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RhinoSpike : Foreign Language Audio on Demand!

RhinoSpike : Foreign Language Audio on Demand! | TELT | Scoop.it

RhinoSpike is an online language learning community tool that lets users around the globe connect and exchange foreign language audio files. Get any foreign language text read aloud for you by a native speaker!

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This could be nice for language teacher training: have trainees make and request recordings and evaluate the outcomes.

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Shona Whyte's curator insight, January 15, 2013 2:39 AM

Home page says: Submit some text that you want read aloud in a foreign language.  Record your voice for an Audio Request in your native language.  Download the audio file for your submission.  Learn the language through real, native input.

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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e-language | Mark Pegrum on EuroCALL 2016

e-language | Mark Pegrum on EuroCALL 2016 | TELT | Scoop.it
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Some summaries of talks at this year's EuroCALL conference
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Rescooped by Shona Whyte from ICT for languages TICE langues
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16 Student Feedback Tools Tutorials

16 Student Feedback Tools Tutorials | TELT | Scoop.it

Via Tom D'Amico (@TDOttawa) , Imelda Elliott
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Walter Gassenferth's curator insight, August 17, 10:15 AM
Very interesting subject to be considered and discussed. I will disclose the post to my contacts and subscribers in http://www.quanticaconsultoria.com
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Social dynamics in open educational language practice, Alsic 2016

What kind of social dynamics emerge in open educational practices (OEP) involving the learning of languages? What roles can OEP play in language learning contexts in which individual and collaborative learner trajectories move across learning practices? This collection of papers approaches these questions by offering theoretical insights and empirical evidence to the field of Open Education and Open Educational Resources (OER). The originality of the collection lies in its emphasis on the social dynamics that arise in open learning practice. Although open education advocates "give the battle" for openness (Weller, 2014), very little research is being conducted on the way social dynamics promote open practices, especially in the area of language education and multilingualism. 2In this group of papers, we aim to fill this gap in research and discuss implications for practices by exploring the role played by social dynamics, consequences, and conditions for open learning expansion, by identifying challenges for researchers, teachers and learners, and in particular by critically examining language practices afforded to groups in open educational language practices.

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Special issue edited by K Zourou with introduction by J Reinhardt and papers by Gosia Kurek, Teresa MacKinnon, Shona Whyte & Katerina Zourou.
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Paths in Applied Linguistics: conversation with Nina Spada

Transcript of short conversation on SLA and L2 pedagogy with references
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Two pages on SLA/L2 pedagogy links, especially form-focused instruction; four key references from Spada on this topic
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ELT Journal | Key Concepts in ELT

ELT Journal | Key Concepts in ELT | TELT | Scoop.it

'Key Concepts in ELT' is a feature of the Journal that aims to assist readers to develop an appreciation of central ideas in ELT, and to approach the content of articles from a perspective informed by current debate on aspects of theory and practice.

The list given below is an up-to-date guide to all 'Key Concepts' that have been published in the Journal. The list contains links to the original articles, which are available to download free of charge (PDF file).

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Free access to short articles with references on key concepts in language teaching/learning
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Approches diachroniques des discours et cultures spécialisés

Approches diachroniques des discours et cultures spécialisés | TELT | Scoop.it

Problématique : approches historiques des discours et cultures spécialisés - théorisation, positionnement épistémologique, méthodologies, la diachronie comme moyen d’accès aux cultures spécialisées, études de cas


Diffusion de l’appel : juillet 2016

Date limite de retour des propositions : décembre 2016

Noti cation aux auteurs sur les propositions (valant encouragement, mais non engagement de publication) : février 2017

Journée d’études (discussion autour de l’articulation des articles et renforcement de la cohérence du numéro) : octobre 2017 (date à préciser)

Date limite de retour des articles : décembre 2017

Retour aux auteurs : avril 2018

Retour des versions revues : septembre 2018 Mise en ligne : automne 2018

Shona Whyte's insight:
Appel à proposition langues de spécialité Textes et Contextes (U Bourgogne) 2018
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Nik Peachey's Educational Technology Newsletter - 5th August 2016


How to teach the UN's development goals, and why
Really nice article from the British Council that links in to the new book on creativity that I’m working on with Alan Maley. Well worth a read.
https://www.britishcouncil.org/voices-magazine/why-teach-uns-development-goals-and-how

Adaptive Learners, Not Adaptive Learning
A well thought out article on education reform and the importance of build
Shona Whyte's insight:
Up-to-date list of tools and ELT ideas for technology-mediated language learning and teaching from Nik Peachey
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ReCALL CfP: virtual world interactions

Call for papers for special issue on virtual worlds, edited by
Susanna Nocchi (Dublin Institute of Technology) Luisa Panichi (Università di Pisa), Randall Sadler (University of Illinois at Urbana-Champaign) and Ciara Wigham (Université de Lyon)
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CfP virtual worlds #CALL #ReCALL #eurocall @loopy63
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EFL materials for French-speaking teens: 6 units

What is here?
The materials consist of 6 modules designed for learners of English who know French. Each of module targets an area of similarity or difference between the two languages. Two units focus on grammar (adjective comparisons and possessive determiners his/her), one focuses on pronunciation (/h/), and three focus on vocabulary (word parts, homonyms, and cognates).

Who are the activities for?
The units have been developed for children in grade 6 (age 11-12), but teachers who have used them agree that, with slight adaptations, they would be appropriate for use with students in secondary school, as well as with intermediate-level adults.

Why raise cross-linguistic awareness?
The basic principle we kept in mind while developing the materials is that comparisons with an already-known language can be helpful as learners study a new language. This is especially true for French learners of English as the two languages have many features in common. For instance, a large proportion of the words are similar in form (cognates) and offer helpful clues to meaning, although learners may not always notice these ‘good friends’. Of course, there are also many differences between French and English, and some can be problematic, especially when the learner incorrectly assumes there is a similarity. We know that some learners silently compare languages in their heads; others do not realize that their first language (or another language they know) can be a valuable resource. The modules we provide here are designed to enable the teacher to make explicit comparisons between the learners’ L1, French, and their L2, English, in order to speed up learning.

How to use the materials?
The modules are designed to be used independently and need not be used in sequence. But in order for the learning to be effective, it is important do more than just one or two of the activities in a module. Each module introduces and practices a feature (major lesson) and provides follow-up activities for review and expansion later (mini-lessons). In our research, we found that consolidating learning in the follow-up activities was important.

Let us know what you think! We are interested in knowing how these activities worked for you and your ideas for improving them.

Joanna White jwhite [at] education.concordia.ca
Marlise Horst marlise [at] education.concordia.ca
Philippa Bell bell.philippa [at] uqam.ca
Shona Whyte's insight:
Major lessons and mini-lessons on grammar, pronunciation and vocabulary suitable for French collège (lower secondary) learners
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Block Posters

Block Posters | TELT | Scoop.it
A free poster maker to create massive wall posters from your own images! Free!
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Why not?
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NETWORKING EVENT FOR MODERN LANGUAGE TEACHERS (10 June 2016)

NETWORKING EVENT FOR MODERN LANGUAGE TEACHERS (10 June 2016) | TELT | Scoop.it
This event took place at the Manchester Metropolitan University with the support of the Department of Languages, Information and Communications http://www2.mmu.ac.uk/languages/, Routes into Languages Northwest https://www.routesintolanguages.ac.uk/activities/north-west, the FLAME Research group (Film, Languages and Media in Education) at the Manchester Met University https://www2.mmu.ac.uk/languages/flame/ and the Film in Language Teaching Association (FILTA) www.filta.org.uk
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Links to a number of presentations on film in language teaching, video, motivation ...
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Rescooped by Shona Whyte from au service de l'innovation pédagogique
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ALSIC: analyse de Implementing and Researching Technological Innovation in Language Teaching (Whyte, 2015)

ALSIC: analyse de Implementing and Researching Technological Innovation in Language Teaching (Whyte, 2015) | TELT | Scoop.it

Analyse de Geoff Sockett, Paris Descartes

Shona Whyte's insight:
Task based teaching with the IWB for French EFL
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Shona Whyte's curator insight, June 22, 9:27 AM
Analyse du mon livre sur l'innovation technologique chez les enseignants français du projet iTILT sur le TBI en classe de langues
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CONV.

CONV. | TELT | Scoop.it
Quickly convert YouTube video to MP3, GIF or MP4.
Shona Whyte's insight:
Make mp3 or mp4 files from online video
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Nacho Herrero's curator insight, August 19, 6:01 PM
Una manera más y muy fácil de descargar música de youtube.
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Applying Corpus Tools to EAP Instruction

Applying Corpus Tools to EAP Instruction | TELT | Scoop.it
by Mat Terrett My interest in the use of corpora for EAP began when I first heard about Coxhead’s (2000) Academic Word List and was further piqued when I read Hyland’s (2009) corpus-based argument for greater specificity in EAP teaching. This provided a focus for my own research through which I came to believe that an…
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Scénarios pédagogiques et interactions en ligne
François Mangenot, Elke Nissen 2016

CJLT/RCAT numéro spécial


Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

Marco Cappellini, Martine Eisenbeis, Annick Rivens Mompean


Le Net participatif, levier d’acquisition des littératies traditionnelles et des littératies numériques | The Use of the Participative Web as a Lever for the Acquisition of Literacy and Digital Literacies

Edna Castello


Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Carmenne Kalyaniwala-Thapliyal


Être indigène numérique, utilisateur de Facebook et futur enseignant de FLE ou comment la scénarisation pédagogique chez les apprentis enseignants inhibe l'exploitation des fonctionnalités des outils | Being a Digital Native, a Facebook User and a Future Teacher of French: When the Design of Pedagogical Scenarios Curbs the Use of Tools’ Features

Anne-Laure Foucher, Hyeon Yun


Action et langage dans un monde virtuel utilisé à des fins de pratique de la langue | Action and Language in a Virtual World Used for Language Practice

Wenjun Tang

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4 articles en français, 1 in English
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Software for content analysis and text analysis: Qualitative analysis

Provides an overview of software for qualitative content analysis and text analysis.
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Some free programmes in this list
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Projects in materials design: British Council, 1980

A range of ESP project reports from the 1970s with papers by Hutchison and Waters, Maley, Swales, Alderson, Rodgers, Brumfit, and Young, among others. Focus on materials design by also on communicative versus PPP approaches, needs analysis, and a paper on harmonising/standardising ESP pedagogical reports by Bowers.
Shona Whyte's insight:
British Council "milestones" collection republishing archive material
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60 years of ELT journal: Richard Smith

As we look back over 60 years of ELT(J) , and of ELT itself, it should also be acknowledged that these were, in many respects, years of autonomous, experience- based but principled exploration, and that at their origins, in their antecedents, as well as for most of their own history, both UK-based ELT and ELT(J) have placed the theorization of practical experience, much more than top-down application of background theory, at the centre of their concerns
Shona Whyte's insight:
The history of the journal, particularly the role of its first editor Hornby in providing the first firm foundation for English language teaching after WWII.
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Where are the points of agreement in language teaching?

Where are the points of agreement in language teaching? | TELT | Scoop.it
When I graduated from my master’s program in Linguistics with an emphasis on Second Language Acquisition, I suffered from a fundamental misunderstanding.
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Sarah-Elizabeth Cottrell on different approaches to foreign and second language teaching, from an MFL perspective
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INTERVIEW WITH MARTA GONZÁLEZ-LLORET AND VILSON LEFFA: Building an interface between SLA and Technology

I think that as a SLA researcher, it is very important not to let the technology "blind" your research. So many "new shiny" technologies appear that it is very tempting to focus on the technology itself rather than in the language learning. This is the same for teachers, curriculum developers and administrators. Bringing technology in the language classroom has to be a decision made based on SLA research and conscious pedagogical choices. The technology should follow, or better "accompany" the language teaching methodology and pedagogical choices.
Shona Whyte's insight:
Interesting discussion of relations between theory and practice, research and pedagogy, plus references with links
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