"I strongly believe we need to be (re)creating a climate of knowledge building in the EAP classroom." Steve Kirk
Join Scoop.it for Free
Share ideas that matter on the social web and experience
the benefits of curating the world's best content.
I don't have a Facebook, a Twitter or a LinkedIn account
Already have an account: Login
Login
Sign up
Discover
Guided Tour
88
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by
Shona Whyte
Scoop.it Score
88
Visitors
Loading...
Updated
Today
Created
Aug 16, 2011
Created by
Scoops
1419
Reactions
10059
Edit Tag
Follow
|
Scooped by Shona Whyte onto TELT |
No comment yet.
Sign up to comment
Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
 Your new post is loading...
Scoop.it!
Nobody can speak without pronouncing. Pronunciation tends to be neglected by teachers, but learners often rate it as a high priority. In this workshop, we will do some practical recognition and production activities, taken from The Book of Pronunciation, designed to help learners with sounds and sound sequences, pronunciation and spelling, word stress, rhythm and intonation.
Shona Whyte's insight:
Irresistible title for this hands-on workshop. 50 minute video. Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
Scoop.it!
Shona Whyte's insight:
Follow this conference for English language teachers online, live or later. Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
Scoop.it!
Nicky Hockly moderated an IATEFL Learning Technologies SIG webinar debate on IWBs in language teaching in January 2013, with contributions from Pete Sharma and Gavin Dudeney.
Debate then continued on the LT SIG list - I'm reposting here since it's relevant to our EU project iTILT on the IWB in language teaching (http://itilt.eu).
Join this group and follow the debate LearningTechnologiesSIG@yahoogroups.com (free membership)
You can also join IATEFL and the LT SIG (subscription) and hear a recording of the webinar.
Shona Whyte's insight:
The topic of IWBs seems to generate a lot of discussion between enthusiasts and detractors.
My own feeling after spending a couple of years training, observing and researching language teachers' development with respect to IWB use is that this tool doesn't often get a fair trial.
Teachers often find themselves with cheaper boards, peripherals and software, little or no technical support, very limited, often generic training, and no time or support to develop effective uses.
So the IWB is underexploited, and we conclude it is neither pedagogically transformative nor cost-effective. And so we turn to other, newer tools ... Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
Scoop.it!
IATEFL LTSIG - the website of the International Association of Teachers of English as a Foreign Language - Learning Technologies Special Interest Group - is running a free webinar, this Sunday 18 November at 10h GMT.
It's with a group of four Australian educators, sharing how they set up a social network for teachers in their region: 'Setting up a regional PLN on Twitter: AusELT'. In the webinar these educators discuss Twitter and other online tools they are using to enhance this network. Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
|
Scoop.it!
Does research engagement by teachers (i.e. reading and doing research) enhance the quality of their classroom practices? In this talk I draw on a series of studies which examine language teachers’ and managers’ views on this issue. The findings I report highlight a range of positive, hesitant and negative perspectives on the relationship between research engagement and teaching quality. What also emerges in the views expressed by teachers and managers are diverse conceptions of what ‘research’ means, typically emphasizing personal, practical and informal activities or, in contrast, those which are more formal, theoretical and academic. Neither of these conceptions of research provides a satisfactory basis for promoting research engagement as a productive professional development strategy. I will thus conclude the talk by outlining a conception of teacher research engagement which is feasible and rigorous and which has the potential to contribute positively to the quality of language teachers’ work.
Shona Whyte's insight:
Borg highlights differing views of what consitutes "research" - unsurprisingly, teachers and researchers don't use the same definition, making collaboration challenging. Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
Scoop.it!
From
ltsig.org.uk
-
March 13, 5:18 AM
IATEFL LTSIG webinar:
Mobile learning brings flexibility and portability to learning. In this presentation, educators will explore the numerous pedagogical uses of iPads in the language classroom with a focus on student production through examples of classroom activities and students' projects.
Shona Whyte's insight:
Sunday 17 March, 15h GMT Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
Scoop.it!
|
|
|
Scooped by Shona Whyte |
Scoop.it!
Penny Ur's IATEFL 2012 talk on access to research for language teachers. She concludes:
"The research literature is an important source
of professional knowledge.
It is increasingly accessible to the practitioner
through conferences and the Internet.
It should be read selectively and critically."
Delete the scoop?
Are you sure you want to delete this scoop?
Yes
No
Steve Kirk argues that in language for academic purposes classes, fluency activities where learners "just speak" are insufficient: learners also need to learn to develop "contentful" contributions.
I think a) this is also true of other second/foreign language teaching contexts and b) a strong version of task-based teaching can help address this concern.