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Créer en 2 à 3 heures un scénario pédagogique interactif avec sortie Web, Pdf, Ppt

Créer en 2 à 3 heures un scénario pédagogique interactif avec sortie Web, Pdf, Ppt | TELT | Scoop.it

Opale est une chaîne éditoriale permettant la production et l'édition sur différents supports de contenus de formation enrichis (cours et exercices).
Cette prise en main rapide ne nécessite aucune connaissance préalable d'Opale.
Grâce au tutoriel proposé ici, vous produirez un module simple et vous publierez en trois clics :
- un site Web
- un document imprimable
- un diaporama


Via Alain MICHEL
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Manon Silvant's curator insight, January 24, 2013 11:51 AM

Une expérience positive ou négative à partager ?

TICE AMU's curator insight, January 26, 2013 4:56 AM

Un tutoriel pour utiliser Opale de la chaine Scenarii

benoit tostain's curator insight, February 1, 2013 9:39 AM

Opale Scenari

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Analyse des discours de spécialité: Lyon, juin 2017

Analyse des discours de spécialité: Lyon, juin 2017 | TELT | Scoop.it
« La néologie lexicale à travers les âges » organisé les 8, 9 et 10 juin 2017 par le Centre d’Etudes Linguistiques – EA 1663 de l’Université de Lyon (Jean Moulin Lyon 3)
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LSP call, Lyon, June 2017
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Teaching English to Young Learners: Supporting the Case for the Bilingual Native English Speaker Teacher

(2016). Teaching English to Young Learners: Supporting the Case for the Bilingual Native English Speaker Teacher. Classroom Discourse: Vol. 7, No. 3, pp. 221-238. doi: 10.1080/19463014.2016.1192050
Shona Whyte's insight:
We will show that in the context of the young learner classroom, teachers who know the children’s L1 have a greater repertoire of teaching skills and so can provide more language learning opportunities for language learning. This reality, we believe, supports the case for employing bilingual teachers wherever possible for the young learner classroom.
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Munich 2017: Thinking, Doing, Learning 2017 - LMU Munich

Munich 2017: Thinking, Doing, Learning 2017 - LMU Munich | TELT | Scoop.it
Plenary speakers

Ellen Bialystok, Toronto
Marianne Gullberg, Lund
Gabriele Kasper, Honolulu
Hans-Jörg Schmid, Munich
Marjolijn Verspoor, Groningen
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Deadline extended to mid September
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XVII Congresso Internazionale AItLA – CALL FOR PAPERS

XVII Congresso Internazionale AItLA – CALL FOR PAPERS | TELT | Scoop.it

The Conference is open to contributions from the following areas of research:


Using second languages in the teaching of non-language subjects (CLIL, university foreign language teaching, foreign language training for job mobility etc.)


Using second languages in professional communication (linguistic and cultural mediation, company management, scientific, institutional and multimedia communication etc.)


Using second languages in technology (localization, assisted translation, automatic dialogue strategy adaption etc.)


Using second languages with people who have disabilities (hearing and vision impairment, dyslexia, Parkinson’s disease, mental or behavioural disorders etc.)


SCIENTIFIC COMMITTEE Anna De Meo, Bernardo Magnini, Margaret Rasulo, Patrizia Sorianello


ORGANIZING COMMITTEE Anna De Meo, Margaret Rasulo, Lucia di Pace, Rossella Pannain, Domenico Proietti, Raffaele Spiezia


Conference proposals can be either individual papers or poster sessions, which will undergo a selection process by the Scientific Committee. The Conference will also host a number of invited keynote speakers. Individual paper proposals will have a 20-minute presentation session followed by a 10-minute open discussion. Each poster proposal will have a 5-minute plenary session followed by a more detailed discussion to be held in a designated poster area.

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Call extended until 30 September
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CONV.

CONV. | TELT | Scoop.it
Quickly convert YouTube video to MP3, GIF or MP4.
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Make mp3 or mp4 files from online video
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Nacho Herrero's curator insight, August 19, 6:01 PM
Una manera más y muy fácil de descargar música de youtube.
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Applying Corpus Tools to EAP Instruction

Applying Corpus Tools to EAP Instruction | TELT | Scoop.it
by Mat Terrett My interest in the use of corpora for EAP began when I first heard about Coxhead’s (2000) Academic Word List and was further piqued when I read Hyland’s (2009) corpus-based argument for greater specificity in EAP teaching. This provided a focus for my own research through which I came to believe that an…
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Scénarios pédagogiques et interactions en ligne
François Mangenot, Elke Nissen 2016

CJLT/RCAT numéro spécial


Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

Marco Cappellini, Martine Eisenbeis, Annick Rivens Mompean


Le Net participatif, levier d’acquisition des littératies traditionnelles et des littératies numériques | The Use of the Participative Web as a Lever for the Acquisition of Literacy and Digital Literacies

Edna Castello


Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Carmenne Kalyaniwala-Thapliyal


Être indigène numérique, utilisateur de Facebook et futur enseignant de FLE ou comment la scénarisation pédagogique chez les apprentis enseignants inhibe l'exploitation des fonctionnalités des outils | Being a Digital Native, a Facebook User and a Future Teacher of French: When the Design of Pedagogical Scenarios Curbs the Use of Tools’ Features

Anne-Laure Foucher, Hyeon Yun


Action et langage dans un monde virtuel utilisé à des fins de pratique de la langue | Action and Language in a Virtual World Used for Language Practice

Wenjun Tang

Shona Whyte's insight:
4 articles en français, 1 in English
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Software for content analysis and text analysis: Qualitative analysis

Provides an overview of software for qualitative content analysis and text analysis.
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Some free programmes in this list
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Projects in materials design: British Council, 1980

A range of ESP project reports from the 1970s with papers by Hutchison and Waters, Maley, Swales, Alderson, Rodgers, Brumfit, and Young, among others. Focus on materials design by also on communicative versus PPP approaches, needs analysis, and a paper on harmonising/standardising ESP pedagogical reports by Bowers.
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British Council "milestones" collection republishing archive material
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60 years of ELT journal: Richard Smith

As we look back over 60 years of ELT(J) , and of ELT itself, it should also be acknowledged that these were, in many respects, years of autonomous, experience- based but principled exploration, and that at their origins, in their antecedents, as well as for most of their own history, both UK-based ELT and ELT(J) have placed the theorization of practical experience, much more than top-down application of background theory, at the centre of their concerns
Shona Whyte's insight:
The history of the journal, particularly the role of its first editor Hornby in providing the first firm foundation for English language teaching after WWII.
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Where are the points of agreement in language teaching?

Where are the points of agreement in language teaching? | TELT | Scoop.it
When I graduated from my master’s program in Linguistics with an emphasis on Second Language Acquisition, I suffered from a fundamental misunderstanding.
Shona Whyte's insight:
Sarah-Elizabeth Cottrell on different approaches to foreign and second language teaching, from an MFL perspective
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INTERVIEW WITH MARTA GONZÁLEZ-LLORET AND VILSON LEFFA: Building an interface between SLA and Technology

I think that as a SLA researcher, it is very important not to let the technology "blind" your research. So many "new shiny" technologies appear that it is very tempting to focus on the technology itself rather than in the language learning. This is the same for teachers, curriculum developers and administrators. Bringing technology in the language classroom has to be a decision made based on SLA research and conscious pedagogical choices. The technology should follow, or better "accompany" the language teaching methodology and pedagogical choices.
Shona Whyte's insight:
Interesting discussion of relations between theory and practice, research and pedagogy, plus references with links
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Norms, practices and transgression in English for Specific Purposes - GERAS 2017 Lyon

38th International GERAS Conference 16-18 March 2017, University of Lyon (France) Linguistic Research Centre (EA 1663)

 Although a norm is traditionally defined as a set of practices designed to standardise an operation mode, it can also be seen as a dynamic process that contributes to the emergence or the disappearance of practices in terms of both time and space. English for Specific Purposes (ESP) can be considered as a set of particular norms of various (e.g., lexico-grammatical, discursive, cultural) orders which influence practices and give language its “specific configuration” (Gledhill & Kübler 2016: 66). Such a configuration, which stems from the rules that govern each specialised domain, gives them their own identity and provides specialised discourses with features that are often immediately recognisable – whether it be a business sale contract, a scientific paper written in medical English or a company’s annual report.

However, a distinction must be drawn between those typical cases in which the norm is transmitted explicitly through handbooks or training sessions and the more ambiguous situations where the norm can only be acquired by immersing oneself into the culture of the specialised communities. Characterising norms, whether they be explicit or implicit, thus requires the use of varied methodologies such as ethnography, genre analysis, corpus linguistics or terminological studies. The observation of norms sheds light upon specialised discourses as a whole: the underlying values, the control mechanisms, the keepers of the “official expression of knowledge” (Dubois 2016: 26), etc. More specifically, the diachronic study of contexts allows to detect and identify new practices as well as potential transgressive phenomena which might in turn lead to new norms or even to the emergence of new domains.

This conference aims to address all kinds of issues about norms in ESP:
• the epistemological function of norms– serving the finality of the domains and contributing to the definition of the specialised facets of language;
• the role of norms in the transmission of specialised knowledge and know-how;
• the role of norms in the way domains are appropriated by outsiders;
• norms as markers distinguishing the practices that are consistent with the expectations of the specialised communities, regardless of the domain (e.g., law, economics and management, medicine), from those that are not; • the norms’ evolutionary and transgressive processes within the specialised domains.

All submissions (in English or French) should be sent to guillaume.thomas@univ-lyon3.fr before December 1, 2016.

Participants are invited to submit a 300-to-400-word abstract, a title and a short biographical note.

References
Dubois, Michel. 2016. Science as vocation? Discipline, profession and impressionistic sociology. ASp 69, 21-39.
Gledhill, Chris & Natalie Kübler. 2016. What can linguistic approaches bring to English for specific purposes? ASp 69, 65-96.
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Bologna Oct 2017 — International Association for Dialogue Analysis (IADA) Conference

Bologna Oct 2017 — International Association for Dialogue Analysis (IADA) Conference | TELT | Scoop.it
The 2017 International Association for Dialogue Analysis conference (Bologna, October 11th-14th, 2017) welcomes empirical and methodological extended abstracts and full papers from different disciplinary perspectives that focus on dialogue and interaction as carriers of, and tools for culture, social organization, moral horizons, identities and change. The notion of action is at the core of the conference main theme: the contributors are asked to focus on dialogue and social interaction as - at the same time - presupposing and producing the crucial dimensions of the world we live in. Theoretical papers are more than welcome insofar as they provide some empirical illustration of the paper’s theoretical point(s). 
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Sub-theme including L2 interaction, CMC and classroom talk
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e-language | Mark Pegrum on EuroCALL 2016

e-language | Mark Pegrum on EuroCALL 2016 | TELT | Scoop.it
Empty description
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Some summaries of talks at this year's EuroCALL conference
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Rescooped by Shona Whyte from ICT for languages TICE langues
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16 Student Feedback Tools Tutorials

16 Student Feedback Tools Tutorials | TELT | Scoop.it

Via Tom D'Amico (@TDOttawa) , Imelda Elliott
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Walter Gassenferth's curator insight, August 17, 10:15 AM
Very interesting subject to be considered and discussed. I will disclose the post to my contacts and subscribers in http://www.quanticaconsultoria.com
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Social dynamics in open educational language practice, Alsic 2016

What kind of social dynamics emerge in open educational practices (OEP) involving the learning of languages? What roles can OEP play in language learning contexts in which individual and collaborative learner trajectories move across learning practices? This collection of papers approaches these questions by offering theoretical insights and empirical evidence to the field of Open Education and Open Educational Resources (OER). The originality of the collection lies in its emphasis on the social dynamics that arise in open learning practice. Although open education advocates "give the battle" for openness (Weller, 2014), very little research is being conducted on the way social dynamics promote open practices, especially in the area of language education and multilingualism. 2In this group of papers, we aim to fill this gap in research and discuss implications for practices by exploring the role played by social dynamics, consequences, and conditions for open learning expansion, by identifying challenges for researchers, teachers and learners, and in particular by critically examining language practices afforded to groups in open educational language practices.

Shona Whyte's insight:
Special issue edited by K Zourou with introduction by J Reinhardt and papers by Gosia Kurek, Teresa MacKinnon, Shona Whyte & Katerina Zourou.
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Paths in Applied Linguistics: conversation with Nina Spada

Transcript of short conversation on SLA and L2 pedagogy with references
Shona Whyte's insight:
Two pages on SLA/L2 pedagogy links, especially form-focused instruction; four key references from Spada on this topic
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