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ESL WOW

ESL WOW | TELT | Scoop.it

Online ESL writing workshop

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Clear and concrete advice in oral and written form for getting ready to write, developing ideas, revising, editing, and polishing work, plus an instructor guide, help avoiding plagiarism, and links to external resources.  Suitable for low-intermediate learners and beyond.

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TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Speaking 2015: Konin, Poland 2015

Speaking 2015: Konin, Poland 2015 | TELT | Scoop.it

THEME
The conference will be devoted to various aspects of developing speaking skills in the foreign language classroom, with a particular focus on optimizing various facets of classroom interaction. It will be organized by the Institute of Modern Languages, State School of Higher Professional Education, Konin, Poland, and the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The languages of the conference will be English and Polish, with all the plenary talks given in the former.

PLENARY SPEAKERS
The following scholars have agreed to participate in the conference and deliver plenary talks:

Martin Bygate (Lancaster University)

Roy Lyster (McGill University)

Ewa Piechurska-Kuciel (University of Opole)

Merrill Swain (University of Toronto)

Ewa Waniek-Klimczak (University of Łódź, State School of Higher Professional Education in Konin)


ABSTRACT SUBMISSION
We welcome contributions related to the theme of the conference in the form of papers (20 minutes + 10 minutes for discussion), workshops (60 minutes) and posters which could, among other things, focus on the following areas:

aspects of interaction in the foreign language classroom;

psycholinguistic and sociolinguistic aspects of speech production;

the role of grammar and lexis in developing speaking skills;

the place of phonetics and phonology in developing speaking skills;

pronunciation instruction in a second or foreign language;

the pragmatic dimension of developing speaking skills;

techniques, methods and resources used in developing speaking skills;

communication tasks and the development of speaking skills;

using computer technology in learning and teaching speaking in a foreign language;

the role of communication strategies in speaking in a foreign language;

learning strategies and the development of speaking skills;

the role of oral corrective feedback;

assessing speaking skills in a foreign language;

methodology of research on learning and teaching speaking in a foreign language.

Abstracts of papers, workshops or posters in the range of 200-300 words should be submitted by e-mail to speakingconference2015@gmail.com by March 15th, 2015. The proposals should include the title, name, affiliation, e-mail address and a short biographical note, about 60-80 words in length. Notifications of acceptance will be sent by April 12th, 2015.

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Impressive line-up of keynote speakers; abstracts by March 15

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Translated (Livvy Hanks)

Translated (Livvy Hanks) | TELT | Scoop.it
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A Christmas card from our EU project partner Linguapolis in Antwerp.  A poetic take on language learning.

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Programme colloque Acedle : janvier 2015

ramme

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Titres des communications et ateliers : on parlera de mondes synthétiques, d'improvisation théâtrale, de télécollaboration, d'alternance codique, de plurilinguisme, de la visioconférence, et de la formation hybride, entre autres.  15 janvier à Lyon.

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Appel à comm : Anglais de spécialité, GERAS, Toulon (juin 2015)

Le 55e congrès de la SAES nous invite à réfléchir sur la thématique de « L’engagement ». Or, malgré

leurs efforts, les responsables de l’atelier ASP-GERAS reconnaissent honnêtement qu’ils n’ont pu

problématiser cette notion, de façon suffisamment satisfaisante à leurs yeux, pour lui faire jouer

un rôle stimulant pour la réflexion en anglais de spécialité.

 

À défaut, et en suivant une suggestion du texte de cadrage du congrès, il ne leur semble pas totalement

illégitime de déplacer la notion et de la faire passer du domaine de recherche aux chercheurs eux-mêmes

en les sollicitant dans leur engagement. Nous les invitons donc à se pencher sur les problématiques en

anglais de spécialité qui mériteraient qu’on s’y engage. Dans tous nos champs d’études, la question

peut concerner des démarches déjà largement abouties, comme des intuitions qui n’en sont encore qu’à

l’état de projet mais qui semblent porteuses de promesses. Inversement, certaines directions de travail

ont peut-être perdu de leur pertinence et appellent donc au désengagement.

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Date limite : 15 janvier

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L'enseignement-apprentissage des langues de spécialité : quels invariants? DidAsp, avril 2015

Date : vendredi 10 avril 2015, ESPE de l’académie de Paris
Coorganisateurs : GT DidASP du GERAS, ESPE de l’académie de Paris, CeLiSo EA 7332 (Université Paris-Sorbonne)

Report de la date limite de soumission au 15 janvier 2015

Objectifs
Le groupe de travail « Didactique et anglais de spécialité » (GT DidASP) du GERAS (Groupe d’Etude et de Recherche en Anglais de Spécialité), dont la principale mission est de travailler à la construction de l’objet scientifique didactique de l’anglais de spécialité, organise une journée d’études dont l’objectif est d’élargir sa réflexion. Il s’agit en effet d’identifier les intersections possibles entre la didactique des langues et les langues de spécialité (LSP) afin de définir un objet spécifique didactique des LSP  et d’en cerner les contours. Les participants à la journée s’interrogeront sur les invariants propres à la didactique des langues dès lors qu’elle porte sur l’enseignement-apprentissage des langues de spécialité (par exemple, anglais des sciences du vivant, allemand de l’économie, espagnol du droit, etc.).

Contenu
Cette journée d’études n’étant pas un atelier d’échange de pratiques, il s’agit de questionner certaines pratiques en contexte spécialisé pour faire émerger des éléments spécifiques à ces situations et d’analyser la manière dont ces éléments viennent interroger en retour les fondements épistémologiques de la didactique des langues.

Les communications attendues pourront proposer une réflexion épistémologique sur la didactique des langues selon l’une ou l’autre des entrées suivantes :

- une entrée par les terrains : exemples de pratiques à partir desquelles une prise de recul/théorisation sera proposée. Ces terrains pourront se situer à tous les niveaux du système éducatif (enseignement des Disciplines Non Linguistiques – DNL – dans le second degré, enseignement des langues de spécialité en secteur LANSAD dans l’enseignement supérieur, etc.) ;
- une entrée par les théories de l'apprentissage et de l'enseignement des langues en contexte spécialisé.

Les domaines de spécialité abordés pourront relever aussi bien des sciences exactes que des sciences humaines. Les propositions de communications porteront sur des langues d’enseignement variées : allemand, anglais, espagnol, etc.

La journée d’études s’articulera autour d’interventions et se conclura par une table-ronde qui permettra de faire la synthèse des contributions de la journée.

Comité scientifique : Jean-Claude Bertin (Université du Havre), Anne-Laure Dubrac (UPEC), Laurent Gautier  (Université de Bourgogne), Muriel Grosbois (ESPE de Paris, CeLiSo – Université Paris-Sorbonne), Cédric Sarré (ESPE de Paris, CeLiSo – Université Paris-Sorbonne), Marcelo Tano (ENIM),  Linda Terrier (Université Jean Jaurès Toulouse 2), Shona Whyte (Université de Nice).

Langue des communications : français.

Les propositions de communications (Titre + résumé de 300 mots + 3 références bibliographiques)  sont à adresser à : Cédric Sarré (cedric.sarre@espe-paris.fr) et  Shona  Whyte (whyte@unice.fr) avant le 15 janvier 2015.

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Deuxième appel à communications

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English Communication for Scientists | Learn Science at Scitable

English Communication for Scientists | Learn Science at Scitable | TELT | Scoop.it

Course in writing academic papers, giving presentations, and teaching.

 

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This looks nicely designed - lecture (written) input, test and application materials.

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The Best Language Learning Apps For 2015 | Listly List


Via Yuly Asencion
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I haven't looked properly, but there seems a lot of just memorising lexical items here, with a sprinkling of unstructured videochat with native speakers.  Maybe apps aren't the way to go, or the right kind hasn't yet been designed ...

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Get Organized - tips and resources for students, teachers, admin and more

Get Organized - tips and resources for students, teachers, admin and more | TELT | Scoop.it
I am a type A personality in many ways and I've always been organized at work (not so much at home). As an engineer, it was vital to be organized. As a teacher, I was too, but harder to do.
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Get your New Year's resolutions sorted out ahead of the rush ...

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Applying iPad Apps in the Classroom: Goal? Language Proficiency! | The FLTmag

Applying iPad Apps in the Classroom: Goal? Language Proficiency! | The FLTmag | TELT | Scoop.it
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Saving this for colleagues - lengthy post with some learning theory and lots of concrete examples (apps, activities)

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SOCIAL NETWORKING FOR LANGUAGE EDUCATION by Lamy & Zourou (2013)

SOCIAL NETWORKING FOR LANGUAGE EDUCATION by  Lamy & Zourou (2013) | TELT | Scoop.it
EDITOR: Marie-Noëlle Lamy EDITOR: Katerina Zourou TITLE: Social Networking for Language Education SERIES TITLE: New Language Learning and Teaching Environments PUBLISHER: Palgrave Macmillan YEAR: 2...
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Good informative review of what looks like an interesting collective volume.

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Neither Technology Nor Pedagogy First - Colpaert on Educational Engineering

Neither Technology Nor Pedagogy First - Colpaert on Educational Engineering | TELT | Scoop.it

The integration of ICT in education has been the subject of an intense debate for many years, especially regarding rationale, method, teacher training and evaluation. In this contribution, I would like to focus on the rationale: the justification we provide for using a specific technology in our learning and teaching contexts. Real or fabricated, conscious or subconscious, we can group the reasons for doing so into the following approaches or angles of attack.

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"Teachers should become designers. Designers of their own learning environment."  Colpaert argues this new role relieves teachers of certain burdens, rather than adding to them.  Je demande à voir.

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Principles and practice: Geoff Jordan

Principles and practice: Geoff Jordan | TELT | Scoop.it

Methodological Principles of TBLT

In the elaboration of their task-based syllabus, Doughty and Long articulate ten Methodological Principles (MPs) which inform pedagogic procedures. While the principles are language teaching universals, the pedagogic procedures comprise the potentially infinite range of local options for realizing the principles at the classroom level. I’ve discussed these 10 MPs elsewhere, but let me just sketch a few of them here.

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Analog (ie paper) resources that work with digital

Analog (ie paper) resources that work with digital | TELT | Scoop.it
Not everyone likes to, feel comfortable, or can go completely paperless. Some like the feel of paper. Sometimes it's easier to take notes on paper. Sometimes, digital equipment isn't allowed in an area.
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Ways of combining longhand writing with electronic saving and sharing.

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Studies in Second Language Learning and Teaching: open access journal

SSLLT is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland.
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2014 volumes include a special issue on motivation (MacIntyre, Horwitz) and one on age effects (de Bot, Singleton)

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2014 EUROCALL Proceedings

2014 EUROCALL Proceedings | TELT | Scoop.it

Proceedings from this summer's conference in Groningen: lots of papers on computer-assisted language learning and teaching.

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Open access via the consistently excellent Research-Publishing.net

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EUROCALL Teacher Education SIG Lemesos Workshop

The EuroCALL Teacher Education SIG is  organising  a two-day workshop on pedagogical perspectives on CALL curriculum development and implementation in Cyprus in May 2015.   The Teacher Education...
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Still a few days to submit an abstract ...

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Conference on FL creation and innovation: Toulouse, Dec 2015

Over the past decades in the field of language didactics there has been an increase in the quantity of research being carried out on the theme of creativity in the teaching/ learning process. In parallel, and mainly due to developments in technology, there have also been an increased number of studies in innovative pedagogies in relation to the design and creation of learning strategies as well as their assessment. But what unites these two concepts, creativity and innovation, though it may seem obvious to teachers – creativity being the engine and innovation the result -, it has not been sufficiently explored from a scientific perspective.


Proposals for presentations can be theoretical reflections on either both concepts individually or on the relation between them both. Proposals can also take the form of field research. All proposals must address the issue of teaching and learning foreign languages.

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Call for papers: March 2015

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The factory model of schooling: Harry Webb

The factory model of schooling: Harry Webb | TELT | Scoop.it
In this video by Sir Ken Robinson, one of his arguments is that schools are built and run on a factory model. He infers that, instead of freeing the creativity of students, we sometimes even medica...
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Highlighting the problems of differentiated learning ...

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Practical Ed Tech Tip of the Week - Gmail+1

Practical Ed Tech Tip of the Week - Gmail+1 | TELT | Scoop.it
Elementary school and middle school teachers often ask me how their students can use services that require email addresses when the students don't have email addresses. The solution is to use Gmail...
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Nice gmail hack to make accounts for all your learners.

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Sense from Sweller: don't teach 'em to think

Sense from Sweller: don't teach 'em to think | TELT | Scoop.it

Mini-post. John Sweller talks sense in his submission to the Australian Curriculum review.

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The argument in a nutshell from cognitive load theorist John Sweller:

 

1. Generic skills are far more basic and far more important than domain-specific knowledge, but they do not need to be taught because we have evolved over countless generations to acquire them effortlessly and unconsciously simply by membership of a society. Examples are relating a current problem to a previous problem with known solutions, or engaging in planning.

2. Biologically secondary knowledge is knowledge we have not specifically evolved to acquire but that we need for cultural reasons. We will not acquire such knowledge automatically and indeed, we invented schools and other educational institutions precisely in order to teach biologically secondary knowledge because otherwise it tends not to be learned.

3. Biologically secondary knowledge is domain-specific.

We obtain domain-specific knowledge from other people by imitating what they do, listening to what they say or reading what they write.

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EUROSLA : Aix, August 2015

EUROSLA : Aix, August 2015 | TELT | Scoop.it

EUROSLA 25, the 25th Annual Conference of the European Second Language Association.

 

The general theme of the Conference is « Second Language Acquisition : Implications for language sciences”.

 

You are kindly invited to submit abstracts for papers, posters, thematic colloquia and doctoral workshop related to this theme or to any other domain and subdomain of second language research.

 

Plenary speakers

 

-       Camilla BARDEL (Stockholm University)

-       Sandra BENAZZO (Université Paris 8)

-       Christine DIMROTH (Westfälische Wilhelms-Universität Münster)

-       Scott H. JARVIS (Ohio University)

-       Gabriele PALLOTI (Università degli Studi di Modena e Reggio Emilia (UNIMORE))

 

Key dates:

 

 - 27February 2015: Abstract submission deadline

- 24 April 2015: Notification of acceptance

- 27 April 2015: Early bird registration for presenters

- 1 June 2015: End of early bird of registration for presenters

- 2 June 2015: Early Early bird registration for delegates

- 14 July 2015: Full fee registration starts

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Pairing learners in pair work activity - Storch, N. and Aldosari, A. (2013)

Storch, N. and Aldosari, A. (2013). 'Pairing learners in pair work activity'. Language Teaching Research. 17/1. 31-48. Further details: http://www.tesolacade...
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Innovating Pedagogy Report: Open University

Innovating Pedagogy Report: Open University | TELT | Scoop.it
The Open University's annual 'Innovating Pedagogy' report has just been published. 2014 is the third year they have published the report, exploring innovations in teaching, learning and assessment.  It has some interesting information and insight...
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Reader-friendly presentation of a number of trends, from MOOCs to flipped classrooms to bricolage ...

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L'inspection de Monsieur le Prof

L'inspection de Monsieur le Prof | TELT | Scoop.it
Il est regrettable à mes yeux qu’à l’issue des formations auxquelles j’ai pu assister, on ne construise pas de séquence sous l’œil d’un formateur ou inspecteur afin d’avoir un « cours-étalon » sur lequel se baser.
Shona Whyte's insight:

An EFL teacher's reaction to an inspection of a lesson in his French high school.  Refreshingly open, entertainingly attuned to the absurdities of The System, and puts the finger on a number of specific points language teacher education needs to address.

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