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Thinking about Syncing? iOS Apps for World Language education - Catherine Ousselin

Thinking about Syncing? iOS Apps for World Language education - Catherine Ousselin | TELT | Scoop.it

I have compiled a fairly comprehensive list of Apps designed for Apple products (iPhone, iPod, and iPad). These Apps are helpful for both the learner and the educator. Many are free, some are under $5.00, and a few are major purchases (+$15.00). These lists will all update regularly with your input. Below are links to other experts in the mobile device technology area.

Shona Whyte's insight:

Lots of apps, beautifully organised and presented.

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Catherine Ousselin's comment, January 7, 2013 7:15 PM
Many thanks, Shona! I worked all week-end trying to make this well organized. MERCI!
Shona Whyte's comment, January 11, 2013 11:13 AM
Only just saw this. I wish Scoop.it would stop moving everything around all the time :-( A weekend well spent, in any case!
TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Linguistik Online

Are We What We Eat? Food Metaphors in the Conceptualization of Ethnic Groups

Irene López-Rodríguez 

 

Grammatisches Wissen, Fremdsprachenunterricht und Lehrwerke – Zur Qualität von Grammatikübungen in zwei kroatischen DaF-Lehrwerken

Leonard Pon 

 

Aspects of Linguistic Politeness in Serbian. A Data-based Comparison with German

Katrin Schlund 

 

Linguistik als Kampfsport – Ein Plädoyer für die Suche nach Paradigmen demokratischen Sprechens in Alltag, Medien und Recht

Friedemann Vogel

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Open access Swiss journal publishing in German and English.

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Reflective Practice: Kevin Stein

Reflective Practice: Kevin Stein | TELT | Scoop.it
 “Reflecting on our practice also provides us with the substance of our stories.” —-Kathleen Bailey Vignette 1: February 10, 2014 It’s one week before the big final exams.  I’ve instructed the stud...
Shona Whyte's insight:

Interesting discussion with three concrete examples of EFL class events, links to Kathleen Bailey's 1997 article available http://www.cuhk.edu.hk/ajelt/vol7/art1.htm and reference to Fanselow (who talks a lot of sense on this topic in my view).

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Le petit chaperon rouge au pays du CECRL

Le petit chaperon rouge au pays du CECRL | TELT | Scoop.it
Le présent article interroge la pertinence des critères habituellement retenus pour l'évaluation de la compétence lexicale dans les productions écrites.
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Interesting article (in French) which analyses the written production of A2 learners of French as a foreign language in Australia and concludes that some have C1 writing skills

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Taylor & Francis open access 2015

Taylor & Francis open access 2015 | TELT | Scoop.it

Most read articles from Routledge Education

Shona Whyte's insight:

I'm not finding anything (new) directly relevant to teacher education for languages with technology, and I'm tempted to carp about echo chamber effects and this sort of limited open access, but full text is available ...

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TESL-EJ special issue on reflective practice: Thomas Farrell

Special Issue on Reflective Practice in Language Education

Thomas S.C. Farrell, TESL-EJ Special Issue Editorial

 

Feature Articles

Thomas S.C. Farrell, ‘Teacher You Are Stupid!’ – Cultivating a Reflective Disposition; (pdf)


Baburhan Uzum, Mary Petrón, & Helen Berg, Pre-service Teachers’ First Foray into the ESL Classroom: Reflective Practice in a Service; (pdf)


Timi Hyacinth & Steve Mann, Reflective Practice in Nigeria: Teachers’ Voices and Experiences; (pdf)


Laura Baecher, Bede McCormack, & Shiao-Chuan Kung, Supervisor Use of Video as a Tool in Teacher Reflection; (pdf)

Shona Whyte's insight:

Open access.  Laura Baecher also has this on video observation http://ger.mercy.edu/index.php/ger/article/view/57

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7 Short Stories by Junot Díaz: Text and Audio

7 Short Stories by Junot Díaz: Text and Audio | TELT | Scoop.it
http://www.youtube.com/watch?v=p4113UuBTio As much as any contemporary writer of literary fiction ever does, Junot Díaz has become something of a household name in the years since his debut novel, The Brief Wondrous Life of Oscar Wao appeared in...
Shona Whyte's insight:

Reading, listening practice on literary topics.  For my Masters in Teaching English students.

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▶ Noam Chomsky on Language Aquisition - YouTube

How is it that we learn to speak and think in language so easily? Philosophers have argued about whether or not we have innate ideas. Whether we are born kno...
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108 seconds of animated video on Chomsky's gamechanging take on language learning and teaching

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The Melody of English: webinar summary

The Melody of English: webinar summary | TELT | Scoop.it
The full title of this webinar - The Melody of English: Research and Resources for Teaching the Pragmatic Functions of Intonation - is a real mouthful and it was the very first PronSIG event that I...
Shona Whyte's insight:

Clear and well-structured overview by Adi Rajan of a webinar by Marnie Reed and Tamara Jones, including rationale for teaching intonation in English plus teaching activities and an up-to-date reference list.

 

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CLIL | TeachingEnglish | British Council | BBC

CLIL | TeachingEnglish | British Council | BBC | TELT | Scoop.it

Support for teachers of CLIL, including classroom activities and articles.


Via TeachingEnglish
Shona Whyte's insight:

An older link, but the British Council archives beautifully, and there's a nice lesson template in there by Steven Darn http://www.teachingenglish.org.uk/article/clil-a-lesson-framework

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Arizona State University, Claire McLaughlin's curator insight, December 16, 2014 10:35 PM

This website is from the British Council and has several links to CLIL information, lessons and activities on a wide range of subjects.

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TNI/TBI interopérabilité | GTN-Québec

TNI/TBI interopérabilité | GTN-Québec | TELT | Scoop.it

Une revue des fonctions offertes par plusieurs systèmes de tableaux numériques interactifs, selon leur pertinence pédagogique, et une analyse technique des normes émergentes d’interopérabilité.r

Shona Whyte's insight:

Article de 2011, très dense, bonne biblio ; on peut rajouter Hennessy & London, 2013, pour mettre à jour.

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Orders and Sequences in the Acquisition of L2 Morphosyntax: Special issue

Orders and Sequences in the Acquisition of L2 Morphosyntax: Special issue | TELT | Scoop.it
Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation
 What Counts as a Developmental Sequence? Exemplar‐Based L2 Learning of English Questions
 Processing Determinism
 Announcements from the General Editor
 Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue
 An Outline of Processability Theory and Its Relationship to Other Approaches to SLA
 Exploring Regularities and Dynamic Systems in L2 Development
 Discussion: How Different Can Perspectives on L2 Development Be?
 Natural or Artificial: Is the Route of L2 Development Teachable?

 

Shona Whyte's insight:

Looks like an interesting issue.  $38 bucks per article for a PDF if you don't have institutional access ...

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Complexity Theory and ELT: Manchester, April 2015

Complexity Theory and ELT: Manchester, April 2015 | TELT | Scoop.it
I often circulate conference announcements in this space, but today I am very excited to announce a seminar that I am co-organising, which will focus on Complex Systems Theory and English Language Teaching.
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Free Stock Images & Videos

Free Stock Images & Videos | TELT | Scoop.it
AllTheFreeStock.com is a curated list of free stock images, graphics and videos. Find all the best free stock images and videos in one place.
Shona Whyte's insight:

What it says on the tin.

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Social Media and CMC Corpora for the eHumanities

Social Media and CMC Corpora for the eHumanities | TELT | Scoop.it

The first international research days (IRDs) on Social Media and CMC Corpora for the eHumanities will be held in Rennes, France on 23-24th October 2015 and will focus on communication and interactions stemming from networks such as the Internet or telecommunications, as well as mono and multimodal, synchronous and asynchronous communications. The focus of the IRC will encompasses different CMC genres. These include, but are not limited to, discussion forums, email, SMS, text chat, wiki discussions, discussions in multimodal and/or 3D environments.

Shona Whyte's insight:

Rennes, October 2015

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Involvement Load Hypothesis: Hulstijn & Laufer 2001

According to the ILH, tasks with a higher involvement load are considered to be more effective for word learning and retention than tasks with lower involvement loads. For comparison purposes, each task is assigned a specific number which relates to an involvement load index. Total absence of a factor is assigned 0, a moderate presence is assigned 1 and strong presence is assigned a score of 2.

NEED
(0) Absent: Learner doesn’t need to understand or produce word.
(1) Moderate: Learner is required to learn the word by external source (teacher).
(2) Strong: Learner makes decision to learn or produce the word.

 

SEARCH
(0) Absent: Meaning or translation of word is provided.
(1) Present: Learner must look up meaning / translation of a word.

 

EVALUATION
(0) Absent: Words are not compared with other words.
(1) Moderate: Words are compared to other words in provided contexts.
(2) Strong: Words are compared to other words in self-created contexts.

 

For example, if a teacher provides students with some new words and their definitions and asks students to create original sentences with them, the task would be assigned the following involvement load score:
Need: Moderate, (1): the assignment is imposed by the teacher.
Search: Absent (0): the definitions are provided.
Evaluation: (2) High: the students need to write their own original sentences.
Total Score: 3

 

The results of the test found that retention of the new vocabulary directly correlated with involvement load. Participants who had completed tasks with the lowest involvement load scored lowest and those who had completed tasks with the highest involvement load scored highest. This provides evidence in support of the ILH.

Shona Whyte's insight:

From Geoff Jordan and Dan Brown: research supporting engaging learners to improve vocabulary learning.

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Farrell: Reflective Language Teaching - From Research to Practice

Farrell: Reflective Language Teaching - From Research to Practice | TELT | Scoop.it

Farrell: ""teachers who do not bother to reflect on their work become slaves to routine and their actions are guided mostly by impulse, tradition and/or authority rather than by informed decision making."

 

Shona Whyte's insight:

Chapter 1 is open access - I like the start already, since it helps justify my position on action research for pre-service language teachers

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Reflective practice in ELT: Thomas Farrell via Darren Elliott

Reflective practice in ELT: Thomas Farrell via Darren Elliott | TELT | Scoop.it
An Interview with Thomas Farrell from darren elliott on Vimeo. Reflective practice is a way for professionals (in education, social work, medicine and many other fields) to assess their work and ma...
Shona Whyte's insight:

Thomas Farrell on Google scholar: http://scholar.google.com/citations?user=qg9PzlgAAAAJ&hl=en

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ELT experiences with and without textbooks: Chris Wilson

ELT experiences with and without textbooks: Chris Wilson | TELT | Scoop.it
This week our school is on a break due to the Feria holiday here in Krakow. After contemplating going to visit friend and traveling, I decided that what would actually be the best use of my time was to take up some intensive Polish lessons and raise my level and integrate better in this country. …
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An EFL teacher experiences two different teaching approaches in an intensive Polish course.

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Vocabulary learning: what the research says

Vocabulary learning: what the research says | TELT | Scoop.it
I’ve just read Peter Yongqi Gu (2003)Vocabulary Learning in a Second Language: Person, Task, Context and Strategies Here are a few interesting points which emerge. All references can be found at th...
Shona Whyte's insight:

Old-fashioned dictionary work, memorisation of translation pairs still have their place, research shows.  But other activities (and more research) are needed to go beyond word recognition to appropriate use.

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Shona Whyte's curator insight, February 23, 4:04 AM

How to learn more words so you can understand them, but also use them ...

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Top 5 ELT must-reads from Geoff Jordan

Top 5 ELT must-reads from Geoff Jordan | TELT | Scoop.it
You do have a library, don’t you? I’ve lived in some pretty awful accommodation in my time, but now, cheating all the odds, I live in a very comfortable house which includes a library. When friends...
Shona Whyte's insight:

Buy 'em, steal 'em, download 'em, read 'em - Jordan's recommendations to new MA TESOL students

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MLA: 2013 report on post-secondary language study

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The results of a comprehensive MLA survey of language course enrollments in United States colleges and universities are now available on the MLA Web site. According to Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2013, while aggregate enrollments in languages other than English have decreased since the MLA’s last survey in 2009, several languages saw increasing enrollments, and particularly growth in enrollments in advanced language classes.
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Research shows grammar syllabus can't work: Geoff Jordan

Research shows grammar syllabus can't work: Geoff Jordan | TELT | Scoop.it

Geoff Jordan: "[In] most English language teaching […] students are led through units of a coursebook, spending much of the time working on isolated linguistic structures and carefully-controlled vocabulary in a sequence which is externally predetermined and imposed on them by the textbook writer.

 

BUT

Research suggests that interlanguage development progresses in stages and that it’s impossible to alter stage order or to make learners skip stages. Thus, teachability is constrained by learnability and any coursebook-driven syllabus which attempts to impose an external linguistic syllabus on learners is futile: learning happens in spite of and not because of the course design.

 

Futile because

[According to Mike Long] : "Controlling grammar, vocabulary and sentence length results in a limited source of target-language use upon which learners must rely in order to learn the code. The often tiny samples are worked and reworked in class, whether practiced until rote-memorized, milked meta-linguistically, or both, and learners are expected to learn the full language on the basis of access to such limited data”.

Shona Whyte's insight:

I just reblogged this; it's worth following the links in the original post, and taking a look round Jordan's blog for further arguments.

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The happY vowel song: Jane Setter

Based on Pharrell Williams's song "Happy", this is a little bit of fun with English phonetics and phonology. Thanks to Tim Wharton for co-writing the lyrics ...
Shona Whyte's insight:

And you can brush up on saga of schwi here: http://iwrotethat.quora.com/The-Saga-of-Schwi

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Wikis in L2 teaching: 2012 lit review

Shona Whyte's insight:

This looks like a good source of recent-ish references for this topic.

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