For the New Year I wanted to collect together some of the blog posts which have either inspired my posts over the last year, or that would be great follow up reading. In a few weeks, I will celebra...
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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Shona Whyte
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"L'approche communicative, orientée plus vers le sens que vers la forme des mots, et l'approche actionnelle, ou apprentissage par la tâche, sous-tendent l'enseignement des langues secondes à l'heure actuelle. Il est donc utile de voir des exemples d'activités de classe où le TBI est utilisé pour étayer la communication spontanée dans des contextes authentiques. Cependant, ce type de communication n'est ni possible ni souhaitable à tous les stades d'acquisition et dans toutes les phases d'une séance ou séquence d'enseignement. Dans les exemples qui suivent, nous observons l'usage du TBI dans de différents types d'interactions qui vont d'un entraînement à l'utilisation d'éléments linguistiques hors contexte communicatif, en passant par des activités plus ouvertes, pour arriver à une vraie communication en langue cible."
Shona Whyte's insight:
Des exemples de pratique de classe de langue au TBI qui montrent des niveaux d'interaction variés, allant de l'écouter-répéter du modèle comportementaliste à la communication authentique de Krashen et des constructivistes. Delete the scoop?
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When we discuss the use of interactive whiteboards in education, we often assume that the mere use of interactive technologies will ensure that classroom teaching and learning will also become somehow "interactive." This might mean physical activity on the part of learners - as in Dewey and Bruner's learning by doing, or Asher's Total Physical Response - but in the second language classroom, we more naturally think of interaction in the target language. So we might expect that using an interactive whiteboard should promote interaction in terms of communication between the teacher and learners, and among learners.
Communicative language teaching (CLT), involving meaningful use of language, and task-based language teaching (TBLT) are, of course, the main current approaches to second language teaching and learning, and so it is helpful to see examples of classroom activities where the IWB is used to support spontaneous, unplanned communication in authentic contexts. However, this type of communication is not always possible or indeed desirable at all stages of proficiency and in all phases of a lesson or longer teaching unit. In the following examples, we can see the IWB being used to support different types of language interaction, from the practice of decontextualised language elements in order to focus on pronunciation or grammar, through more open-ended activities, to genuine communication in the target language. 
Shona Whyte's curator insight,
April 12, 6:11 AM
Pistes pour l'exploitation du site iTILT en formation. Delete the scoop?
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Shona Whyte: Interesting presentation and discussion of different types of teacher contributions to classroom interaction by Phil Chapell using Alexander’s repertoire of teaching talk (2008). Via Phil Chappell Delete the scoop?
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Rachael Roberts, "freelance ELT author, teacher and trainer," credits Mario Rinvolucri with the term "teacherless task" in his 1970s EFL materials, pre-dating today's task-based teaching. This post includes examples of such tasks, reasons why they work, and ideas for developing full lessons with feedback using this model. Delete the scoop?
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Shona Whyte: Phil Chappell has distilled this list of do's and don'ts for teachers interested in promoting learner interaction in the language classroom from Mercer and Howe's (2012) paper in Learning, Culture and Social Interaction (as he says, "publicly available for now," the link is in his blog post):
- use some ‘open’ questions to explore students’ ideas
Phil Chappell has much more to say about this in his blog post, as well as other teaching and research references. Delete the scoop?
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This is a short video by the authors of a 2011 ELT Journal paper: Moser, J., Harris, J. and Carle, J. (2012). ‘Improving teacher talk through a task-based approach.'
Abstract: This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach ‘communicative English’ for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants’ survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.
Shona Whyte: The authors describe how they set up a task-based training module for Japanese primary teachers. They recommend Slattery and Willis' 2004 handbook English for Primary Teachers. The authors used Ana Maria Pinter's 4 suggestions for teacher talk in the second language classroom: 1. adjusting speed 2. modifying language 3. repeating language 4. adding gestures They added a fifth recommendation: 5. managing visual aids
You can access the full article if you have a subscription to ELT Journal http://eltj.oxfordjournals.org/content/66/1/81.abstract
Photo http://flic.kr/p/bymxe9 @pterolaur
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Steve Walsh is senior lecturer in Applied Linguistics at Newcastle University, and editor of Classroom Discourse (http://www.tandf.co.uk/journals/RCDI). He researches interaction and reflective practice in second language teaching and learning.
This reprint is also available online: Developing interactional awareness in the second language classroom through teacher self-evaluation, Language Awareness, 2003 http://eprint.ncl.ac.uk/file_store/production/37850/95481FF1-EA62-4551-A829-0A65B716635E.pdf Via Phil Chappell Delete the scoop?
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Shona Whyte:
Here's a very practical discussion of group formation for second language interaction by Judith Rance-Roney in the English Teaching Forum 2010. It begins with some second language research supporting the importance of interaction for language acquisition, then looks at a variety of ways of grouping students to maximise their learning opportunities. It's based on ESL for higher education in the US, but applicable to foreign language contexts also for the most part.
I've picked out some do's and don'ts which I think are valuable:
DO - also consider a roster of groupings, to make different groups for different tasks/topics - group students by proficiency; keep a class list ordered by language level for quick reference - assign roles to group members: leader, scribe, reporter, vocabulary monitor, time monitor - allow 5 minutes' study time for learners to absorb new language or instructions before group work begins
DON'T - consistently mix high and low proficiency learners: the stronger students will dominate - always group by affiliation: learners who do not know each other well accomplish more on-task learning - always avoid grouping same-L1 learners together: L1 discussion can be helpful and code-switching can lead to greater analytic depth
Shona Whyte's insight:
I scooped this a while back and when I went back to find it, discovered the document had disappeared. But this is another link to the same document. Delete the scoop?
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TESOL Quarterly vol 31, No 2. Summer 1997Mark Hancock
This article examines the code switching that goes on during group work in language classes in which the learners share an L1. The author argues that the discourse produced in these circumstances is layered as a result of the participants' oscillating between a literal and a nonliteral frame (Goffman, 1974). Discourse produced in the literal frame is termed off-record and is concerned with negotiation between the learners. Discourse in the literal frame is on-record and is performed to be overheard by a referee (a potential L2 audience). The author suggests that the significance of language choice behaviour differs across these two levels, and teachers concerned with increasing the quantity and quality of L2 production in group work must take this difference into account.
Shona Whyte's insight:
Codeswitching in the second language classroom - L1 or L2, when and why? Delete the scoop?
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"Impact of native-nonnative speaker interaction through video-webcommunication and Second Life on students’ Intercultural Communicative Competence..."
Slides from recent Eurocall presentation. Delete the scoop?
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How to Record & Share Google+ Hangouts...
Via Yuly Asencion Delete the scoop?
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Shona Whyte:
"Dakin Burdick, Center for Teaching Excellence, Endicott College, 2011, has this 9 page PDF describing ways of organising group discussions with large classes. Approximate time requirements are suggested, and formats and tools for online group discussion are also included. Concise, easy-to-follow, many ideas." Via Dennis Richards, Phil Chappell Delete the scoop?
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Saskatoon Public Schools: "A sampling of instructional methods with accompanying explanations are presented in this website."
Succinct and practical overviews of different types of instruction (direct, indirect instruction, experiential learning); interactive learning seems particularly relevant to language teachers since interaction is such an important element of current communicative and task-based language teaching approaches.
The authors conclude on interactive instruction thus: "The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group." Delete the scoop?
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The abstract of a 2001 PhD dissertation defended by Marie Elizabeth Perera at the University of Wollongong on the role of classroom interaction in second language acquisition in Sri Lanka.
The author concludes
"The findings of the study indicate that the interactions observed in the classrooms were the outcomes of a complex relationship between a heterogeneous group of students, their teachers who differed in terms of their experiences and preparation for teaching English, and the EED learning materials. The purpose for which the students learned English differed across schools, as well as between students, and was related to the culture of the school and the students’ socio-economic background. In addition, there was a mismatch between the recommended process-oriented teaching approach in the learning materials and the Sri Lankan product-based examination system. As a result of these complex factors, which are also related to the socio-cultural and political context in Sri Lanka, the opportunities provided for second language development were different in each of the observed classrooms in this study."
So communicative language teaching is not always easy to implement, as many more recent teacher cognition studies confirm.
Table of Contents: http://bit.ly/I8x7rI Delete the scoop?
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A rich list of EFL/ESL teachers' blog posts, organised by category (group work, writing, methodology).