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Social media and web strategies for EU Projects: Web2LLP Handbooks

Social media and web strategies for EU Projects: Web2LLP Handbooks | TELT | Scoop.it
3 Web2LLP handbooks:Improving web strategies of LLP projectsMaximising the social media presence of LLP projectsTools for self-assessment

These handbooks and tools are mainly intended for project managers and members of current or future LLP projects who are unable to attend the face-to-face and online courses organised by the Web2LLP team which will take place in Spring 2013, but can also be useful to anyone interested in using digital networks as enablers of sustainable interaction with target audiences. 

 

Shona Whyte's insight:

Input from iTILT (http://itilt.eu) projet on interactive technologies for language learning in Handbooks 1 and 2.

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TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Dispositifs numériques pour les langues à l’université: appel

Dispositifs numériques pour les langues à l’université: appel | TELT | Scoop.it

Dispositifs numériques pour l’enseignement des langues,

littératures et civilisations étrangères à l’université

Sous la direction de

Soufiane Rouissi, Lidwine Portes et Ana Stulic


Cet ouvrage collectif sous la direction de trois enseignants chercheurs de l’université Bordeaux Montaigne appartenant à différentes équipes de recherche (MICA pour les sciences de l’information et de la communication, CLARE pour les études germaniques, AMERIBER

pour les études hispaniques) est consacré aux dispositifs numériques pour l’enseignement des langues, littératures et civilisations étrangères à l’université.

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Résumé pour le 25 mai

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Orchestrating learning: IWB as Digital Dashboard

Orchestrating learning: IWB as Digital Dashboard | TELT | Scoop.it
Today’s technology-rich environments present a number of challenges and opportunities for language learning. In educational circles, new methodologies based on blended learning, the flipped...
Shona Whyte's insight:

More than you'll ever need to know about using the IWB for language teaching.  If you happen to subscribe to the Swiss language teaching journal Babylonia you can access it online.  http://bit.ly/1gS6iGU

Otherwise contact me.

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How do we assess task-based performance? with Dr. John Norris

More information, handouts, bibliography, and PowerPoint http://larc.sdsu.edu/events/webinars/webinar-norris/ Presentation Abstract: Tasks have captured the…
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Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.

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Newsflash: Hoey Well; Monitor Theory and Lexical Approach Still Dead

Newsflash: Hoey Well; Monitor Theory and Lexical Approach Still Dead | TELT | Scoop.it
On April 4th, 2014, Michael Hoey in his plenary address to the IATEFL conference made the following claims: Michael Lewis’ Lexical Approach and Krashen’s Monitor Model are true. Krashen’s & Lew...
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The kindest comment is "the theory is ... very young."  Geoff Jordan applies Occam's razor like George RR Martin

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Smartphone, Dropbox, and PicMonkey for sharing student writing: Nathan Hall

Smartphone, Dropbox, and PicMonkey for sharing student writing: Nathan Hall | TELT | Scoop.it
One of the tools I use quite a bit in my English for Academic Purposes (EAP) classroom is a document camera. While I tend to use a lot of computer based tools, it is still easier (and in some ways ...
Shona Whyte's insight:

Tech tiips for sharing paper-and-pencil writing projects

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clodeboutique's comment, April 9, 4:07 PM
http://www.emkatupang.com/hotel-murah-di-jakarta/ , http://goo.gl/ued2FF , http://bit.ly/1mT3FfZ .
Csilla Jaray-Benn's curator insight, April 10, 3:20 AM

PicMonkey to edit images and Dropbox to share. Nice combination!

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Transitioning listening: Sandy Millin

Transitioning listening: Sandy Millin | TELT | Scoop.it
This is the recorded version of a presentation which originally took place on Friday 4th April 2014 at IATEFL Harrogate 2014.
The abstract
“I’ve studied English for years, but I can’t understand anyone!
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Workshop materials for teaching listening

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Go and ask a native speaker (not): Hana Ticha

Go and ask a native speaker (not): Hana Ticha | TELT | Scoop.it
Shona Whyte's insight:

Key quote for me: "Although nowadays it's not fashionable to draw a distinction between native speakers (NSs) and non-native speakers (NNSs) in the field of ELT, people do so anyway. The NS will always be the ultimate stop, the god in possession of all the knowledge we turn to for help if we are lost and helpless. […] I'm not trying to imply that we should avoid consulting native speakers. […] But isn't it us, NNSs, who also contribute to the NSs' aura of exceptionality? Many Czech students (and their parents) still feel that it's better to have a NS teacher of English because they believe they know more. And we, invariably, support this conviction by giving up and asking for evidence served on a silver plate, instead of trying to look for answers ourselves." 

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How Sugata Mitra Annoyed English Teachers (& why I care): Wiktor Kostrzewski

How Sugata Mitra Annoyed English Teachers (& why I care): Wiktor Kostrzewski | TELT | Scoop.it
What is the role of good teaching? Why does learning sometimes happen on its own? Is there something children cannot learn independently? These were some...
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Pseudo-science in EFL: Russell Mayne

Pseudo-science in EFL: Russell Mayne | TELT | Scoop.it

This talk will focus on aspects of English language teaching which have little or no scientific credibility. Practices such as neuro-linguistic programming, learning styles, multiples intelligences and brain gym will be examined. This talk will ask why, despite the evidence, these approaches/methods remain popular. It will also include a guide to spotting pseudo-science in education.

- See more at: http://iatefl.britishcouncil.org/2014/sessions/2014-04-02/guide-pseudo-science-english-language-teaching#sthash.QPxrrTTI.dpuf

Shona Whyte's insight:

Link to video and slides

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Articulatory setting: Borissoff

Shona Whyte's insight:

In a nutshell, your tongue's resting position is different for different languages, and if you get it into the correct position for the language you want to speak, everything else should fall into place ....

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Identifying and practising thought groups

Identifying and practising thought groups | TELT | Scoop.it
This is the second in a pair of posts on the theory and practice of teaching nuclear stress for English as a Lingua Franca (ELF).  The first post explained what nuclear stress is; this post will de...
Shona Whyte's insight:

A sample lesson plan with resource included.

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Teaching English website for CPD – Ann Foreman and Paul Braddock

Teaching English website for CPD – Ann Foreman and Paul Braddock | TELT | Scoop.it

The notion of 'experts' is changing, and now there are many of them, in the form of bloggers sharing their experience in class, for example.
Voluntary participation allows teachers to decide to what extent they want to be involved, how much work they want to do, etc.

They decided that organising things into career paths might be a more useful way of organising the information. For example, you want to develop your ability to teach teenagers or to write materials. You use the site as a scaffold to work towards your goal, through a series of challenges and goals and expertise to get you there. There may also be an element of gamification to help make it more interesting.

Shona Whyte's insight:

Plans for developing the British Council website to help scaffold teachers' professional development.

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Computer-assisted Video Communication in the Primary EFL Classroom:...

Computer-assisted Video Communication in the Primary EFL Classroom: A German-French Exchange Euline Cutrim Schmid & Shona Whyte Paper presented at the 2. Bu...
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Ongoing research into technology-mediated live communication in the young beginners EFL classroom.

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TESOL France - Spring Day 2014

TESOL France - Spring Day 2014 | TELT | Scoop.it
TESOL (Teachers of English to Speakers of Other Languages) France is a non-profit organization of teachers of English in France

 

The theme of this year's Spring Day is "Spotlighting, Encouraging, Inspiring English Learning and Teaching among Young Learners and Teens". The event will take place in Paris, France at Télécom ParisTech on May 17, 2014. The plenary speaker will be Annamaria Pinter.

 
Shona Whyte's insight:

Focus on young learners, mid May event in Paris

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E-learning 3.0 : quel avenir pour la formation supérieure ?

E-learning 3.0 : quel avenir pour la formation supérieure ? | TELT | Scoop.it

Afin de mieux cerner les avancées en termes de recherches et de pratiques aujourd’hui, l’unité TECFA de l’Université de Genève, organise un colloque sur l’impact de l’usage des technologies numériques sur les
pratiques de formation dans l’enseignement supérieur. La conférence d’ouverture sera donnée par Daniel Peraya le vendredi 17 octobre, suivie d’une journée d’échanges le samedi 18 octobre 2014 à l’Université de
Genève

Shona Whyte's insight:

Appel à propositions avant le 30 avril pour un colloque mi-octobre

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Cahiers du GEPE : la question du Cadre (CECR)

La question du Cadre européén commun de référence pour les langues (CECR)


Claude TRUCHOT

Le contexte politique et économique du CECR et les politiques linguistiques européennes


Daniel COSTE

De la conception aux usages : CECR et couteau suisse


Yannick LEFRANC

Le management enchanteur : gouvernement, technologie et double langage du CECRL


Emmanuelle HUVER

CECR et évaluation : interprétations plurielles et logiques contradictoires


Odile SCHNEIDER-MIZONY

Le CECRL et l’évaluation : de la « bonne théorie » aux effets pervers

Shona Whyte's insight:

Nouveau numéro sur les politiques linguistiques en Europe, consacré au CECRL.  Je ne l'ai pas encore lu, mais dans les titres des articles on voit déjà les expressions "double langage," "logiques contradictoires," et "effets pervers," qui laisser présager le pire

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e-language - New ways of looking at learning

e-language - New ways of looking at learning | TELT | Scoop.it

From its opening, theICTLT Conferenceset the stage for discussions of ICTs in education by integrating the work of Singa-porean students – which ranged from creating robots to creating animations – into the conference proceedings. Key themes which emerged over a range of plenaries, spotlight sessions and concurrent papers included the need for a shift of mindset to develop educational approaches relevant to students and their future in a rapidly changing economy and society; the need to focus less on standardised tests and to encourage creativity and entrepreneurship; and, of course, by the need for educators and educational leaders to become, and remain, learners, in order for this to be achieved.


Photo by Mark Pegrum (CC BY 3.0)

Shona Whyte's insight:

Very detailed summaries of plenary lectures (including Yong Zhao, Ruben Puentedura, George Couros, Aaron Sams)  with links to further information and resources.

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Kathleen Graves: the efficiency of inefficiency

Kathleen Graves: the efficiency of inefficiency | TELT | Scoop.it
The efficiency of inefficiency: an ecological perspective on curriculum by Kathleen Graves I watched the plenary online this morning along with about 70 other viewers, and I took a lot of notes in the hope to post about the session soon.
Shona Whyte's insight:

Interesting quotes and comments from a number of ELT bloggers on this IATEFL 2014 plenary.  I haven't watched the video yet (link in the post) but some of comments speak to some of my teacher education concerns about a) creating opportunities for learners to use language spontaneously and meaningfully and b) helping new teachers see the value of "messier" approaches to planning and implementing classroom activities.

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Innovalangues : Séminaire Biannuel

Innovalangues : Séminaire Biannuel | TELT | Scoop.it

Ce séminaire a réuni les principaux acteurs (enseignants-chercheurs, ingénieurs pédagogiques, coordonnateurs) oeuvrant dans les différents lots constitutifs du projet national IDEFI Innovalangues. Ce podcast présente le bilan biannuel des différents chantiers du projet au cours de l’année 2.

Shona Whyte's insight:

J'ai assisté au séminaire : projet très ambitieux dans l'apprentissage-enseignement hybride des langues à l'université

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eltjam

eltjam | TELT | Scoop.it
eltjam exists to promote innovation and experimentation in the ELT industry, and to explore the question "What next for ELT?" We are Nick Robinson, Laurie Harrison and Tim Gifford. We created the e...
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Recent post by Gavin Dudeney

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Burns, Katz & Freeman on teacher education (online): IATEFL 2014

Burns, Katz & Freeman on teacher education (online): IATEFL 2014 | TELT | Scoop.it
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Research in language teacher education

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Cultures de recherche en linguistique appliquée : conférences en ligne

Cultures de recherche en linguistique appliquée : conférences en ligne | TELT | Scoop.it

4 vidéos : 

Fernand Carton

Anne Condamines & Jean-Paul Narcy-Combes

Daniel Véronique

Bernd Rüschoff

Shona Whyte's insight:

Trois en français, last in English, on Learners as Authors : Digital tools, Language Learning and Intercultural Communicative Competence – current perspectives in language pedagogy (very interesting IMHO)

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Free Technology for Teachers: Speech to Text and Text to Speech In Your Web Browser

Speech recognition and text-to-speech

Shona Whyte's insight:

Obvious applications for language teaching/learning

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Understanding nuclear stress

Understanding nuclear stress | TELT | Scoop.it
This is the first in a pair of posts (read the second post here) on the theory and practice of teaching nuclear stress for English as a Lingua Franca (ELF). This post aims to answer the following q...
Shona Whyte's insight:

Very clear presentation, why it's important even for Lingua Franca users, and references.

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How to engage with research: Divya Madhavan

How to engage with research: Divya Madhavan | TELT | Scoop.it
This morning at IATEFL Harrogate I shared some at the Research ’How to’ session. Here are my notes and a few of my slides: The purpose of this session is to share some ideas with you about how you ...
Shona Whyte's insight:

Some discussion of theories of knowledge and science and how we approach research, somewhat reminiscent of the instructivist/constructivist divide in teaching.

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