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Tutic : tutoriels pour outils utiles aux profs de langue

Tutic : tutoriels pour outils utiles aux profs de langue | TELT | Scoop.it
Des Tutos et des TICE
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blubbr, Wallwisher, Vocaroo, KeepVid, Hot Potatoes ...

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Elena's curator insight, January 11, 2014 3:59 PM

Ciutats en 360º. Tutorial

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Digitale Lehrertasche mit Android-Geräten: Uwe Klemm, 2 Juni

Einladung zu kostenloser Online-Fortbildung: 

E4.111-0156: Digitale Lehrertasche: Unterrichtsvorbereitung und -durchführung mit Android-Geräten
Uwe Klemm / Moderator: Patrick Schäfer
02. 06. 2016 | 19:00h - 20:30h CET

Zugangslink:
https://webconf.vc.dfn.de/lehrertasche

Info:
https://dl.dropboxusercontent.com/u/8905964/Breeze/Einladung_digitale_lehrertasche.pdf

Android-Geräte als ernstzunehmende Alternative zu iPads Vorstellen von Apps, Werkzeugen und Arbeitsabläufen für den Lehrer Unterrichtsplanung, Unterrichtsdokumentation, Notenberechnung, Notenvergabe, Bereitstellen von Unterrichtsmaterial für Schüler verfügbare Apps und Dienste für Android-basierte Geräte Notiz- und Informationsdienste wie Evernote, verschiedene Notenrechner, spezifische Lehrerapps (z.B. TeacherStudio) etc.
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Free webinar 2 June in German
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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
Hand signals to prompt self-correction in speaking
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Using online corpus tools to check intuitions

Using online corpus tools to check intuitions | TELT | Scoop.it
[This is the draft of a paper I wrote for a presentation at an Interpretation/Translation Conference in fall 2010. This may or may not have been based on an MA assignment.]  Abstract Interpretation and translation students typically want and expect exact answers about the differences between two apparently similar words. Teachers, in turn might rely…
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Nice walk-through of some corpus tools for language learning
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What Works in CALL: A Meta-synthesis of the Effects of Technology in Second Language Teaching and Learning

What Works in CALL: A Meta-synthesis of the Effects of Technology in Second Language Teaching and Learning | TELT | Scoop.it
This paper presents a synthesis of CALL meta-analyses relevant to SLA theory, research, and pedagogy. In this ‘second-order’ review, we provide a thorough account of substantive findings as well as a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. Findings from the substantive review indicate, for example, generally substantial effects of CALL on L2 learning (ES = .51), suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts. In addition, results demonstrate positive benefits for CALL glossing (ES = .60) and CMC (ES = .33) relative to non-CALL contexts, although more research is needed to understand the full impact of game-based and mobile-assisted language learning.
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June 3 talk in London by Luke Plonsky
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Journée d'étude : "Une approche sociocritique du numérique en éducation : enjeux et questionnements"

Journée d'étude : "Une approche sociocritique du numérique en éducation : enjeux et questionnements" | TELT | Scoop.it
Juin 2016 à Grenoble
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Journée d'études à Grenoble au mois de juin prochain.
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What makes a good lesson plan? Materials for IWB-supported language teaching

What makes a good lesson plan? Materials for IWB-supported language teaching | TELT | Scoop.it

Criteria for designing task-based language teaching materials for use with an IWB.

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Adapted from Cutrim Schmid & Whyte (2014) Teaching languages with Technology. Bloomsbury.
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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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Ricard Garcia's curator insight, May 23, 4:57 AM
Always handy!!!
BOUTELOUP Jean-Paul's curator insight, May 24, 1:48 AM
300 activités de 5 min pour lancer, animer vos formations, réunions et impliquer vos participants.
AF Sydney's curator insight, May 26, 8:35 AM
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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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SpeakPlus : de la recherche à la start-up

Lors de mes études en Sciences du Langage, j’ai beaucoup travaillé sur les interactions dans des situations d’apprentissage à distance. Après toutes ces recherches, je défends l’idée que les choix de conception d’une application d’enseignement à distance ont une influence sur l’interaction entre l’enseignant et son apprenant, et donc sur l’apprentissage de langues (ou au moins sur le développement des compétences orales). Je pense donc que lorsque l’on cherche à évaluer un apprentissage, il est tout aussi important de prendre en considération l’ergonomie de la plateforme que le contenu du cours et le déroulement des séances.
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Les recherches en interactions en ligne pour apprendre/enseigner les langues
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Try this it works! Error correction for speaking: Chris Smith

Try this it works! Error correction for speaking: Chris Smith | TELT | Scoop.it
A brief history of error correction in different language teaching methods with references, and some firm conclusions about the utility of corrective feedback in the (English) language classroom
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Other links to articles and blog posts on this topic: http://www.scoop.it/t/telt/?q=corrective+feedback
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Language teachers making sense of exploratory practice: Hanks, 2015

This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of one, ‘Jenny’, illustrates the processes of doing Exploratory Practice with learners of EAP, while the story of the other, ‘Bella’, provides insight into the notion of puzzlement, a central feature of the Exploratory Practice framework. For these practitioners, it was clear that the integration of pedagogy with locally relevant, small-scale research activity, held a wealth of opportunities for language learning and teaching.
Shona Whyte's insight:
Hanks, J. (2015). Language teachers making sense of Exploratory Practice. Language Teaching Research, 1362168814567805.
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Thomas Farrell | Reflective Inquiry

Links to academic papers by Thomas Farrell on reflective practice for language teachers
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Open access articles on reflective practice from Thomas Farrell's website
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Reflective practice in action: Farrell 2006

Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher’s beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher’s beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teach- ers discover the relationship between their beliefs and classroom practices.
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TESL Canada Journal article; more Farrell links http://www.scoop.it/t/telt/?q=Farrell
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Digital Literacies and Technology-Enhanced Language Learning: Oct 2015

Digital Literacies and Technology-Enhanced Language Learning: Oct 2015 | TELT | Scoop.it
Abstract submission deadline: August 1, 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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Digital Literacies and Technology-Enhanced Language Learning - new deadline for abstracts 1 August.
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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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