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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Complexity theory for ELT: Diane Larsen-Freeman

Complexity theory for ELT: Diane Larsen-Freeman | TELT | Scoop.it

Achilleas Kostoulas:

"Complexity can offer a way to look into the connections between three dichotomous pairs that come up often in the ELT literature:

grammar process & product: Complexity helps us to understand how grammatical regularities originate in language use, rather than from the top-down imposition of formal rules. Emergent regularities then become sedimented into patterns, through a process of ‘grammaring’, and it is these patterns that then constrain future use.lexis & grammar: This dichotomy has already been challenged by empirical work in corpus linguistics, which has raised awareness of lexico-grammatical phenomena. Lexico-grammar ranges from fixed phrases to semi-lexicalised patterns, and complexity theory can help to account for their use.learners & learning: Larsen-Freeman cites evidence from emprical research including her own, which have suggested that while learners share a common learning process, they also go through unique developmental trajectories. In this case too, complexity can help us understand how the trajectories interrelate with shared learning processes.

Larsen-Freeman concludes her talk by suggesting some implications of these insights for English Language Teaching."

Shona Whyte's insight:

Blog post plus link to video of Diane Larsen Freeman on complexity theory.

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Fluency versus complexity

Fluency versus complexity | TELT | Scoop.it
Last week, Interchange author Jack Richards began exploring the five biggest challenges faced by students moving from lower-intermediate to upper-intermediate.
Shona Whyte's insight:

Richards on classroom implications for fluency/complexity distinction

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Developing productive competence: Jack Richards

Developing productive competence: Jack Richards | TELT | Scoop.it
All language users have greater receptive competence (language they can understand) than productive competence (language they can produce). I can read great novels for example, but I could never write one. Traditionally, in language teaching we recognize this fact in the distinction between active and passive language knowledge, particularly in relation to vocabulary learning, where it is normally assumed that learners should be able to understand far more words than they can use. And it has generally been accepted that in second-language learning, new items first become part of learners’ receptive competence before becoming part of their productive competence.
Shona Whyte's insight:

Teaching implications of some (oldish) SLA research findings, references included.

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Connaissances et usages en langue seconde: colloque Nantes

Le colloque accueillera des communications qui exposent les résultats de recherches sur l'acquisition de langue seconde (y compris sur les langues d'héritage) et interrogent l'interface entre connaissances et usages en langue seconde. Sont encouragés des travaux mettant en place des dispositifs originaux pour accéder aux connaissances et usages des locuteurs, des travaux sur des langues peu étudiées et des études contrastives de productions de locuteurs plus ou moins exposés à des connaissances déclaratives.
Shona Whyte's insight:

Plenières : Nick Ellis, Barbara Köpke, Emma Marsden

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Call for Papers:  Special issue on ‘Current Approaches to Bilingualism’

Call for Papers:  Special issue on ‘Current Approaches to Bilingualism’ | TELT | Scoop.it
A special issue of the International Journal of Language and Applied Linguistics (IJLAL) is to appear in October 2015, and submissions are invited for articles, which will focus on current approaches to bilingualism.
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Chomsky vs Skinner: gloves off in the rematch

Chomsky vs Skinner: gloves off in the rematch | TELT | Scoop.it

Russ Mayne: Reality is not the neat history presented in so many EFL histories. In truth, almost every chain in the link is broken. Skinner wasn't the behaviorist he's painted as, he didn't inspire audiolingualism -whatever that is, and he wasn't overthrown by Chomsky, who isn't quite the 'hero' we might imagine.

 

Geoff Jordan: It’s true that elements of behaviourism survive in both behaviour therapy and laboratory-based animal learning theory, but, to quote the Stanford Encyclopaedia of philosophy, “ behaviourism is no longer a dominating research program” anywhere in the world. Why? Because it assumes that behaviour can be explained without reference to non-behavioural, mental (cognitive, representational, or interpretative) activity. Chomsky (1959) argued that behaviourist models of language learning cannot explain the rapid acquisition of language by young children. A child’s linguistic abilities are radically underdetermined by the evidence of verbal behaviour offered to the child in the short period in which he or she expresses those abilities.

Shona Whyte's insight:

I should have suspected this was in the works when we were invited to brainstorm our associations with audiolingualism on Twitter. I have some links on this topic here http://bit.ly/1GPj2jI

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Top 5 ELT must-reads from Geoff Jordan

Top 5 ELT must-reads from Geoff Jordan | TELT | Scoop.it
You do have a library, don’t you? I’ve lived in some pretty awful accommodation in my time, but now, cheating all the odds, I live in a very comfortable house which includes a library. When friends...
Shona Whyte's insight:

Buy 'em, steal 'em, download 'em, read 'em - Jordan's recommendations to new MA TESOL students

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Ampersand

Ampersand | TELT | Scoop.it
Move analysis of research articles across five engineering fields: What they share and what they don’t

Sayako Maswana | Toshiyuki Kanamaru | ...
A description of ASL features in writing Kimberly A. Wolbers |

Shannon C. Graham | ...
Wanderwörter in languages of the Americas and Australia

Hannah Haynie | Claire Bowern | ...

Shona Whyte's insight:

New open access journal in general and applied linguistics

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The ReallyEnglish Wish List

The ReallyEnglish Wish List | TELT | Scoop.it

Geoff Jordan wishes teachers to be liberated from a ruling elite which "treats them like idiots and encourages the artificial distinction between theory and practice. I wish for an independent body of teachers who enjoy thinking for themselves."

Shona Whyte's insight:

Amen to that.  Jordan has the ELT profession in his sights, but his remarks are relevant to (language) teaching in other institutional contexts.

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The factory model of schooling: Harry Webb

The factory model of schooling: Harry Webb | TELT | Scoop.it
In this video by Sir Ken Robinson, one of his arguments is that schools are built and run on a factory model. He infers that, instead of freeing the creativity of students, we sometimes even medica...
Shona Whyte's insight:

Highlighting the problems of differentiated learning ...

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EUROSLA : Aix, August 2015

EUROSLA : Aix, August 2015 | TELT | Scoop.it

EUROSLA 25, the 25th Annual Conference of the European Second Language Association.

 

The general theme of the Conference is « Second Language Acquisition : Implications for language sciences”.

 

You are kindly invited to submit abstracts for papers, posters, thematic colloquia and doctoral workshop related to this theme or to any other domain and subdomain of second language research.

 

Plenary speakers

 

-       Camilla BARDEL (Stockholm University)

-       Sandra BENAZZO (Université Paris 8)

-       Christine DIMROTH (Westfälische Wilhelms-Universität Münster)

-       Scott H. JARVIS (Ohio University)

-       Gabriele PALLOTI (Università degli Studi di Modena e Reggio Emilia (UNIMORE))

 

Key dates:

 

 - 27February 2015: Abstract submission deadline

- 24 April 2015: Notification of acceptance

- 27 April 2015: Early bird registration for presenters

- 1 June 2015: End of early bird of registration for presenters

- 2 June 2015: Early Early bird registration for delegates

- 14 July 2015: Full fee registration starts

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Neither Technology Nor Pedagogy First - Colpaert on Educational Engineering

Neither Technology Nor Pedagogy First - Colpaert on Educational Engineering | TELT | Scoop.it

The integration of ICT in education has been the subject of an intense debate for many years, especially regarding rationale, method, teacher training and evaluation. In this contribution, I would like to focus on the rationale: the justification we provide for using a specific technology in our learning and teaching contexts. Real or fabricated, conscious or subconscious, we can group the reasons for doing so into the following approaches or angles of attack.

Shona Whyte's insight:

"Teachers should become designers. Designers of their own learning environment."  Colpaert argues this new role relieves teachers of certain burdens, rather than adding to them.  Je demande à voir.

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There is no language instinct – Vyvyan Evans

There is no language instinct – Vyvyan Evans | TELT | Scoop.it
For decades, the idea of a language instinct has dominated linguistics. It is simple, powerful and completely wrong
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The Negotiated Syllabus

The Negotiated Syllabus | TELT | Scoop.it
I suggested in my last post that a real paradigm shift in ELT would involve throwing out the coursebook and standardised tests and replacing them with a process-driven approach which concentrates on the “how” more than the “what” of teaching.
Shona Whyte's insight:

Geoff Jordan comes back to the question of learner needs and objectives in the language classroom, linking this to task-based language teaching in what looks like will be a series of posts.

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TBLT, Silent Way & TPR: Chris Jones

TBLT, Silent Way & TPR: Chris Jones | TELT | Scoop.it

"a description of the lessons I remember best and then a reflection on the implications for teaching and research"

Shona Whyte's insight:

Why people are still playing around with TPR and the Silent Way is beyond me, but apparently they are and Chris Jones has tried them out and chased down some references.

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Keep on truckin': Jordan on new ELT paradigm

Keep on truckin': Jordan on new ELT paradigm | TELT | Scoop.it

The rival view of ELT:

Standard English is one variety of English; it is not the subject taught.Texts (discourse) are the subject matter of EFL /ESL.SLA involves the socially-mediated development of interlanguage.A process syllabus is used. This focuses on how the language is to be learned. There’s no pre-selection or arrangement of items; objectives are determined by a process of negotiation between teacher and learners as a course evolves. The syllabus is thus internal to the learner, negotiated between learners and teacher as joint decision makers, and emphasises the process of learning rather than the subject matter.No coursebook is used.The teacher implements the evolving syllabus in consultation with the students.The students participate in decision-making about course objectives, content, activities and assessment.Assessment is in terms of low-stakes formative assessment whose purpose is “to act as a way of providing individual learners with feedback that helps them to improve in an ongoing cycle of teaching and learning” (Rea-Dickens, 2001).
Shona Whyte's insight:

Jordan places the ongoing coursebook-no coursebook debate in a wider theoretical and political context.

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Language learning theories & DDL: L. Flowerdew 2015

Language learning theories & DDL: L. Flowerdew 2015 | TELT | Scoop.it
  Lynne Flowerdew Language learning theories underpinning corpus-based pedagogy The noticing hypothesis (Schmidt) Attention consciously drawn Noticing linked to frequency counts Implicit vs explicit learning  Constructivist learning Learners engage in discovery learning Inductive learning Cognitive skills, problem solving to understand new data Widmann et al. 2011: the more possible starting points for exploitation, the more likely for CONTINUE READING ...
Shona Whyte's insight:

Talk summary from Perez Paredes; abstract from conference PDF http://ucrel.lancs.ac.uk/cl2015/doc/CL2015-AbstractBook.pdf. Pity that didactique des langues and data driven leaning both go by #DDL (there's a talk title in there for someone).

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Teaching, Learning & Developing with Technology's curator insight, August 3, 2015 7:30 PM

Talk summary from Perez Paredes; abstract from conference PDF http://ucrel.lancs.ac.uk/cl2015/doc/CL2015-AbstractBook.pdf. Pity that didactique des langues and data driven leaning both go by #DDL (there's a talk title in there for someone).

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Late Second Language Learners’ Oral Proficiency - Saito - 2015

"How long does it take for late L2 learners to reach ultimate attainment and how extensively can they improve their L2 oral ability?"


 

"First and foremost, the current results indicated that experience effects were evident for linguistic correlates of comprehensibility rather than accentedness. As learners gain L2 experience, they may prioritize the development of good prosody, optimal speech rate, as well as proper vocabulary and grammar usage (over segmental accuracy and sophisticated use of vocabulary and grammar) for the purpose of achieving successful communication in their private, business, and academic settings. The findings can be well accounted for by an interactionist view, which states that comprehensibility rather than ac- centedness is what learners essentially aim to achieve during their interactions with interlocutors and that comprehensibility is a crucial variable, especially in late SLA (Gass & Mackey, 2006)."

Shona Whyte's insight:

Carefully designed and controlled study of 39 Japanese users of English L2 in Canada showed that the comprehensibility of their speech improved with length of residence, but not listeners' perceptions of its accentedness. Even long-term residents (13 years) were perceived as significantly different from a native-speaker baseline, and analyses of pronunciation, fluency, vocabulary and grammar confirmed the difference.

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From child's play to linguaphobia: Wray 2008

Shona Whyte's insight:

Implications of language research for teaching young learners.

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Orders and Sequences in the Acquisition of L2 Morphosyntax: Special issue

Orders and Sequences in the Acquisition of L2 Morphosyntax: Special issue | TELT | Scoop.it
Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation
 What Counts as a Developmental Sequence? Exemplar‐Based L2 Learning of English Questions
 Processing Determinism
 Announcements from the General Editor
 Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue
 An Outline of Processability Theory and Its Relationship to Other Approaches to SLA
 Exploring Regularities and Dynamic Systems in L2 Development
 Discussion: How Different Can Perspectives on L2 Development Be?
 Natural or Artificial: Is the Route of L2 Development Teachable?

 

Shona Whyte's insight:

Looks like an interesting issue.  $38 bucks per article for a PDF if you don't have institutional access ...

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New directions in ELT: more controversy

New directions in ELT: more controversy | TELT | Scoop.it
Not for the first time, I’ve been sucked into an online discussion with Geoff Jordan. If you’re not familiar with Geoff’s work you should check out his blog here. As well as being able to write wit...
Shona Whyte's insight:

Interesting debate on methods and the ELT establishment from Steve Brown and Geoff Jordan

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Studies in Second Language Learning and Teaching: open access journal

SSLLT is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland.
Shona Whyte's insight:

2014 volumes include a special issue on motivation (MacIntyre, Horwitz) and one on age effects (de Bot, Singleton)

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Sense from Sweller: don't teach 'em to think

Sense from Sweller: don't teach 'em to think | TELT | Scoop.it

Mini-post. John Sweller talks sense in his submission to the Australian Curriculum review.

Shona Whyte's insight:

The argument in a nutshell from cognitive load theorist John Sweller:

 

1. Generic skills are far more basic and far more important than domain-specific knowledge, but they do not need to be taught because we have evolved over countless generations to acquire them effortlessly and unconsciously simply by membership of a society. Examples are relating a current problem to a previous problem with known solutions, or engaging in planning.

2. Biologically secondary knowledge is knowledge we have not specifically evolved to acquire but that we need for cultural reasons. We will not acquire such knowledge automatically and indeed, we invented schools and other educational institutions precisely in order to teach biologically secondary knowledge because otherwise it tends not to be learned.

3. Biologically secondary knowledge is domain-specific.

We obtain domain-specific knowledge from other people by imitating what they do, listening to what they say or reading what they write.

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SOCIAL NETWORKING FOR LANGUAGE EDUCATION by Lamy & Zourou (2013)

SOCIAL NETWORKING FOR LANGUAGE EDUCATION by  Lamy & Zourou (2013) | TELT | Scoop.it
EDITOR: Marie-Noëlle Lamy EDITOR: Katerina Zourou TITLE: Social Networking for Language Education SERIES TITLE: New Language Learning and Teaching Environments PUBLISHER: Palgrave Macmillan YEAR: 2...
Shona Whyte's insight:

Good informative review of what looks like an interesting collective volume.

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