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Shona Whyte
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For those doing postgraduate work in Applied Linguistics Different sections on topics such as SLA (Jordan published a 2004 book on SLA theory), links to sites and videos on relevant research, references for theory and teaching, and advice on writing a thesis.
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Shona Whyte
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Shona Whyte
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"The Brazilian Journal of Applied Linguistics calls for submissions of manuscripts for its special 2014 issue on Language Education in Multilingual Contexts. We welcome contributions covering both conceptual frameworks and empirical studies analyzing implementations of language education programs and policies that seek to cater for language contact situations. Submissions must be in English only and are due on the 31st of August, 2013."
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ELT blogger Rachel Roberts: "To read better, improve your pronunciation…. from a talk by Catherine Walter."
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In this recent TESL-EJ articles, Jarvis and Achilleos review different terminology for connecting technology and SLA (TELL, WELL, NBLL). On the basis of questionnaire data showing EFL users' preferences for mobile technology, they suggest changing two letters in the CALL (Computer Assisted Language Learning) acronym: Computer becomes Mobile and Learning become Use in MALU (Mobile Assisted Language Use). The authors conclude that "MALU now needs to be our defining point of reference in keeping TESOL at the vanguard."
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Shona Whyte
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"In celebration and acknowledgement of our field’s maturity, the editors of the CALICO Journal invite submissions of research articles based on replication studies in a CALL context. We issue this invitation early to encourage CALL scholars to conduct replication studies for the CJ issue to be published in January 2015, but also welcome submissions based on studies already underway. The studies may be replications of earlier published studies in CALL or of non-CALL research in a CALL context. We welcome both approximate and conceptual replications from any theoretical perspective or research paradigm. We especially encourage projects that reflect collaboration between senior faculty and graduate students."
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Shona Whyte
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Shona Whyte
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Foreword (Ortega & Cumming): "Currents in Language Learning provides programmatic state-of-the-art overviews of current issues in the language sciences and their applications in first, second, foreign, heritage, and bi/multilingual language acquisition in naturalistic and tutored contexts. […] In this first issue of Currents in Language Learning, board members and editors consider their own areas of enquiry. […] The research agendas concern the following areas: - progress and relevance in second language acquisition (Ortega); - Usage-Based Linguistics (Ellis, O’Donnell, & Ro ̈mer); - age effects in language learning (DeKeyser); - second language pragmatics (Bardovi-Harlig); - vocabulary knowledge (Jarvis); - transfer of learning in second language instruction (Larsen-Freeman); - language, literacy, and culture (Cumming); - academic language development in schools (Schleppegrell); - Practice Theory (Young and Astarita); - evolutionary perspectives on language (Schumann).
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Shona Whyte
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A podcast series for ESL/ LINC professionals in Ontario from the LearnIT2teach project
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"The Programme section of the site now includes an outline of the programme timings and listings of the presentations in each category: paper, poster, symposia and courseware showcase.
The final programme will be available on the website shortly after the early registration deadline. We would encourage all presenters to register by the early deadline to confirm their participation."
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Shona Whyte
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Language Teachingis the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning.
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A web Portal for the fifteen Foreign Language Resource Centers (LRCs), which provides a searchable database to all of the LRC materials, resources, and professional development opportunities.
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Shona Whyte
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As new chairs of Eurocall's Teacher Education SIG, Euline and I would like to invite you to contribute to this year's annual Eurocall conference to be held in…
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Shona Whyte
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Shona Whyte
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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.
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Shona Whyte
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Recommended website: El Camino de Santiago. Matilde Asencio.
Recommended software: Learning verb inflection using Cilenis conjugators. Pablo Gamallo, Marcos García, Isaac González, Marta Muñoz and Iria del Río.
Article: Using Blogs: authentic material and ranking quality for SLA. Julian Coppens, Mercedes Rico and J. Enrique Agudo.
Article: Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment. Sophie Bailly, Maud Ciekanski and Eglantine Guély-Costa.
Project: The INTENT Project: Integrating Telecollaborative Networks into Foreign Language Higher Education. Robert O'Dowd.
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Slides and handout from at TESOL 2013 presentation discussing an action research project looking at vocabulary learning techniques with EAP students.
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Shona Whyte
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This is the December 2012 call for papers for a Special Issue of Research in Learning Technology, the Journal of the Association for Learning Technology.
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Shona Whyte
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AILA 2014 invites proposals for presentations that are related to policy, research, and theory in areas of applied linguistics. Proposals may be for individual papers, posters, symposia or workshops. Please refer to the streams available for submissions.
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Shona Whyte
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Mapping Applied Linguistics: A Guide for Students and Practitioners provides an innovative and wide-ranging introduction to the full scope of applied linguistics. Incorporating both socio-cultural and cognitive perspectives, the book maps the diverse and constantly expanding range of theories, methods and issues faced by students and practitioners alike. Practically oriented and ideally suited to students new to the subject area, the book provides in-depth coverage of: language teaching and education, literacy and language disorderslanguage variation and world Englisheslanguage policy and planninglexicography and forensic linguisticsmultilingualism and translation. Including real data and international examples, the book features further reading and exercises in each chapter, fieldwork suggestions and a full glossary of key terms.
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The conference
The conference is to be held jointly (locally and videoconference) in Toulouse, Grenoble and Krasnoyarsk on October 17, 2013, and Toulouse, Nantes and Krasnoyarsk on October 18, 2013.
Proposals for contributions in French or English (maximum 200 words) should reach lairdil@airdil.org before April 30 2013.
Calendar
Submission of proposals for the conference in French or English (maximum 200 words) for the conference at lairdil@lairdil.org.: 30 April 2013.
Response to contributors after expertise by the Scientific Committee: 30 May, 2013.
It is also possible to submit a paper to Foreign Language Learning and Teaching Research journal at lairdil@lairdil.org.
Submission of papers: 30 September 2013
Publication: 2014
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Volume 4, Issue 1 - March 2013
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The March 2013 issue ofTESOL Quarterly is free! Click on article titles to access individual articles, or click here to access the full issue.
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"Using a combination of lecture and experiential exercises, ESL education specialist Diane Larsen-Freeman traces the evolution of language teaching methods over the past 60 years, discussing how each evolutionary phase has contributed to a more "whole-person" view of language learners. Larsen-Freeman suggests that when educators treat language as a closed, static system, they create a critical barrier to student empowerment. When language is instead seen as the complex, dynamic system, teachers are able to help their students transform their linguistic world, not merely conform to it. Larsen-Freeman illustrates how this shift in understanding has implications for what and how teachers teach."
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7th Summer Seminar: June 6th—7th, 2013 Theme: EAP and Technology-enhanced Learning The keynote talks will be by Martin Barge, Jessica Cooper and William Tweddle from Queen Mary, University of London, who have extensive experience in developing technology-enhanced courses in EAP. This is what they propose for NFEAP 2013: «Our talk will be on creating online materials for EAP students. We will cover the whole process: planning and design, sourcing content, selecting authoring platforms, piloting/trialling and revising the material (what some call an ‘iterative’ development process) and tracking its use. We will base this on our experiences of creating the “Academic English Online” materials that we created for our students at Queen Mary University, London. So our paper will be based on real experience, but will also be underpinned by key literature in the field of Computer Assisted Language Learning.»
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Here are my bullet points from reading this article which summarises recent research into L2 vocabulary acquisition for language teachers.
- there two types of vocabulary: high frequency and low frequency (Zipf's law - there is no middle ground). ESL learners need to meet high frequency words often, and learn strategies to tackle low frequency words
- extensive (rather than intensive) reading with graded readers works for high frequency words; learners can be encouraged in this if initial class time is devoted to a "proper extensive reading program" (p. 532)
- bilingual word cards - "deliberate decontextualised rote learning of vocabulary" - is effective for long-term learning and acquisition of implicit knowledge (p. 533) though should be viewed as a "support" rather than an "alternative to communicative learning"
- although deliberate learning is effective, deliberate teaching does not mean deliberate learning - studies often show less than half of taught words were learned via vocabulary exercises
Nation recommends paying attention to vocabulary learning via extensive graded reading and independent learning with bilingual word cards, rather than devoting class time to intensive reading and vocabulary exercises.
He recommends this research paper:
Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61.2, 367–413.
and this website: The Compleat Lexical Tutor http://www.lextutor.ca/