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Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013

Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013 | TELT | Scoop.it

Shona Whyte and Julie Alexander

 

Interactive whiteboard (IWB) research shows variation in classroom interactivity (Beauchamp & Kennewell, 2010) and a need for sustained teacher support (Cutrim Schmid & Whyte, 2012).  iTILT (interactive Technologies in Language Teaching), a 2-year European project on the IWB for communicative language teaching, was conceived partly in response to these findings and as an opportunity for further research. The project has produced a website for language teachers featuring over 250 short video clips of IWB-supported classroom practice, supplemented by relevant teacher and learner comments, created by filming 44 teachers in 81 classes involving different languages, ages, and levels of proficiency in primary, secondary, university and vocational contexts in 7 European countries. 

 

The present study focuses on data from 9 French EFL teachers in three educational sectors who participated in a dedicated online support space set up for the duration of the project.  The data are participants' contributions to the limited stream of a Google+ circle including teachers and researchers.

 

Results show variation in contributions across the 9 teachers, and reveal a number of areas of general concern, but also allow the isolation of specific interactions which affected classroom practice, with implications for teacher education in languages with technology.

 

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766.


Cutrim Schmid, E., & Whyte, S. (2012). Interactive Whiteboards in State School Settings: Teacher Responses to Socio-Constructivist Hegemonies. Language Learning & Technology, 16(2), 65-86.

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Our paper on iTILT teachers in France has been accepted for the SAES conference in Dijon in May 2013.

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Reporting ELT research through comics: Darren Elliott

Elliott: "There is an undeniable element of gimmickry in publishing research in comic form. This may be helpful in getting your work actually read; in such a crowded field it is good to stand out. However, it remains to be seen whether such work can be taken seriously. Sousani s (2015) demonstrated how an entire doctoral thesis in philosophy and visual communication could be produced in graphic form to great effect, but are comics welcome in language education research?
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From a special Issue of ELTED: Innovative Writing in English Language Teacher Education and Development
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Classroom-based research for professional development

Our sponsors The following associations are officially supporting this EVO: All-India Network of English Teachers (AINET) ; English Language Professionals' Association (ELPA) - Ethiopia
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Online course for language teachers
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Conference 2017 | BETA

Conference 2017 | BETA | TELT | Scoop.it
1st FIPLV East European Regional Congress 26th BETA-IATEFL Annual International Conference Learning and teaching languages: Creating bridges to the
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Upcoming IATEFL conference in Bulgaria
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GERAS Global ESP News Update

GERAS Global ESP News Update | TELT | Scoop.it
This is the first issue of Global ESP News Update, our bimonthly newsletter on global ESP news and events. You will find below various calls and announcements that were recently sent to us by our members. Please, feel free to feed our updates with information. Our GERAS and GIC network now totals close to 200 members all over the world.
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English for Specific Purposes research
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AILA-Europe Junior Researcher Meeting in Applied Linguistics

Universität Wien
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CFP January 2017
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Rescooped by Shona Whyte from Learning technologies for EFL
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The Font | A Literary Journal for Language Teachers

The Font | A Literary Journal for Language Teachers | TELT | Scoop.it
The Font – A Literary Journal for Language Teachers is an online journal of quality writing on the theme of teaching and learning languages at home and abroad.
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#TBLTChat 6 – Special – Misconceptions 

#TBLTChat 6 – Special – Misconceptions  | TELT | Scoop.it
Hello again. It has been a while, hasn't it? The next #TBLTChat on Twitter is scheduled for Tuesday 13th December from 0:00 GMT until 0:00 GMT on the 14th.  This topic was suggested by Mura Nava, and there is a bit of pre-reading, too.  What are some misconceptions about TBLT you have encountered? Do you think you…
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Twitter discussion of misconceptions in task-based language teaching on now.
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Corpus Linguistics in the South #cls13

Corpus Linguistics in the South #cls13 | TELT | Scoop.it
University of Suffolk, Ipswich, Sat Nov 26
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And one more use of Padlet
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Pearson’s Grand Vision: Standardised Everything!

Pearson’s Grand Vision: Standardised Everything! | TELT | Scoop.it
Pearson PLC is a British multinational publishing and education company headquartered in London. It's the largest education company and the largest book publisher in the world. It generates total revenues of $10 billion. It's a key player in the ELT world and in the last couple of months, Pearson has stepped up its promotional campaign for its Global Scale of English (GSE). Here’s what…
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Teaching phonology for reading comprehension: Catherine Walter

__________________________________________________________________________________ My research has shown that intermediate second language (L2) learners can understand each sentence of a text without being able to build a mental representation of the overall text. This failur e is linked to the development of L2 processing abilities. My latest study (2008) shows that a factor in poor L2 processing of written text is, counter -intuitively, an unreliable L2 phonological inventory. This suggests strongly that teaching phonology w ill help L2 learners read better.
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IATEFL newsletter article about the link between phonological representations and reading comprehension (based on 2008 study of recall of word lists in L1 and L2)
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ITILT: Interactive Teaching In Language with Technologies

ITILT: Interactive Teaching In Language with Technologies | TELT | Scoop.it
We present iTILT’s currently available resources in teacher education and continuing professional development (Koenraad et al., 2013) and report on the interim results of the new project, including examples of technology-mediated language tasks.
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Text to speech technologies: OER examples

Four examples of open access text-to-speech tools, including one that also translates.

http://www.naturalreaders.com/index.html
http://text-to-speech.imtranslator.net (available in multiple languages) http://www.fromtexttospeech.com (available in multiple languages) https://text-to-speech-demo.mybluemix.net (with expressive SSML)
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Type your text in French, imtranslator will read it aloud in English
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Remove Line Breaks Online Tool

Online tool for removing line breaks from text and html. It automatically removes line breaks and preserves paragraph breaks.
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If you ever got stuck copying and pasting from PDF
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Beall’s List of Predatory Publishers 2017

Beall’s List of Predatory Publishers 2017 | TELT | Scoop.it
by Jeffrey Beall, January 3, 2017. Each year at this time I formally announce my updated list of predatory publishers. Because the publisher list is now very large, and because I now publish four, continuously-updated lists, the annual releases do not include the actual lists but instead include statistical and explanatory data about the lists…
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Increasing numbers of predatory journals and tips on detecting them.
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CFP formulaic language: TESL Canada Journal


Call for Papers 2017 Special Issue of TESL Canada Journal Formulaic Language in English language acquisition and teaching Guest Editor: David Wood, PhD

Formulaic language is a linguistic phenomenon which is basic to human communication. The term refers to multiword units, which may be continuous or not, which have a single meaning or function in communication, and which are probably prefabricated or stored and retrieved mentally as if a single word . Learners struggle with formulaic sequences and, for example, often fail to interpret their meanings accurately, even when given ample contextual clues .

While the body of research on formulaic language is large and growing in areas such as psycholinguistic processing, analysis of the role of formulaic language in specific genres and registers of language, and extraction from texts using corpus analysis tools, there are a number of issues yet to be addressed fully in researching the teaching and acquisition of formulaic language. For example, how can we be sure that acquisition of specific formulaic sequences is adequate in causing general language gain? Are there particular strategies which learners can be taught which will help them to be more readily capable of perceiving and integrating formulaic sequences in their own language repertoire without explicit teaching? Similarly, how can we be sure that our instructional techniques have lasting effects? Clearly, the teaching of formulaic language is an area still ripe for investigation by researchers and teachers alike.

This Special Issue of TESL Canada Journal will include papers sharing a focus on the teaching and acquisition of formulaic language, and may present empirical studies or literature reviews with fresh and practical conclusions. Book reviews and practical “In the classroom” short papers will also be included.

To review Author Guidelines and the three categories of Research, In the Classroom, and Perspectives articles, please refer to http://www.teslcanadajournal.ca/index.php/tesl/about/submissions.

As part of the submission process, authors are required to download the TESL Canada Journal Submission Form on that page and to send it to teslcan@ualberta.ca as an attachment, along with their manuscript.

Questions regarding this special issue should be directed to teslcan@ualberta.ca. Deadline:

Full manuscripts are due June 1, 2017.
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Full papers due June 2017
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ACEDLE 2017 Bordeaux: programme définitif

ACEDLE 2017 Bordeaux: programme définitif | TELT | Scoop.it
Site du Colloque ACEDLE 2017, les 19,20 et 21 janvier à l'Université Bordeaux Montaigne. La médiation en didactique des langues.
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