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TBI versus Vidéoprojecteur : Ludovia.com

TBI versus Vidéoprojecteur : Ludovia.com | TELT | Scoop.it

Des arguments qui tendent à démontrer la supériorité du TBI. Chacun aura son opinion.


Via ludovia magazine, Francois BOCQUET
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Encore une infomerciale pour faire acheter le TBI, mais un commentaire intéressant sur la vidéoprojection qui place l'enseignant en "off" :

 

"Avec le vidéoprojecteur : Bien souvent l'enseignant se retouve assis derrière son ordinateur, afin de pouvoir le manipuler, et explique de sa place, ce qui donne l'impression d'être devant un écran de TV avec une voix "off" qui commente ce qui apparait à l'écran. L'élève doit faire un choix entre regarder l'écran ou regarder celui qui lui parle. Si l'enseignant fait l'effort de se placer à l'écran, il doit sans arrêt faire des aller-retours avec le lieu où se trouve l'ordinateur pour continuer le déroulement de sa leçon, ce qui a pour conséquence de rompre le rythme de la séance et provoque ainsi les décrochages de certains élèves."

 

Des examples de pratique du TBI en classe de langue : http://itilt.eu/fr

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ludovia magazine's curator insight, January 18, 2013 4:03 AM
Quand on parle de faire entrer l'école, et de ce fait la classe, dans l'ère numérique, l'enseignant peut parfois être perdu dans le choix des outils qui vont servir au mieux son intérêt et celui de ses élèves. Avec l'opération ENR, les classes mobiles et les TBI ont débarqué dans les écoles de villages. Aujourd'hui il m'arrive d'entendre des critiques sur le TBI et son intérêt par rapport à un simple vidéoprojecteur. Alors le TBI est-il vraiment plus intéressant que le vidéoprojecteur ? Est-il vraiment plus cher ? Est-il plus facile d'utiliser un vidéoprojecteur ou un TBI ?
AR Nivelles's curator insight, April 20, 2015 1:50 PM

En quoi le TBI est-il un plus pour notre pratique?

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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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)
Shona Whyte's insight:
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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Recherches en didactique des langues et des cultures - Les cahiers de l'Acedle

Recherches en didactique des langues et des cultures - Les cahiers de l'Acedle | TELT | Scoop.it
Revue consacrée aux pratiques, représentations et modalités d'appropriation des langues/cultures,Journal focused on practices and cognitions pertaining to the appropriation of languages and cultures
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Les Cahiers de l'Acedle, d├ęsormais Recherches en didactique des langues et des cultures, arrive sur revue.org
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Apprentissage des Langues et Cultures en Tandem dans l’Enseignement Supérieur (ALCTES)

Organizers/Organisatrices :
Claire Tardieu et Céline Horgues EA 4398 - Langues, Textes, Arts et Cultures du Monde Anglophone (PRISMES)

Plenary speakers/Conférencier.e.s plénier.e.s :
Karin Kleppin (Bochum, Allemagne)
Lars Schmelter (Wuppertal, Allemagne)
José Maria Tejedor Cabrera (Sevilla, Espagne)

In partnership with/En partenariat avec : La Cité Universitaire Internationale de Paris (CIUP) (Collège Franco-Britannique, Fondation Biermans-Lapôtre, Colegio de España) L’Ecole des Ponts Paris Tech, Université Paris Est, IDEA, UPLEGESS EA 4398 - Langues, Textes, Arts et Cultures du Monde Anglophone (PRISMES) Call for papers/Appel à communication :

New: Abstract submission before October, 8th, 2016/Soumission des propositions avant le 8 octobre 2016 The submission Web page for ALCTES 2017 is/Pour soumettre un résumé, cliquez sur ce lien: https://easychair.org/conferences/?conf=alctes2017 Contacts : claire.tardieu@univ-paris3.fr celine.horgues@univ-paris3.fr

 The ALCTES International Conference will address the issue of how Tandem language and culture learning can be integrated in higher education environments and how the founding principles of autonomy and reciprocity are adapted according to various learning contexts and objectives. (See Call for papers)

Le Colloque International ALCTES s’intéresse aux modalités d’institutionnalisation de l’apprentissage des langues et des cultures en Tandem dans l’enseignement supérieur et en particulier à la manière dont les principes fondateurs d’autonomie et de réciprocité sont déclinés en fonction des différents contextes et objectifs d’apprentissage. (Voir l’appel à communications)
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Déjà vu? A decade of research on language laboratories, television and video in language learning

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language teaching and learning using these and older technologies since 1999, and maps out some pointers for future research. The evidence suggests that research on video and language learning using DVD and other recent technologies is already well established, bringing out a number of issues for further study. In contrast, research-led implementation of the enhanced functionality of digital language laboratories is hardly in its infancy and much language laboratory use is marginal at best.
Shona Whyte's insight:
Vanderplank 2010 in Language Teaching journal - a little dated but useful review of work on subtitling and captioning with respect to language learning
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Remove timestamps from Word 2011 (Mac Office) tracked changes?

Remove timestamps from Word 2011 (Mac Office) tracked changes? | TELT | Scoop.it
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Handy for anonymising track changes for reviewing and student feedback
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New directions in telecollaborative research and practice: Jager, Kurek & O'Rourke 2016

New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education

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Peer-reviewed, open access papers on telecollaboration
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How to pronounce feather in English - Forvo

How to pronounce feather in English - Forvo | TELT | Scoop.it
How to pronounce feather in English. The definition of feather is: the light horny waterproof structure forming the external coverin
Shona Whyte's insight:
Haven't checked this for a while: seems like a nice resource if you have doubts about the pronunciation of a particular word. I checked random words in French and English and found a range of nativelike pronunciation. Very easy to search and listen.
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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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