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How To Know If You're Correctly Integrating Technology - Edudemic

How To Know If You're Correctly Integrating Technology - Edudemic | TELT | Scoop.it
Want to know if you're correctly integrating technology into your classroom? This matrix and insight will help you get a firm grasp on what to do.

Via Marcel Lebrun
Shona Whyte's insight:

Not sure about "correctly," but the grid is worth looking at for relevant factors in technology integration in the classroom.  The comments to this blog post include links to other grids and rubrics.

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Marcel Lebrun's curator insight, January 11, 2013 5:07 PM

Intéressant croisement entre des niveaux d'intégration des TIC (technology integration) par les enseignants (entry, adoption ... transformation, un peu inspiré d'ACOT et d'autres) et des composantes de dispositifs pédagogiques (activités, interactions, productions et buts ... il faudra que j'adapte avec mon modèle pédagogique )  de quoi mieux comprendre "où j'en suis dans mon dispositif" et "vers où le développer". A adapter pour l'enseignement supérier ?

sarspri's curator insight, January 13, 2013 6:38 PM

An interactive version of the TIM matrix with detailed lesson plan samples from K-12 classrooms can be accessed at http://www.azk12.org/tim/

LearningLab's curator insight, January 14, 2013 10:32 AM

Le modèle serait à adapter pour le supérieur, mais il propose des pistes intéressantes.

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Le français en contextes : Approches didactiques, linguistiques et acquisitionnelles

Le français en contextes : Approches didactiques, linguistiques et acquisitionnelles | TELT | Scoop.it
Organisés en trois sections (FLE et enseignement ; études linguistiques ; maîtrise et acquisition de la langue), les neuf articles qui forment ce volume ont en commun de se soucier de ce que la langue, lorsqu’elle est considérée à partir d’approches ou de données mettant en avant l’importance du contexte (défini de façons différentes), est loin d’être un objet dont les contours sont clairement identifiés : entre différentes considérations théoriques ou analytiques, face à la réalité du terrain, on voit ainsi se dégager un champ offrant de multiples approches et réflexions. Ce volume, à travers les articles qui le composent, constitue une contribution riche et variée sur la question de l’enseignement-apprentissage du français en contexte(s).
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Multilingual Language Theories and Practices (MLTP2018): Valladolid, April 2018

Multilingual Language Theories and Practices (MLTP2018): Valladolid, April 2018 | TELT | Scoop.it
We invite papers in all areas of research in bi-/multilingualism, whether or not linked directly to the overarching conference theme, including, but not limited to, linguistics, sociolinguistics, psycholinguistics, neurolinguistics, clinical linguistics, education, bi-/multilingual societies.

Topics will include:

(multiple) language acquisition and learning (L3, L4, Lx);
psycho- and neurolinguistics of multilingualism;
translanguaging;
early bilingualism and heritage language development;
speech processing in bi-/multilinguals;
trans/multilingual language use in different contexts;
multilingual education;
bi-/multiculturalism;
bi-/multilingual language policies;
literacy in multiple languages (pluriliteracy);
intercultural and globalisation issues related to multilingualism.
Shona Whyte's insight:
First call for papers: January 2018
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Atlas sonore des langues régionales de France

Atlas sonore des langues régionales de France | TELT | Scoop.it
Trois chercheurs en informatique d'un laboratoire du CNRS ont conçu un atlas interactif des langues régionales françaises.

Une même fable d'Ésope peut être écoutée et lue en français (en cliquant sur Paris) et dans une centaine de variétés de langues régionales (en cliquant sur les différents points de la carte)
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TaLC 2018: Cambridge, UK ,July

TaLC 2018: Cambridge, UK ,July | TELT | Scoop.it
Papers on corpus - based approaches to language learning, teaching and assessment in the follo wing areas:
o Teaching first and second languages (including data - driven learning materials and student - centered linguistic investigation)
o Research on second language acquisition and learner corpus research
o Learner language
o Teaching languages for specific purposes
o Using corpora across the curriculum, from primary education to HE o Teaching interpreting and translation with corpora
o Teaching literature, culture and history with corpora
o Teaching intercultural communication and corpora
o Developing pedagogic gramma rs and learner dictionaries
o Developing corpora/tools/resources for language learning and teaching
o Teacher education and language corpora
o Teaching of corpus methods to students and researchers in linguistics (and other areas of inquiry)
o Mobile language lear ning/teaching and corpora
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Fill-in-the-Blank Questions in Interaction: Persson 2017

Fill-in-the-Blank Questions in Interaction: Persson 2017 | TELT | Scoop.it
This article reports on the use of syntactically incomplete utterances in talk-in-interaction as a resource for doing two sorts of inquiries: seeking information and initiating repair. The element inquired about is made relevant next, and typically given by the addressee, in the form of a completion fitted to the incomplete utterance. Using a vernacular term, the practice could be referred to as “asking a fill-in-the-blank question,” where syntactic structure is distributed across question and answer. It is shown how transition-relevance places can be set up in the absence of syntactic completion and how fill-in-the-blank questions thereby differ from other types of collaborative productions. The particular import and usefulness of incomplete utterances is demonstrated relative to other resources. The phenomenon shows that syntactic completion and turn completion need not coincide and illustrates how questions can constrain the form of answers through projection. Data are in French with English translation.
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"Designedly incomplete utterances" - one more way to ask a question in French
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Call for Papers - 3rd Issue “Second Language Teaching and Generative Linguistics”

Call for Papers - 3rd Issue “Second Language Teaching and Generative Linguistics” | TELT | Scoop.it
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Teaching and Language Corpora conference 2016

Abstracts from 2016 conference on L2 learner corpora, data-driven learning, FL/L2 acquisition, teaching and learning
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Next edition in Cambridge, July 2018
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AESLA2018 :: Keynote speakers

AESLA2018 :: Keynote speakers | TELT | Scoop.it
36th AESLA (Spanish Society for Applied Linguistics) conference "Applied Linguistics and Knowledge Transfer: Employability, Internationalization and Social Changes" University of Cadiz (Spain) 19th - 21st April 2018
Shona Whyte's insight:
Applied linguistics in Spain
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CEFR or CECRL - new website

CEFR or CECRL - new website | TELT | Scoop.it
The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency
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