliser, créer, partager des resources éducatives libres
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What Works in CALL: A Meta-synthesis of the Effects of Technology in Second Language Teaching and Learning

What Works in CALL: A Meta-synthesis of the Effects of Technology in Second Language Teaching and Learning | TELT | Scoop.it
This paper presents a synthesis of CALL meta-analyses relevant to SLA theory, research, and pedagogy. In this ‘second-order’ review, we provide a thorough account of substantive findings as well as a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. Findings from the substantive review indicate, for example, generally substantial effects of CALL on L2 learning (ES = .51), suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts. In addition, results demonstrate positive benefits for CALL glossing (ES = .60) and CMC (ES = .33) relative to non-CALL contexts, although more research is needed to understand the full impact of game-based and mobile-assisted language learning.
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June 3 talk in London by Luke Plonsky
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Journée d'étude : "Une approche sociocritique du numérique en éducation : enjeux et questionnements"

Journée d'étude : "Une approche sociocritique du numérique en éducation : enjeux et questionnements" | TELT | Scoop.it
Juin 2016 à Grenoble
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Journée d'études à Grenoble au mois de juin prochain.
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What makes a good lesson plan? Materials for IWB-supported language teaching

What makes a good lesson plan? Materials for IWB-supported language teaching | TELT | Scoop.it

Criteria for designing task-based language teaching materials for use with an IWB.

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Adapted from Cutrim Schmid & Whyte (2014) Teaching languages with Technology. Bloomsbury.
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Classroom discourse: articles on foreign language

Lots of articles on classroom interaction, use of L1 and L2, characterising dialogue/conversation in the language classroom
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Just the paywall problem
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300 Ice-Breakers, Warmers & Fillers.pdf

300 Ice-Breakers, Warmers & Fillers.pdf | TELT | Scoop.it
Quick activities or odd moments in class
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Low prep things to do to keep learners motivated and participating
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Ricard Garcia's curator insight, May 23, 4:57 AM
Always handy!!!
BOUTELOUP Jean-Paul's curator insight, May 24, 1:48 AM
300 activités de 5 min pour lancer, animer vos formations, réunions et impliquer vos participants.
AF Sydney's curator insight, Today, 8:35 AM
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Teaching EFL/ESL Reading: A Task Based Approach - University of London, UCL Institute of Education | Coursera

Teaching EFL/ESL Reading: A Task Based Approach from University of London, UCL Institute of Education.

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Open access course
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Colloquium 2016 | TESOL France

Colloquium 2016 | TESOL France | TELT | Scoop.it

35th Annual International Colloquium: 18-20 November 2016 We invite you to join us in Paris for our 35th Annual International Colloquium where we will be: Reaching new heights in ELT The Call for Proposals is open! 

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Call for papers open till end of May
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ÉcriTech'7 : Ce que le numérique et les écrans changent à l'écrit

ÉcriTech'7 : Ce que le numérique et les écrans changent à l'écrit | TELT | Scoop.it
Espace de partage entre chercheurs et enseignants, le colloque ÉcriTech'7 se déroule les 18 et 19 mai 2016 sur le campus universitaire Saint Jean d'Angely de l'Université Nice Sophia Antipolis. Des temps d'échanges et des confrontations de pratiques pédagogiques permettront d'explorer ce que le numérique et les écrans changent à l'écrit, mais aussi de se pencher sur l'enseignement de l'écriture avec le numérique / de l'écriture numérique pour enfin questionner ce qu'est écrire le monde et s'engager dans le monde à l'ère du numérique. Informations et inscriptions sur www.ecritech.fr
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Masters in Teaching English: research project topics

Masters in Teaching English: research project topics | TELT | Scoop.it
This week our second-year Masters students in the English teaching programme at the University of Nice presented their end-of-year classroom research projects to an audience of university and secondary school teachers and their peers. We heard thirty presentations on different dimensions of teaching English as a foreign language (EFL) in French secondary schools, which include both lower secondary (collège, 11-15 years) and upper secondary (lycée, 16-18 years). The students are pre-service teachers; the majority have passed national competitive teacher entrance exams and have taught part-time through this school year, with support from mentor teachers and university tutors. Some have yet to pass the exams and had shorter school placements under the direct supervision of a school tutor.
Shona Whyte's insight:
Updated blog post on MA #TEFL classroom research projects
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Debating: a task-based model

Debating: a task-based model | TELT | Scoop.it
I told the students I needed a good way of assessment that would be based on the skills they needed to learn. I gave my students several choices, and various permutations of those choices:
Presentations 
Primary data (student-conducted research)
Speaking Tests
Other
I let them talk in groups for a few minutes in order to figure out what everything meant. I also gave them this time to ask clarifying questions. Then, I told them I was leaving for five minutes and by the time I get back, they should have figured out what they want to do.

I left. I came back five-mi