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Education technologies & Language learner autonomy - Ca' Foscari, Venice

Education technologies & Language learner autonomy - Ca' Foscari, Venice | TELT | Scoop.it

International Seminar, 14th October 2013 - Venice (Italy)

This one-day event is organized by LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice.

 

The Seminar will reflect on how Technologies favour Language Learner Autonomy, considering relevant issues such as:

how technologies can make students more aware and responsible for their own learning processwhat technological applications better foster language learning autonomy at different age and school levelshow technology can help build a bridge between formal and informal language learning.

The aim of the event is to explore the different aspects connecting Technology and Learner Autonomy in foreign language learning, e.g. to understand the educational value and motivational force of the latest technological devices and applications to be used in class, to discuss empirical studies and practical experiences reporting the effects of the use of those technologies on students’ language competence, to reflect on how all this implies an increase in learner autonomy and, as a consequence, on the way learners approach language learning. The Seminar is open to researchers, teachers, policy makers and language specialists with an interest in educational technologies, learner autonomy and language learning development.

 

Speakers:

Christian Ludwig

Shona Whyte

Luisa Bozzo

Annamaria Cacchione

Maura Zini

Alda Barbi

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One-day event in Italy next month on technology and language learner autonomy.

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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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Classroom discourse: articles on foreign language

Lots of articles on classroom interaction, use of L1 and L2, characterising dialogue/conversation in the language classroom
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Just the paywall problem
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300 Ice-Breakers, Warmers & Fillers.pdf

300 Ice-Breakers, Warmers & Fillers.pdf | TELT | Scoop.it
Quick activities or odd moments in class
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Low prep things to do to keep learners motivated and participating
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Arizona State University, Claire McLaughlin's curator insight, May 22, 4:16 PM
Great ideas here!  Check them out!
Ricard Garcia's curator insight, May 23, 4:57 AM
Always handy!!!
BOUTELOUP Jean-Paul's curator insight, Today, 1:48 AM
300 activités de 5 min pour lancer, animer vos formations, réunions et impliquer vos participants.
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Teaching EFL/ESL Reading: A Task Based Approach - University of London, UCL Institute of Education | Coursera

Teaching EFL/ESL Reading: A Task Based Approach from University of London, UCL Institute of Education.

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Open access course
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Colloquium 2016 | TESOL France

Colloquium 2016 | TESOL France | TELT | Scoop.it

35th Annual International Colloquium: 18-20 November 2016 We invite you to join us in Paris for our 35th Annual International Colloquium where we will be: Reaching new heights in ELT The Call for Proposals is open! 

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Call for papers open till end of May
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ÉcriTech'7 : Ce que le numérique et les écrans changent à l'écrit

ÉcriTech'7 : Ce que le numérique et les écrans changent à l'écrit | TELT | Scoop.it
Espace de partage entre chercheurs et enseignants, le colloque ÉcriTech'7 se déroule les 18 et 19 mai 2016 sur le campus universitaire Saint Jean d'Angely de l'Université Nice Sophia Antipolis. Des temps d'échanges et des confrontations de pratiques pédagogiques permettront d'explorer ce que le numérique et les écrans changent à l'écrit, mais aussi de se pencher sur l'enseignement de l'écriture avec le numérique / de l'écriture numérique pour enfin questionner ce qu'est écrire le monde et s'engager dans le monde à l'ère du numérique. Informations et inscriptions sur www.ecritech.fr
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Masters in Teaching English: research project topics

Masters in Teaching English: research project topics | TELT | Scoop.it
This week our second-year Masters students in the English teaching programme at the University of Nice presented their end-of-year classroom research projects to an audience of university and secondary school teachers and their peers. We heard thirty presentations on different dimensions of teaching English as a foreign language (EFL) in French secondary schools, which include both lower secondary (collège, 11-15 years) and upper secondary (lycée, 16-18 years). The students are pre-service teachers; the majority have passed national competitive teacher entrance exams and have taught part-time through this school year, with support from mentor teachers and university tutors. Some have yet to pass the exams and had shorter school placements under the direct supervision of a school tutor.
Shona Whyte's insight:
Updated blog post on MA #TEFL classroom research projects
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Debating: a task-based model

Debating: a task-based model | TELT | Scoop.it
I told the students I needed a good way of assessment that would be based on the skills they needed to learn. I gave my students several choices, and various permutations of those choices:
Presentations 
Primary data (student-conducted research)
Speaking Tests
Other
I let them talk in groups for a few minutes in order to figure out what everything meant. I also gave them this time to ask clarifying questions. Then, I told them I was leaving for five minutes and by the time I get back, they should have figured out what they want to do.

I left. I came back five-minutes later. They had decided on something unexpected: a debate.
Shona Whyte's insight:
This ELT blog post is framed as an illustration of the value of allowing learner choice in assessment for a speaking/oral interaction class. It's interesting to me in terms of how the teacher balanced task demands and task support, then researched teaching materials and designed and implemented intermediary activities to capitalise on the learning opportunities afforded by this initial choice.

Too often teachers think learner choice means "anything goes," then go back to teacher-directed activities when students prove unable to follow through on their initial ideas and their learning is compromised. In this example, we see how the teacher works with a somewhat random learner choice to provide structure and sense to create a project which is meaningful to the class both for language learning and in terms of developing broader communicative competence.
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Quels espaces d'apprentissage et de recherche en langues à l'ère du numérique ? RANACLES 2016

Quels espaces d'apprentissage et de recherche en langues à l'ère du numérique ? RANACLES 2016 | TELT | Scoop.it
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Appel prolongé au 2 juin
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Unicollaboration Organisation Launch

At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for te…
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New organisation for telecollaboration and virtual exchange at university level: time to get involved!
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New perspectives on teaching and working with languages in the digital era

New perspectives on teaching and working with languages in the digital era | TELT | Scoop.it

Antonio Pareja-Lora, Cristina Calle-Martínez, Pilar Rodríguez-Arancón.


What are the real benefits of applying new technologies to teaching and/or learning? Are they actually also applicable to language teaching and learning? Are CALL, MALL, CLIL, LMOOCs, etc. , as effective as traditional models of language teaching and/or learning? Do they really help language learners? Will language teachers and researchers (or learners) who fail to adapt and apply ICTs to language teaching and/or research (or use ICTs for language learning) be neglected and left aside? The present volume tries to shed a light on these issues. For this reason, it has been divided into three different but fairly interrelated sections . The first aims at describing how information and language technologies are generally applied to language teaching and learning. Its different sections provide detailed information, for instance, about how ICTs are being used in the different levels of face-to-face language learning or in distance language learning and/or e-learning. The second section introduces some new trends in the application of ICTs to language learning, such as MALL or CLIL. Finally, the third section presents how language technologies , i.e. computational linguistics and language resources, are being applied to language teaching and learning.

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New open access edited volume on language learning/teaching with technology
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Student Perspectives on Intercultural Learning: Sauro 2016

This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together stu…
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Intricately designed and cleverly implemented teacher education course combining intercultural partnership involving (a) online collaboration and (b) face-to-face sociolinguistics content for Swedish university EFL teacher preparation.
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Review of criticism on telecollaborative research: O'Dowd

My presentation at the ‘Second International Conference on Telecollaboration in Higher Education - New Directions in Telecollaborative Research and Practice’ w…
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Slides from well-attended #telecollab2016 presentation by @robodowd
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Humanising Language Teaching Magazine for teachers and teacher trainers

Humanising Language Teaching Magazine for teachers and teacher trainers | TELT | Scoop.it
Humanising Language Teaching Magazine offers lesson plans, student exercises, articles by top EFL professionals, new TEFL publication
notices, and much more for teachers and educators of English as a Foreign Langauge. Produced in associated with Pilgrims Limited.
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Nice introduction to using corpora and corpus tools in language teaching, including ideas for providing written and oral feedback asynchronously using track changes and Jing.
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Investigating Vocabulary Learning in Second Language Classroom context: Mohebbi 2013

Investigating Vocabulary Learning in Second Language Classroom context: Recent Findings, Future Outlook
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Bibliography of vocabulary acquisition research
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Canadian Modern Language Review : What is the best age to learn a second/foreign language?


Carmen Muñoz
University of Barcelona
munoz@ub.edu

The answer to the question, ‘what is the best age to learn a second/foreign language?’ is ‘it depends.’ It depends on who is learning, where, in what teaching/learning conditions, and with what aims. Below, I outline some of the advantages and challenges that belong to the different stages of the life course.

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Short critical review with references to Munoz' own work.
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Walter Gassenferth's curator insight, May 21, 7:03 AM
Useful post, presenting an interesting concept. For those who speak Portuguese or Spanish and are interested in continuing education, please visit http://www.quanticaconsultoria.com
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More than just another introduction to Teaching English as a Foreign language: Nancy Grimm webinar

objective: to bridge the gap between theoretical approaches to foreign language teaching and the needs of students, teacher trainees, TEFL lecturers, and those teaching at the classroom level
- reflections on major issues and current trends in language learning and teaching the balance of reflection and practice in each chapter the possibility of a flexible use of this book in inductive or deductive teaching approaches
- ready-to-use materials: thought-provoking cartoons, key concepts, recommended reading, study questions, and rewarding examples of classroom activities for beginners, intermediate, and advanced students.
- additional material provided online: e. g. PowerPoint-Presentations for teaching TEFL and pdf-files for learners other only resources: the complete bibliography, additional examples, and a German-English glossary compiled by C. Juchem-Grundmann
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Monday May 23rd 2016 – 19:00h – 20:30h CET
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Research Cluster on Language Education and Multilingualism

Research Cluster on Language Education and Multilingualism | TELT | Scoop.it
Die Koordinierungsstelle „Mehrsprachigkeit und Sprachliche Bildung – KoMBi" koordiniert die Forschungsprojekte, die im Rahmen des Schwerpunktes "Sprachliche Bildung und Mehrsprachigkeit" vom BMBF gefördert werden: wir unterstützen den internen Erfahrungsaustausch, fördern Kontakte zu thematisch verwandten nationalen und internationalen Forschungsprojekten, unterstützen die Öffentlichkeitsarbeit und Ergebnisverbreitung in die Bildungspolitik und -praxis, sorgen für koordinierte Qualifizierungsangebote für den wissenschaftlichen Nachwuchs und für die Etablierung einer nachhaltigen Strategie des Datenmanagements – sowie vieles mehr.
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Pedagogic Innovations in foreign language teaching: historical perspectives (16th-21st centuries)

Pedagogic Innovations in foreign language teaching: historical perspectives (16th-21st centuries) | TELT | Scoop.it
Here is the programme of the conference to be held in Faro, Portugal, 7-9 July on ‘Pedagogic Innovations in foreign language teaching: historical perspectives ((16th-21st centuries)
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The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience: Levy 2015

The article considers the role of qualitative research methods in CALL through describing a series of examples. These examples are used to highlight the importance and value of qualitative data in relation to a specific research objective in CALL. The use of qualitative methods in conjunction with other approaches as in mixed method research designs are a particular focus. It is argued that qualitative methods are especially effective when used in this way. The discussion also aims to elaborate upon the role of qualitative approaches within CALL specifically, as a domain for research study with particular attributes that require a qualitative orientation. Here the use of electronic dictionaries is considered. Dictionary use is suited to such a discussion because it occurs frequently in everyday life, suggesting a qualitative approach, as well as in research studies that are strictly controlled, as in a quantitative approach. The contrast is instructive and helps demonstrate the respective strengths and limitations of each method. Also central to the discussion is the language learner. A number of the studies described emphasize the importance of listening to the students’ voice in the qualitative component (e.g., Conole, 2008; Jones, 2003). It is in the unpacking of what students actually do moment-by-moment in CALL tasks and activities that best illustrate the strengths of qualitative methods in enhancing our understanding of mediated learning and thereby driving productive research agendas.
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Best article of 2015 - "The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience" by Mike Levy. Now 'open access' for a short time through Equinox!
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British Library offers over 1 million free vintage images for download

British Library offers over 1 million free vintage images for download | TELT | Scoop.it
The centuries-old copyright-free images range from book illustrations to photos, and cover everything from flowers to cycling and children's books to map.
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Free pictures
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L2 digital literacies symposium: Oct 2017

L2 digital literacies symposium: Oct 2017 | TELT | Scoop.it

As new technology-mediated forms of interaction, learning, and meaning making have increasingly become integrated into all domains of life, from everyday to academic, foreign language educators and researchers have embraced the concept of Digital Literacies to frame new understandings and pedagogies. At the same time, the field of CALL…Abstract submission deadline: May 23, 2016 As new technology-mediated forms of interaction, learning, and meaning making have increasingly become integrated into all domains of life, from everyday to academic, foreign language educators and researchers have embraced the concept of Digital Literacies to frame new understandings and pedagogies. At the same time, the field of CALL…

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Abstract submission deadline: May 23, 2016
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Un référentiel de compétences sur les Ressources éducatives libres

Un référentiel de compétences sur les Ressources éducatives libres | TELT | Scoop.it
L’OIF lance un référentiel de compétences sur les Ressources éducatives libres (REL), en partenariat avec l’UNESCO, l’ALECSO, l’Open Education Consortium et l’Université virtuelle de Tunis.
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5 compétences : se familiariser, rechercher, utiliser, créer, partager des resources éducatives libres
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