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Flip Flop: Geoff Jordan on starting to study applied linguistics

Flip Flop: Geoff Jordan on starting to study applied linguistics | TELT | Scoop.it
Flip
Feeling a bit confused? It’s behind you, just out of view like a bee behind your neck. It’s intellectual curiosity and it’s buzzing in your ear. Wherever you go, you’re thinking about unusual stuff.
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Nice account of ups and downs of intellectual pursuits with respect to the theories behind second language teaching.

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Teaching languages for specific purposes in a dynamic digital era: Jauregi 2016

Keynote given at International Conference XV AELFE
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Second Life and TILA projects for LSP
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La lettre du GERAS

La lettre du GERAS | TELT | Scoop.it

LE MOT DU PRÉSIDENT


Chers amis du GERAS,


En mars 2010, l’éditorial de notre revue consacrait sa 3e section au « devenir de l’ASP et ses relations avec le secteur LANSAD » et en appelait à « spécialiser le secteur LANSAD ! » grâce au développement de masters LES (Langues étrangères spécialisées) (ASp 57 : 4, 9). Depuis, un lent cheminement intellectuel et institutionnel a été engagé en ce sens par de nombreux acteurs et le rapport public que la Commission recherche de la SAES a présenté le 3 juin dernier au congrès de la Société à Lyon en cristallise de nombreuses avancées. Cet état de lieux assorti de propositions s’appuie sur les travaux de plusieurs chercheurs parmi lesquels figurent des membres du GERAS.


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La vie de l'association pour la recherche en anglais de spécialité
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EuroCALL review: Vol 24, No 1 (2016)

EuroCALL review: Vol 24, No 1 (2016) | TELT | Scoop.it
The EuroCALL Review seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training. Typical subjects for submissions include theoretical debate on language learning in technology-rich learning environments and their influence on design; practical applications at developmental stage; evaluative studies of the use of technology in the teaching and learning process; assessment of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; exploitation of on-line information systems; and discussions of policy and strategy at institutional and discipline levels. Survey papers are also welcome.
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New issue
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Does EAP work? Andy Gillet (UEFAP)

Does EAP work? Andy Gillet (UEFAP) | TELT | Scoop.it
I’ve long been interested in whether or not what we do is successful. Do the EAP courses that we teach help our learners to succeed in their academic lives? There is very little research in t…
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Some empirical research in this area
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Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching

Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching | TELT | Scoop.it
Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli
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Open access at present; interesting set of papers, Skehan et al contains extremely clear presentation of Levelt's processing model as applied to L1 and L2 speech production.
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La linguistique appliquée à l’enseignement des langues secondes aux États-Unis, en France et en Grande-Bretagne

La linguistique appliquée à l’enseignement des langues secondes aux États-Unis, en France et en Grande-Bretagne | TELT | Scoop.it
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Berthet distingue suivant Widdowson la tradition britannique (applied Linguistics) de la tradition américaine (Linguistics applied) (la différence entre les deux traditions est due en partie à la place accordée à l’enseignement, place plus importante en Grande-Bretagne où les premiers linguistes appliqués ont souvent d’abord été des enseignants d’anglais langue étrangère, notamment pour le compte du British Council)

[The di€fference between these modes of intervention is that in the case of linguistics applied the assumption is that the problem can be reformulated by the direct and unilateral application of concepts and terms deriving from linguistic enquiry itself. That is to say, language problems are amenable to linguistic solutions. In the case of applied linguistics, intervention is crucially a matter of mediation. Here there is the recognition that linguistic insights are not self-evident but a matter of interpretation; that ideas and findings from linguistics can only be made relevant in reference to other perceptions and perspectives that define the context of the problem. Applied linguistics is in this respect a multilateral process which, of its nature, has to relate and reconcile di€fferent representations of reality, including that of linguistics without excluding others. Widdowson, 2000. On the limitations of linguistics applied. Applied Linguistics 21, 3-25. ]

Aux États-Unis, dans le souci d’une scientificité poppérienne qui retient la leçon de Chomsky, les chercheurs conçoivent comme un préalable la mise à distance des considérations méthodologiques qui ressort selon eux de la pedagogy. Une théorie de l’acquisition des langues secondes leur apparaît comme un champ d’étude légitime, auquel peuvent éventuellement s’adjoindre des considérations méthodologiques.

En France, les recherches sur l’enseignement-apprentissage des langues ont donné naissance à une discipline appelée la didactique des langues étrangères. Cette discipline, notamment à la suite des travaux de Robert Galisson (par exemple 1985, 1988, 1989, 1997, 1998) a cherché autonomie et légitimité en dehors des sciences du langage. On peut noter que les défenseurs les plus ardents de l’autonomie disciplinaire de la didactique des langues, pourfendeurs de toute forme d’« applicationisme », sont aussi ceux qui se sont montrés les plus critiques face à l’approche communicative et aux travaux du Conseil de l’Europe. Ceux qui, au contraire, ont participé pleinement aux travaux du Conseil et à la diffusion de l’approche communicative 10 puis à l’approche actionnelle sont ceux qui se trouvent le plus près de la linguistique appliquée britannique ou accordent une place plus centrale dans leurs travaux à certaines disciplines des sciences du langage, comme l’analyse du discours
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#TBLTchat on Twitter

#TBLTchat on Twitter | TELT | Scoop.it
Hello world! This is the post about the first Task-Based Language Teaching and Learning Chat. I wonder what people fancy talking about. Leave a comment to suggest a topic.Keep it TBLT-related and hopefully we'll have a lively discussion.
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Marc Jones, EFL teacher in Tokyo (?) has set up a Twitter account and hashtag for discussion of task-based language teaching. Some links here: http://www.scoop.it/t/telt/?q=tblt
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Learner corpora around the world

Learner corpora around the world | TELT | Scoop.it
Learner corpora around the world
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Long list of learner corpora classified by mode (written, spoken), L1 and L2, with short description and links to those which are openly accessible.
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EMILE / CLIL | Emilangues bibliography

EMILE / CLIL | Emilangues bibliography | TELT | Scoop.it
Des articles, des ouvrages portant sur l'EMILE / CLIL en Europe.
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A little outdated, EU policy/practice orientation
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Tips and techniques for correcting spoken errors: Rachael Roberts

Tips and techniques for correcting spoken errors: Rachael Roberts | TELT | Scoop.it
This is the third part in a series on oral correction.

Rachael Roberts: "Perhaps the key thing with all of these techniques is to remember and to help students remember that mistakes are indeed a gift. They are how the teacher can evaluate what needs teaching or reviewing, and they are often the moment when a student finally ‘gets’ something that they have never quite understood."
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Signals a teacher can use to prompt self-correction when students are speaking.
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CLIL glossary 2016

Glossary of terms and concepts used in TKT: CLIL The glossary is organised alphabetically. It begins with a definition of CLIL and some terms associated with CLIL. It continues with terms and concepts presented in Parts 1 and 2 of the TKT: CLIL syllabus. It should be read in conjunction with the general TKT Glossary , which can be found on the Cambridge English Language Assessment public website .
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18-page PDF with English terms related to CLIL teaching
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Creativity in the English language classroom: Maley & Peachey, 2015

Creativity in the English language classroom: Maley & Peachey, 2015 | TELT | Scoop.it

The activities will help teachers to explore the role of creativity in the classroom

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Arizona State University, Claire McLaughlin's curator insight, June 5, 10:08 PM
Looking to add some creativity in your lessons?  This PDF has several to choose from: grammar, oral communication, critical thinking, just to name a few.  It's worth some time investigating this document for ideas.  I have no doubt you'll come up with a few right away.
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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).
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Shona Whyte's curator insight, June 3, 2:40 AM
Meta-analysis of use of technologies for teaching/learning second languages
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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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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

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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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Applied Linguistics | Highly Cited Articles

Applied Linguistics | Highly Cited Articles | TELT | Scoop.it
Highly Cited Articles Impact Factor Increase: 3.250 The latest Journal Citation Reports® have recently been released and revealed that Applied Linguistics’ latest Impact Factor has risen significantly from 1.453 to 3.250*. The journal is now ranked 2nd out of 178 journals in the 'Linguistics' category. To celebrate this increase we have made a selection of the most cited articles from the journal free to read online.
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Open access to some highly cited papers
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La circulation internationale des idées en didactique des langues: Liddicoat & Zarate, 2009

Le numéro 46 de « Recherches et Applications » traite d’un thème sur lequel s’interroge inévitablement tout enseignant-cherc heur, et qui soulève des questions essentielles : comment les idées circulent-elles (ou non) en didactique des langues ? Quel enseignant, en effet, travaillant dans un contexte éducatif autre que le si en, n’a pas éprouvé un jour la sensation que les concepts, pourtant reconnus et répandus, qui dirigent sa pratique, ne rencontrent aucun écho auprès de son public ou de  La Societe Japonaise de Didactique du Francais NII-Electronic Library Service ses collègues ? Quel chercheur n’a pas perçu plus d’une fois dans des disc ussions avec ses homologues d’autres horizons que le même mot scientifique – le même signifiant – ne possède pas toujours le même signifié et recouvre des réalités irréductiblement différentes ? C’est autour de constatations similaires, qui mettent en jeu une réflexion approfondie sur les contextes, que Geneviève Zarate et Anthony Liddicoat ont réuni 15 cont ributions, éclairant la probléma tique du sujet et/ou des cas de transferts d’idées dans des contextes particuliers (Japon, Chine, Cor ée, Émirats arabes unis, Australie, Égypte, Tunisie).
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The quotation is from a review by Chevalier http://ci.nii.ac.jp/els/110009949751.pdf
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Linguistique appliquée et disciplinarisation - Linn et al 2011

Linguistique appliquée et disciplinarisation - Linn et al 2011 | TELT | Scoop.it
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1948 : apparition du terme Applied Linguistics à l’issue d’un programme d’ELT (English Language Teaching) organisé par Charles Fries à l’English Language Institute fondé en 1941 à l’université du Michigan

1957 : création de la School of Applied Linguistics à l’Université d’Edimbourg

1958 : création du Centre de linguistique appliquée à Besançon par Bernard Quemada, faisant suite à celle de l’Institut de Langue et civilisation française par B. Quemada en 1954

1959 : création de ATALA (Association pour l’étude et le développement de la Traduction Automatique et de la Linguistique Appliquée)

1959 : création du Center for Applied Linguistics (CAL) à l’Université de Michigan, dirigé par Charles Ferguson et financé par la fondation Ford

1960 : « The year of Africa » Conference on University training and research in the use of English as a second / foreign language, organisé par le British Council à Londres

1961 : conférence du Commonwealth sur l’enseignement de l’anglais comme langue seconde, Makerere, Ouganda

1962 : publication du n°1 des Études de Linguistique Appliquée dirigé par B. Quemada

1964: création de l’AILA (Association Internationale de Linguistique Appliquée) à l’issue du colloque de Nancy (1er président : Bernard Pottier)

1964 : création de la première chaire de linguistique appliquée à l’Université d’Essex

1965 : création de l’AFLA (Association Française de Linguistique Appliquée)

1967 : création de la BAAL (British Applied Linguistic Association) par Peter Strevens et Michael Halliday entre autres ; le premier président est Pit Corder

1968 : création de la GAL (Gesellschaft für Angewandte Linguistik), Université de Bayreuth

1977 : création de l’AAAL (American Association for Applied Linguistics)

1980 : naissance de la revue Applied Linguistics (Oxford University Press) co- financée par les associations BAAL et AAAL

1994 : création de VERBAL (Verband für Angewandte Linguistik), Université de Vienne
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On the limitations of linguistics applied. Widdowson 2000

On the limitations of linguistics applied. Applied Linguistics 21, 3-25 on ResearchGate, the professional network for scientists.
Shona Whyte's insight:
Two perspectives on language problems as experienced in the real world, via
1. "linguistics applied:" the imposition of necessarily partial linguistic account on the reality of language experience
2. "applied linguistics:" the accommodation of a linguistic account to other partial perspectives on language so as to arrive at a relevant reformulation of `real world' problems.
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Research on IWB-mediated language teaching | on teaching languages with technology

Research on IWB-mediated language teaching | on teaching languages with technology | TELT | Scoop.it

Research from EU project iTILT, on interactive technologies in language teaching.

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Collection of posts related to IWB-research in language teaching
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