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Free Children's Audio Books Online

Free Children's Audio Books Online | TELT | Scoop.it

Sites and links to sites with free English audiobooks recommended by Richard Byrne.

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Electronic Journal of Foreign Language Teaching

Electronic Journal of Foreign Language Teaching | TELT | Scoop.it

New issue on technology-enhanced language teaching and learning, National University of Singapore.

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Tools, tasks, testing ...

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Kevin Gregg on SLA theory

Kevin Gregg on SLA theory | TELT | Scoop.it

Geoff Jordan: "There are two areas where Gregg really stands out: first his defence of Chomsky and his insistence that any theory of SLA needs a property theory; and second, his defence of critical rationalism against relativists."

 

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An introduction to Gregg's writing on SLA theory (1990s) with reference list and Google scholar link.

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APA Citation Style

APA Citation Style | TELT | Scoop.it

Reference list and in-text citation rules

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And a random shot of the mermaid in old Warsaw via iPhoto roulette ...

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ELT blogging: Geoff Jordan interviewed by Mike Griffin

ELT blogging: Geoff Jordan interviewed by Mike Griffin | TELT | Scoop.it

"... writing a blog helps to sort your ideas out, not just to let off steam. Back with the issue, all writing requires you to take care with sentence construction, coherence and cohesion, all that stuff. Writing  an academic paper takes a lot of work and by comparison, writing a blog post is a walk in the park ..."

 

Shona Whyte's insight:

Mike Griffin visits the house of the big wolf to talk about the pros and cons of the ELT blogosphere, and graduate study in applied linguistics

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Axe 2 : TIC, usages et communautés | MSHS Sud-Est

Axe 2 : TIC, usages et communautés | MSHS Sud-Est | TELT | Scoop.it

Le programme de recherche de l’axe consiste à rendre explicites certaines caractéristiques dominantes des relations entre technologies numériques, artefacts physiques et formation des collectifs en suscitant des collaborations entre sciences sociales et sciences de l’ingénieur. L’objectif est de faire émerger des recherches communes SHS/STIC qui puissent, d’une part, enrichir notre compréhension des transformations induites par la numérisation de la société ; et, d’autre part, contribuer à une analyse systématique du rôle des artefacts dans la coordination sociale.

Shona Whyte's insight:

Nouveau site de la MSHS à Nice.  Mes mots-clé : TIC(E), transformations liées à l'arrivée du numérique, aspects sociaux de l'intégration des outils (en classe de langue comme ailleurs ...)

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Quran Coaching's curator insight, July 19, 10:00 AM

Help us spread the message of Quran/Hadith around the world.
Online Quran,online Tajweed.In Shaa Allah
http://goo.gl/st4aLZ
Like/Share/Comment.

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Crossed Wires II: the evil that is plagiarism

Crossed Wires II: the evil that is plagiarism | TELT | Scoop.it
Stuff  teacher trainers tell novice teachers:
'Always check your instructions for tasks and activities.'
'Check that everyone understands the vocabulary you are presenting,'
'Grade your own language to the level of the students.'
That last one!
Shona Whyte's insight:

Crosscultural differences and "the evil that is plagiarism." 

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Sandy Millin: Micro-dictations

Sandy Millin: Micro-dictations | TELT | Scoop.it
Choose an excerpt from a long text or a very stand-alone short text, not more than about 3 sentences long. It should be at or slightly higher than the students’ current level.
 Use a programme like ‘Audacity’ (freely downloadable software) or www.mp3cut.net to isolate the clip that you want to use.
 In class, tell students that they will listen to the clip as many times as they want to, with the aim of reproducing exactly what they hear.
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Experimental Practice Academy

Experimental Practice Academy | TELT | Scoop.it

Exploring Experimental Practice in English language teaching

 

This is part of a series of interviews with fellow English language teaching professions to be published on this blog.

 

The interviewees are drawn from a variety of teaching contexts, in different countries and working with different kinds of learners. What they have in common is having experimented in some way with their teaching practice.

Shona Whyte's insight:

This looks interesting for teacher education/professional development: interviews with practitioners from the ELT blogosphere.

 

I'm looking for resources to help trainee and newly qualified EFL teachers in French secondary schools get the most out of teaching placements and action research opportunities.  So examples of independent professional development in other contexts are worth bookmarking for me.

 

Mike Harrison writes here http://www.mikejharrison.com/

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The Power of Being Connected: Rethinking Uses of the Internet in ELT [Upcoming Webinar]

The Power of Being Connected: Rethinking Uses of the Internet in ELT [Upcoming Webinar] | TELT | Scoop.it

Mike Griffin: a webinar I will be conducting next week with Laura Adele Soracco.

 

Are you integrating the global staff room into your everyday teaching practice? Using the internet for professional development and engaging with online communities can appear overwhelming; however, building a Professional Learning Network and participating in ELT communities online help teachers to both broaden their teaching perspectives and provide access to the rich and diverse global staff room. In this webinar, the presenters will share online experiences, resources and strategies for teachers to maximize the Internet as a resource. Additionally, the presenters will recommend some spaces, people, and organizations they believe are helpful for English language teachers.

 

To participate in this webinar you will need to register through this link.

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Elizabeth Anne: MOOC workshop, Grenoble

Elizabeth Anne: MOOC workshop, Grenoble | TELT | Scoop.it

On this page there are 3 short videos which

explain what is a connectivist MOOC aka cMOOC

 

And this is the introductory page to the DCMOOC

(Digital Citizenship) lead by Alec Couros

Shona Whyte's insight:

Course materials for MOOC training for language teachers in Grenoble.

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Enseignement et apprentissage des langues étrangères à l’ère du numérique : Colloque Jérusalem 2015

Shona Whyte's insight:

CFP - English, French, Arabic.  Teaching languages with technology

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EuroSLA: York, Sept 2014

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Papers and posters planned for this year's EuroSLA conference.

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TBLT 2015: Leuven

TBLT 2015: Leuven | TELT | Scoop.it
Tasks for Real

The conference theme is Tasks for Real. We are particularly interested in proposals that focus on:

tasks that encourage language learning for real-life purposes;tasks that emphasize meaning-making;the authentic use of tasks in the classroom.
Shona Whyte's insight:
CFP deadline January 15.  #TBLT seems to almost exist on Twitter, unfortunately also referring to turkey-bacon-lettuce&tomato.  Oh well.
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Task Design for Intercultural Telecollaboration: TILA

Task Design for Intercultural Telecollaboration: TILA | TELT | Scoop.it
Petra Hoffstaedter & Kurt Kohn, Contribution to the Eurocall Conference in Groningen (NL), 20-23 August 2014 Abstract Our contribution focuses on synchronous oral telecollaboration in secondary...
Shona Whyte's insight:

Will be interested to hear this presentation to see what concrete recommendations on task design are offered.

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La mise en récit dans les discours spécialisés : Paris, avril 2015

2 et 3 avril 2015. Journées d’études «  », organisées par l’axe Discours spécialisés et Terminologie du CeLiSo (Centre de linguistique en Sorbonne) EA 7332, Université Paris 4 -Sorbonne

Lieu : Maison de la recherche de l’Université Paris 4-Sorbonne, 28 rue Serpente, Paris 6è (métro Odéon)

Inscription gratuite, mais nécessaire auprès de Catherine Resche (catherineresche@club-internet.fr), afin de faciliter l’organisation matérielle des journées.


Texte de cadrage :

Les discours spécialisés ne naissent pas ex nihilo. Ils sont produits par des communautés disciplinaires ou professionnelles qui sont elles-mêmes contraintes par des règles, normes et conventions, par leur histoire, leur culture et les défis qu’elles doivent relever. Le chercheur doit donc replacer les discours qu’il analyse dans leur contexte situationnel, institutionnel, historique, culturel et social pour mieux en comprendre les normes et ressorts. Les discours spécialisés ont déjà fait l’objet de diverses approches, que ce soit sur l’axe synchronique ou dans une perspective diachronique : analyse de corpus, étude des termes in situ, de la phraséologie, essai de caractérisation de ce qui constitue le « spécialisé » du discours, approche syntaxique, analyse stylistique, étude des genres de discours, des procédés de « hedging », du recours aux métaphores, etc.


Il est toutefois un aspect des discours spécialisés qui n’a pas encore suscité l’intérêt qu’il mérite, à savoir la mise en récit (« storytelling »). Définie comme une technique de communication, la mise en récit est souvent associée au monde de l’entreprise, et plus particulièrement au monde du marketing, ce qui en donne une vision réductrice. Le récit d’entreprise ne s’adresse pas seulement aux consommateurs et clients potentiels, mais aussi à toutes les parties prenantes. En mettant en scène l’histoire de l’entreprise, ses héros, ses exploits, ses valeurs, sa vision, le récit permet de souder les groupes, de créer une culture commune, de partager un savoir. En dehors du monde de l’entreprise, en s’inscrivant dans le temps, les récits officiels et institutionnels tissent un réseau et contribuent à la création de méga-récits dans lesquels les communautés peuvent se reconnaître et qui peuvent s’apparenter à des mythes.


Les histoires permettent de faire passer des messages parfois complexes. Elles donnent du sens, stimulent et poussent à l’action ; elles éclairent, nourrissent le débat, invitent à la créativité, à l’échange. Elles peuvent séduire, émouvoir, renforcer l’adhésion du public à des idées, faire rêver et entrevoir un monde meilleur, contribuer à faire accepter le changement. Elles constituent un outil supplémentaire pour les scientifiques et chercheurs qui souhaitent justifier et expliquer leurs travaux. Au-delà des aspects narratifs du compte rendu scientifique, la mise en récit des méthodes scientifiques peut aider le public à comprendre le monde qui l’entoure et servir de support à la vulgarisation de la science. La mise en récit peut aider à vaincre des a priori négatifs. Chaque discipline décline la mise en récit à sa manière en fonction des enjeux et des buts qu’elle se fixe. 


De nombreux domaines spécialisés (management, droit, politique, communication, presse, science, économie, médecine, etc.) incorporent la mise en récit à leurs discours et le chercheur ne peut négliger ces moments narratifs, que les récits soient réels ou fictionnels, qui relèvent de la stratégie de discours. C’est pour permettre aux chercheurs qui s’intéressent à la caractérisation des discours spécialisés de réfléchir ensemble à la place, la structure, la fonction et la visée de ces récits que ces journées d’études sont organisées.


Les pistes suivantes pourront être explorées, entre autres approches possibles :

-          L’univers diégétique construit par le récit

-          La complexité et la diversité des positions énonciatives (extra-diégétique, intra-diégétique, auto-diégétique, etc.)

-          La place et le rôle du lecteur /du public dans l’interprétation du récit

-          Les ingrédients et moments du récit, de la mise en intrigue

-          Le changement de récit annonciateur d’un changement de paradigme

-          Récit et situation de crise

-          Récit et gestion de l’incertain

-          La place du récit dans la recherche théorique, dans le discours disciplinaire

-          Les genres de récits (fable, anecdote, comédie, drame, etc.)

-          La mise en scène des données comptables d’une entreprise dans ses rapports financiers

-          Le récit des faits, le récit polyphonique (avocat, témoins, juge)

-          Récits et exploits scientifiques

-          Récits et mythes

-          Récits et métaphores.

 

Date limite d’envoi des propositions : 15 novembre 2014. Les résumés (de 250 à 300 mots) sont à adresser à Catherine Resche (catherineresche@club-internet.fr)

Notification de l’acceptation des propositions : 15 décembre 2014

Les communications dureront 30 minutes, suivies de 10 minutes d’échanges

Une sélection des articles tirés des communications pourra faire l’objet d’une publication

Shona Whyte's insight:

Storytelling in LSP - a new one on me.  A euphemism for vulgarisation?

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Philosophical Investigations for Applied Linguistics: Reading list to accompany Block's "Social Turn" in SLA (2003)

Philosophical Investigations for Applied Linguistics: Reading list to accompany Block's "Social Turn" in SLA (2003) | TELT | Scoop.it

@yosukeyanase This post is to help students in my Intensive Course "Language and Society" (Aug 27 - 30, 2012) who will read the following book. As I believe that Abstracts of academic papers belong to the public domain of the web, I paste abstracts of the papers that are cited in or related to the arguments in the book.

Shona Whyte's insight:

Great list from the "paradigm wars" and beyond.  If anyone has Gregg's 1990 Applied Linguistics paper on the variable competence model and why it isn't (wonder what line he's going to take here, huh?) I'd love a look to situate that great quote about "toilers in the variable vineyards."

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The trouble with ELT Blogs: Geoff Jordan

The trouble with ELT Blogs: Geoff Jordan | TELT | Scoop.it

ELT blogs are part of an online philistine culture where complacency is encouraged and robust critical discussion is frowned on.

Shona Whyte's insight:

Making sure "the nervous, tethered sheep who are presumed to make up the readership of the blogs are not upset" or “You don’t criticise me and I won’t criticise you”?  Geoff Jordan asks why ELT blogs don't engage with more important issues about language teaching and learning and adopt a more critical stance. 

 

Perhaps because they're written by practitioners and materials writers focusing on practical concerns?

 

Jordan's "interesting" questions include these two

• What is the current most widely-accepted explanation of SLA?
• In the multi-billion ELT industry, why do a tiny minority of people get rich while the vast majority of workers stay poor?

 

For me, the first is a question for academics/researchers, and the second is political.

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American Book Review: 100 best first lines from novels

American Book Review: 100 best first lines from novels | TELT | Scoop.it

"Take my camel, dear," said my Aunt Dot, as she climbed down from this animal on her return from High Mass. —Rose Macaulay, The Towers of Trebizond (1956)

 

 

Shona Whyte's insight:

Nice little resource for something or other.

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Quran Coaching's curator insight, July 18, 12:31 PM

The Quran-Coaching is the best platform for the quran learning by taking online quran classes.
www.qurancoaching.com

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Random grannies in the cloud: Talking EdTech with students

Random grannies in the cloud: Talking EdTech with students | TELT | Scoop.it

1. Apart from textbooks, what do you use outside of class time to help you learn English?
Ted Talks, Good Morning pops (app). 
Sometimes novels or short stories or movie scripts/scenarios.
Watch TED Talks and speeches and EBS World News. Recently Freakonomics.
Radio, apps (Ipad), newspapers.
EBS programs. 

 

2. What technology do you use to learn English when you’re not in school?
Smartphone apps and computer websites.
Websites-google to find English texts.
Apps-Podcast, TED, Umano, dictionaries.
Websites-Huffington Post, Wall Street Journal. 
Googling, dictionary apps, EBS program, NPR, podcasts.

 

Shona Whyte's insight:

Nice account of a lesson based on ELTjam post about students' use of technology for autonomous learning.  Links to resources, lesson plan and student reactions.  (Bookmarking for a digital literacy class in September.)

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Bridging the gaps: Using social media in pre-service language teacher education

Bridging the gaps: Using social media in pre-service language teacher education | TELT | Scoop.it
To use technology effectively in the language classroom, pre-service teachers must develop basic techno-pedagogical competences for the classroom and learn to select from abundant online resources. Research underlines the importance of autonomous, collaborative and networked approaches to in-service teacher education and the present empirical study extends this model to pre-service trainees. It investigates whether constructivist principles of group collaboration, web-based research, and social networking can inform effective course design for pre-service teachers of several target languages and to what extent these teachers can acquire techno-pedagogical skills, learn to filter online content, and adopt collaborative learning practices without direct contact with learners. Group projects involving online curation, wikis and social media were analysed and results show progress in techno-pedagogical competences, collaborative skills, and attitudes to ICT, suggesting social media can allow trainee teachers to benefit from and contribute to online teaching and learning resources, laying the groundwork for ongoing professional development.
Shona Whyte's insight:

Constructivist teacher education for constructivist language teaching with technology.  Unexpected benefits of content curation for wider teaching community.

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Shona Whyte's curator insight, July 17, 1:46 AM

Une approche socio-constructiviste à la formation de futurs enseignants de langue qui permet de développer des compétences techno-pédagogiques mais aussi des pratiques collaboratives transférables à la classe de langue

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Interagir pour apprendre les langues aujourd'hui - Acedle

Interagir pour apprendre les langues aujourd'hui - Acedle | TELT | Scoop.it
Le prochain colloque ACEDLE se déroulera : du 15 au 17 janvier 2015 au CIEF, Université Lumière Lyon 2

 

La didactique des langues étrangères fédère des recherches fondées sur des théories ancrées dans différentes disciplines, qui s’attachent à des contextes variés et portent sur des objets de grande ampleur ou sur des objets spécialisés liés à l’appropriation d’une ou de plusieurs langues par des apprenants et /ou aux rôles de différents acteurs dans la facilitation de cette appropriation langagière.

Shona Whyte's insight:

CFP 30 septembre

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Portable Apps: A tech toolkit in your pocket

Portable Apps: A tech toolkit in your pocket | TELT | Scoop.it
Image courtesy of AmsterdamPrinting
Note: This is for people who want or need to use shared Windows-based computers at work like I do. I personally use a Mac, but I am forced in some situations to work on Windows in my classroom.

 

My favourite portable appsVLC:Audacity: CamStudio: Lightscreen: Foxit Reader: PDFTK Builder: Gimp:Peazip: NVU / KompoZer: VirtualDub: Open Office:Jarte: .Artha: .Mnemosyne: Google Chrome / Firefox: Skype: Tweetdeck: Cook Timer:
Shona Whyte's insight:

Nice list of programmes/apps/tools for language teachers.

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Recherches en enseignement-acquisition des langues en France : les revues scientifiques

Recherches en enseignement-acquisition des langues en France : les revues scientifiques | TELT | Scoop.it
AILE : Acquisition et Interaction en Langue Etrangère ALSIC : Apprentissage des langues et systèmes d'information et de communication APLIUT :Recherche et pratiques pédagogiques en langues de spéci...
Shona Whyte's insight:

15 revues en français de recherches en langue avec une coloration acquisition-didactique.  Qu'est-ce que j'oublie ?

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ELTchat podcasts

ELTchat podcasts | TELT | Scoop.it
If you've never heard of ELTchat, you're missing out! It started out as a Twitter chat on Wednesdays, with two one-hour sessions every week. There's now only one chat a week, alternating between lu...
Shona Whyte's insight:

A reminder about some great ELT resources and network

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Antwerp Call - University of Antwerp

Antwerp Call - University of Antwerp | TELT | Scoop.it
Research Challenges in CALL
7-9 July 2014

The editor, associate editors and editorial board of the CALL Journal  (Taylor & Francis) extend a cordial invitation to attend our Antwerp CALL 2014, the XVIth International CALL Research Conference.

Programme Committee: 
Jozef Colpaert, editor of Computer Assisted Language Learning (Taylor & Francis);
Phil Hubbard, Mike Levy and Glenn Stockwell, associate editors

Shona Whyte's insight:

Plenaries by Bryan Smith and Piet Desmet.

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