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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Challenges of introducing/using CLT in Serbian public schools: Ljiljana Havran

Challenges of introducing/using CLT in Serbian public schools: Ljiljana Havran | TELT | Scoop.it
“The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man.” George Bernard Shaw...
Shona Whyte's insight:

My pre-service EFL teachers in France return from teaching placements in French high schools with similar questions and doubts about communicative versus traditional grammar-oriented instruction.  A nice example of perseverance in making actual classroom practice fit with inner convictions.

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Twitter: from Lurker to Active User in 5 steps

Twitter: from Lurker to Active User in 5 steps | TELT | Scoop.it
You have searched out new people to follow, found some key hashtags and lurked around a chat. Now you are ready to step in.
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Nothing to argue with here.

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La visio-communication en langues vivantes : avantages pour l’apprentissage, repères pour l’enseignement.

La visio-communication en langues vivantes : avantages pour l’apprentissage, repères pour l’enseignement. | TELT | Scoop.it
Echanges et jumelages numériques : enjeux et défis CRDP Amiens, 11 décembre La visio-communication en langues vivantes : avantages pour l’apprentissage, repères pour l’enseignement. Bibliographie A...
Shona Whyte's insight:

Conférence sur la visio demain au CRDP d'Amiens. http://crdp.ac-amiens.fr/tice/jumelage-numerique/seminaire-jumelages-numeriques-echanges-distance/

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Classroom Interaction and Change: Ethnographic Study Julie Snell

Classroom Interaction and Change:  Ethnographic Study Julie Snell | TELT | Scoop.it
Dr. Julia Snell, Kings College, London
Towards Dialogue: A Linguistic Ethnographic Study of Classroom Interaction and Change
(ESRC RES-061-25-0363)
Lefstein, A. & J. Snell (forthcoming in 2013)

Via Phil Chappell
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Phil Chappell's curator insight, December 1, 2013 6:25 PM

Video report on this project by Julie Snell. Data collected from 75 lessons; one of the main findings was successful attempt to import Discourse Genres from outside the classroom; resulted in extended student interactions; students interacting with each other; "non-pupil like interactional privileges"; sometimes led to narrowing of learning opportunities through distraction though; shifts in power relations; teachers have to plan carefully the talk that they want to occur. Dialogic teaching is multidimensional; one important dimension is the content of the talk rather than the form of the talk. Balancing content and social relations is key. Lots of other factors impact on classroom talk. Dialogic teaching raises tensions and dilemmas for teachers and students. Great 13 minute summary of an important study! Loads of relevance for ELT.

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Language teacher training webinars: Landesinstitut für Pädagogik und Medien

Language teacher training webinars: Landesinstitut für Pädagogik und Medien | TELT | Scoop.it

Free evening webinars by invited practitioners and trainers in different languages (English, French, German), hosted by Jürgen Wagner from Saarbrücken.

Shona Whyte's insight:

Friendly atmosphere, mixture of novice and informed practitioners attending, good place to make contacts and share links and teaching tips.  You can also watch a recording and access presenter slides after the event.

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‘A basic starter pack’: the TESOL Certificate as a course in survival

Hobbs, 2012, ELT Journal.

Relying on data both from recent TESOL Certificate trainees and from experienced teachers, this paper examines ways in which a focus on survival during TESOL Certificate courses indicates a performance-based philosophy of teacher education and, ultimately, a preference for native speakers, both of which are inconsistent with the changing global ELT market.

Shona Whyte's insight:

Interesting discussion of link between theory and practice and whether teachers believe they need theoretical input to inform decisions about teaching practice.

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Student feedback for EFL teachers: Michael Griffin

Student feedback for EFL teachers: Michael Griffin | TELT | Scoop.it
Nononymous feedback? I think most teachers have faced the situation when they got generally feedback back from a class but there was one student who gave less than favorable comments or had a negat...
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Thoughts on how the way student feedback is elicited affects its usefulness to the teacher from ELT blogger Michael Griffin. Includes links to other blog posts on this topic.  

 

[I'm trying to track down a post I read a few weeks ago where another ELT blogger used a system of coloured cards: one thing students thought the teacher should stop doing, one thing to keep doing, and one thing to consider.  Ring any bells for anyone?]

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#ELT chat: how to participate

#ELT chat: how to participate | TELT | Scoop.it

What is #ELTChat?
#ELTchat started in September 2010 when a group of #ELTchat professionals began to use twitter to discuss topics of interest to English Language Teachers. It began with the aim of creating a freely available social network for ELT professionals offering mutual support and opportunities for Continuous Professional Development.


Now, every Wednesday at 12pm and 21.00pm, ELT teachers from all over the world log into their Twitter account and for one hour hold an online discussion on a topic they have selected.

Shona Whyte's insight:

Good place to start to develop your own personal learning network for English language teaching.

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3 ideas for second language teaching

Interlanguage (Selinker), instructional design (Thorndike), communicative competence (Swain). Additional links: http://bitly.com/bundles/whyshona/5
Shona Whyte's insight:

Part of an introductory course on second language acquisition and teaching, using 3 key notions, and links to an e-learning resource for further reading.

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What’s the purpose of an MA in Applied Linguistics and TESL?

What’s the purpose of an MA in Applied Linguistics and TESL? | TELT | Scoop.it
When you look at all the course materials and bibliographies that mopst universities offer their MA stdents, you'd think the course lasted 5 years. MA students are presented with an unrealistic amo...
Shona Whyte's insight:

Geoff Jordan says: "You don’t need an MA to be a good EFL teacher. I doubt, frankly, that you even need a degree. You should do an MA if you’re intellectually curious, if you want to hone your thinking, if you want to learn more about how to think straight, or if you want to go on to do a doctorate."

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Multimedia-Assisted Language Learning

Multimedia-Assisted Language Learning | TELT | Scoop.it

Open access CALL journal in Korea, articles in English on aspects of technology use in language teaching/learning.

Shona Whyte's insight:

For the first article I opened: Received: April 30, 2013, Reviewed: May 20, 2013, Accepted: June 15, 2013.

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Ricard Garcia's curator insight, October 3, 2013 2:51 AM

Pretty sure we'll always find some interesting stuff inside!!

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SLA Theories: Input Interaction Output

A Mini lecture on some interactionist and social theories of 2nd language learning. Theories covered include Long's Interaction Hypothesis Swain's Output Hyp...
Shona Whyte's insight:

30 minutes on the interaction hypothesis by Frank Tuzi, Nyack College. Via Geoff Jordan http://canlloparot.wordpress.com/resourses/video/

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Presentation Formats

Presentation Formats | TELT | Scoop.it
One possible way to develop professionally as a teacher is to share ideas and activities, doubts and insights, problems and solutions with others. (well, stating the obvious!) What many teachers sh...
Shona Whyte's insight:

Interesting round up of ways to engage people and topics in education, from formal lecture to informal swap shop.

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Shaping the Way We Teach English: University of Oregon

Shaping the Way We Teach English is a video-based training product for English language educators. It has 14 modules (topics). The videos showcase classroom scenes from around the world and have an accompanying training manual plus additional readings.

 

The University of Oregon developed and produced the materials through funding from the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs ©2007. All materials are free of charge and copyable for non-commercial educational use.

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Overview here http://oelp.uoregon.edu/shaping

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Rod Ellis on the research/practice divide and task-based teaching: Language Magazine

Rod Ellis on the research/practice divide and task-based teaching: Language Magazine | TELT | Scoop.it
Shona Whyte's insight:

Nice piece on action research (problem vs puzzle) and the need to define research questions that are of interest to both teachers and researchers, and also "researchable."  

 

Ellis says: "“How can you make research more accessible to teachers?” One, is by addressing questions that they are going to consider relevant and, two, is by being prepared to make your research accessible in the way in which it’s written so that teachers can read it and get something from it."

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Webinar: mobile technologies in EFL

Webinar: mobile technologies in EFL | TELT | Scoop.it

The world is going mobile, our learners are totally mobile, and educators have the challenge of finding their way in this mRevolution.  Join the Learning Technologies SIG for a mobile extravaganza, an online get-together to share apps and their pedagogical use in the language classroom, and to discuss the educational possibilities for mobile devices.

Shona Whyte's insight:

When: Sunday 1 December 2013, GMT 14:00 (London Time)

Where: The event takes place in the IATEFL online conference room.

 http://iatefl.adobeconnect.com/ltsig ;
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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.
Shona Whyte's insight:

Nice account of ups and downs of intellectual pursuits with respect to the theories behind second language teaching.

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#KELTchat Slowburn (Tuesday 5th November, 10am (GMT +9)

#KELTchat Slowburn (Tuesday 5th November, 10am (GMT +9) | TELT | Scoop.it
Hi everyone. We at #keltchat towers (think big, ivory, gold) have been doing some thinking recently. We've been wondering how well the one hour chats work, and trying to find a time that suits ever...
Shona Whyte's insight:

Twitter discussion over 12 hours instead of 1 - classroom management is the topic this time.

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Orange is the new "please consider stopping": EFL student feedback

Orange is the new "please consider stopping": EFL student feedback | TELT | Scoop.it

Purple is the new “please consider trying.”
White is the new “please keep doing.”
Orange is the new black “please consider stopping.”

Shona Whyte's insight:

Nice activity for collecting student feedback and using it constructively.

 

26 October: new summary post on feedback from Mike Griffin http://eltrantsreviewsreflections.wordpress.com/2013/10/24/8-stories-about-feedback/

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EFL teacher as SLA student

Journal of an SLA student This course has opened my eyes to a whole new world I was only slightly familiar with before this fall. I am often surprised at how I managed to survive and seemingly succ...
Shona Whyte's insight:

You can teach a second language without knowing about second language acquisition, and some recent models discount SL research, but some basic facts may be useful.  This teacher-students says: "The thing that has been most noticeable or surprising for me is the idea that students are testing out hypotheses in class. While this might not sound like such a major point, it has truly changed the way I perceive interlanguage as it relates to in-class activities."

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Give it a go: Teaching pronunciation to adults

Shona Whyte's insight:

"This PD resource is an outcome of the research project “Language Training and Settlement Success: Are they related? (LTSS)” which was conducted as part of the Special Project Research Program 2008-2009. 

This electronic document contains some special interactive features:

Embedded audio clips you can listen to by clicking the speaker iconForm-like fields where you can enter responses to questionsThe ability to print your form responses"

 

Looks great: audio inserts, content and tips for teaching, free download. 

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Rob Hatfield, M.Ed.'s curator insight, October 13, 2013 6:17 AM

Thank you for sharing.

Vannessa MissoVeness's curator insight, October 15, 2013 12:52 AM

Thanks! It looks comprehensive and just when I need to work on pronunciation with a student.

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Online Professional Development: Sandy Millin

Online Professional Development: Sandy Millin | TELT | Scoop.it
Today I have done an updated version of my Twitter for Professional Development seminar. I have now decided to focus on: Twitter Facebook Webinars ...as the Twitter site has improved a lot, althoug...
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Ideas, experience and advice on using online resources for professional development as a language teacher.

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Connected learners need connected teachers

Connected learners need connected teachers | TELT | Scoop.it

Creelman links to Silvia Rosenthal Tolisano's presentations on connected teachers in this blog post.

Shona Whyte's insight:

A timely post for me, as I'm starting a new cohort of pre-service EFL teachers on creating personal learning networks.

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Gilles Le Page's curator insight, September 29, 2013 9:47 AM

Traduction libre d'un extrait :

"Nous devons arrêter de considérer les médias numériques comme une technologie mystérieuse réservée aux initiés, : intégrons-les dans l'enseignement comme un outil de communication naturel.

Refusons l'échapattoire du style :  «Je suis un professeur pas un technicien". ...
... "la technologie" d'aujourd'hui est mobile et omniprésente. 

L'apprentissage peut avoir lieu n'importe où, plutôt que d'être limité à la "classe". Mais nous devons d'abord apprendre à nous connecter.

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Learner Language: Tools for Teachers | Tarone & Swierzbin, 2010

"Learner language is the constantly changing ability students have to communicate as they learn a new language. It provides an index of students progress, allowing teachers to determine how to best educate them. By analyzing examples of learner language, students develop skills to address it when they are teaching."

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Carmenne K. Thapliyal's curator insight, September 23, 2013 3:33 AM

Quite an interesting talk

Rob Hatfield, M.Ed.'s curator insight, September 23, 2013 5:39 AM

Assessment and compentency skills applications, this is an interesting talk.