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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...
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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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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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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.
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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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IPA character picker

IPA character picker | TELT | Scoop.it
Type IPA online
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Very handy tool if you happen to be teaching phonetics or pronunciation
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Using podcasts to develop listening skills: Sandy Millin

Using podcasts to develop listening skills: Sandy Millin | TELT | Scoop.it
They are an excellent way to work on your, or your students’, listening skills, as you can listen to them as many times as you want to. If you’re feeling adventurous, you can also manipulate files so that they are faster or slower, or so that you are only listening to an excerpt of the whole programme.
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Ideas for teaching with podcasts
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Arizona State University, Claire McLaughlin's curator insight, June 9, 12:39 PM
If you are looking for interesting ways for your students to develop their listening skills, try podcasts.  This article explains how and why to use podcasts.  The link in the article takes you to another article and several podcast sites are listed at the end of it.
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Willingness to Communicate in the Language Classroom: Hayo Reinders

Willingness to Communicate in the Language Classroom: Hayo Reinders | TELT | Scoop.it
In the first in a new, short series of posts, Prof. Hayo Reinders explores the concept of 'Willingness to Communicate'. Producing the target language is an important factor contributing to success in language acquisition (Swain and Lapkin 1995).
Shona Whyte's insight:
Short overview and reference list. Perhaps this concept, more than motivation, is a good area of focus in pre-service teacher education
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On the mortality of language learning methods: Decoo 2001

On the mortality of language learning methods: Decoo 2001 | TELT | Scoop.it
This introduction has set the tone for my lecture: a strong language learning methodology that dominated Europe and the America's for about 30 years, from 1880 till 1910, finally died, to be replaced by a successor. I will structure the rest of my presentation as follows: - a quick overview of trends in the 20th century - variables that make the success of a method - reasons for the decline and death of a method But first I must define what I understand by this key word - "a method".
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Decoo's conclusion: "the constant change in methods is a fascinating phenomenon. It reveals how complex language learning really is and how much further research is needed to better understand the intricate mechanisms and the many variables that play their role. But above all, the history of language learning methods teaches us academic humility: to recognize complexity and to avoid extreme and simplistic standpoints."
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Language education and SLA: Ortega 2014

Plenary Speaker: Prof. Lourdes Ortega Topic: Language education and SLA: The search for reciprocal relevance Event: The 4th PolySystemic Language an
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Start just before 10:00
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23 maps and charts on language

23 maps and charts on language | TELT | Scoop.it
"The limits of my language," the philosopher Ludwig Wittgenstein once posited, "mean the limits of my world." Explaining everything within the limits of the world is probably too ambitious a goal for a list like this. But here are 23 maps and charts that can hopefully illuminate small aspects of how we manage to communicate with one another.
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Some really interesting visual representations of language facts
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Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, June 2, 2:42 AM
a big and useful collection
jorge vázquez's curator insight, June 3, 3:46 PM
Terrible el mapa sobre la capacidad, incapacidad mejor dicho, de comunicarse en inglés en España. El 78% de la población es incapaz de comunicarse con una buena parte del mundo. Si no puedes hablar con alguien, ¿cómo puedes saber lo que piensa, lo que siente?
Léxico no es una acumulación de palabras. Eso es un diccionario. Léxico son las palabras que te permiten comunicarte con los demás. Y los demás no son solo los que te rodean. No hay nada más bonito que aprender de los que son diferentes. Nunca aprenderás tanto sobre tí como cuando te ves a través de los ojos de los demás.
Catherine Gidrol's curator insight, June 4, 2:41 AM
23 maps and charts on language
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Technology and study abroad: Godwin-Jones, 2016

In this column we will be looking at the varied roles that technology can play in the study abroad experience. Some argue that the availability of Internet- based social media while abroad is for language learning and cross -cultural understanding at best a distraction and at worst an inhibitor of full engagement in the target culture, inevitably leading to less exposure to the target language and therefore fewer opportunities for language proficiency gains. I will be arguing that, in fact, technology can play a positive role, particularly if students are provided with appropriate guidance and support. The main areas to be discussed are the personal and learning benefits of technology use while abroad, the formation of second-language identities , the affordances for pragmatic language development , the integration of mobile devices for place -based language learning, and the opportunities for enhancement of intercultural communication competence .
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Interesting section on learning pragmatics
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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
Shona Whyte's insight:
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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