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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Engagement et l’ergonomie cognitive en enseignement-apprentissage des langues : RPPLSP, 2016

Engagement et l’ergonomie cognitive en enseignement-apprentissage des langues : RPPLSP, 2016 | TELT | Scoop.it

Ce premier numéro du 35e volume de Recherche et pratiques pédagogiques en langues de spécialité (RPPLSP) a été coordonné par Emilie Magnat et Rebecca Dahm pour l’association pour la recherche en didactique de l’anglais et en acquisition (Ardaa). Elles ont choisi pour thème les stratégies, l’engagement et l’ergonomie cognitive comme leviers pour l’enseignement / apprentissage des langues. Dans la continuité de la politique éditoriale de la revue, la plupart des textes rassemblés ici interrogent ces thématiques dans le cadre spécifique de l’enseignement supérieur et de la formation d’adultes, pour différentes langues (ici, l’anglais, le français et l’espagnol) et dans des contextes aussi variés que le contexte français, canadien ou algérien. Le questionnement sur les stratégies en particulier s’insère dans la lignée du précédent numéro de la revue, « Réussite et échec en langues de spécialité » (https://apliut.revues.org/4348).


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New issue of RPPLSP, formerly Cahiers de l'APLIUT

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3 systèmes de gestion de corpus pour l'enseignement-apprentissage des langues étrangères

3 systèmes de gestion de corpus pour l'enseignement-apprentissage des langues étrangères | TELT | Scoop.it

Eva Schaeffer-Lacroix

 

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CQPweb, Sketch Engine, TXM

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audioBoom

audioBoom | TELT | Scoop.it
15 December 2015 What is audioBoom? audioBoom is an app that allows you to record and broadcast your own spoken-word recordings and podcasts for free, making it one of the most popular audio apps with audio bloggers, journalists, teachers, and podcasters.  audioBoom also has a huge library of professional and educational audio content for you…
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Nice overview of what this tool can do and how to make the most of it in (language) education

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Call for Papers: Special ELTWO Issue on Multimodality | ELTWO

To explore innovative research and the pedagogical potentials of multimodality (e.g. O’Halloran et al 2016), ELTWO will publish a special issue on multimodality in 2016. Interested parties are invited to submit a 250-word abstract to us by 30 March 2016. If an abstract is accepted, the author will be invited to submit a 7,000-10,000 word paper by 31 July 2016. The Guest Editor for this special issue is Professor Kay O’Halloran.

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Multimodality anyone?

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Luke Plonsky - Meta-analysis Bibliography

Meta-analysis in Applied Linguistics

This following is a list of references for meta-analysis and research synthesis in applied linguistics. It includes approximately 150 meta-analyses and papers/presentations on topics related to meta-analytic and research synthetic methods.

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What is says on the tin, i.e, not exactly light reading ...

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Immigrant pupils learn English: Catibusic & Little 2014

English development of 18 immigrant pupils in Ireland

 

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Introduction and table of contents

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iTILT multiplier event in NICE

iTILT multiplier event in NICE | TELT | Scoop.it

The iTILT project had its 2nd f2f meeting, this time in NICE, France and organised a consequent multiplier event.

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iTILT project meeting and teacher education workshop earlier this month

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11 Reasons why teachers don't use technology - Nik Peachey

11 Reasons why teachers don't use technology - Nik Peachey | TELT | Scoop.it
From my experiences with our teachers at EnglishUp and my previous international experience as an edtech teacher trainer, I have always found teachers more than willing to develop their use and understanding of technology.
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A lot of this rings true to me as a language teacher trainer and language education researcher in French EFL contexts.

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English for Academic Purposes: EAP links

English for Academic Purposes: EAP links | TELT | Scoop.it

My top (online) EAP resources part 2 After writing my first post on some of the online English for Academic Purposes resources I use and since my next pre sessional EAP course (6th!

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Some good free resources here, good for CAPES oral practice for those that need it

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Virtual Special Issue TELL & CALL: System

Virtual Special Issue on the Development of Technology Enhanced and Computer Assisted Language Learning

Edited by:
Ursula Sticklera and...
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12 paper best-of with a short wrap-around by Stickler and Shi; free to download for a few months

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Competence and Performance: Olenka Bilash

Competence and Performance: Olenka Bilash | TELT | Scoop.it

How do we know that students have learned a language?  We can assess students using formative and summative assessments but how do we know that students will actually be able to use their language in real-life, authentic situations?  In short, how do we know that our students are competent in the target language?  One way to judge this competency is through students’ performance.  However, how do we know that this performance is an accurate measure of what students actually know?  In this section we will examine these questions further by looking at competence versus performance.

Shona Whyte's insight:

Nice Far Side cartoon to illustrate Chomsky's well-known opposition between what you know and what you say.

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The Saga of Schwi: Ward, 2013

As it happens, the name schwi is helpful in naming a higher type of schwa, closer in sound to short I. You see, there is a hypothesis that English has two distinct types of schwas, one which is closer and one which is opener. The difference is epitomized by the phonetic contrast between ‘Georgia’s’ and ‘George’s,’ between ‘affect’ and ‘effect,’ or between ‘Lennon’ and ‘Lenin’ (in both these examples, the first one has the more open vowel). Among commentators on John Well’s English phonetics blog, the closer one is often called schwi and the opener one is often called schwa. (Wells himself has not embraced the term schwi.)

That’s the origin of the word schwi in a nutshell, but there’s more to it than that.

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Via @GlenysHanson

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Colloque Cyber-Langues 2016: Appel à communication - Cyber-Langues

Colloque Cyber-Langues 2016: Appel à communication - Cyber-Langues | TELT | Scoop.it
Colloque Cyber-Langues 2016 - 16ème édition

Titre : "Espace langue et espace temps".

Le numérique fait bouger les frontières physiques et temporelles du cours de langue. Il permet à tout moment de sortir de la salle de classe ou d’y faire entrer des personnes et des ressources. De même, le temps d’apprentissage n’est plus limité à l’heure de cours. L’enseignant, les ressources, les camarades de classes ou encore d’autres acteurs peuvent en effet interagir et s’entraider en dehors des temps prévus dans l’emploi du temps de l’élève.

Dans le cadre du temps scolaire, les espaces langue évoluent grâce au numérique. La gestion de l’espace de la classe, de son équipement, de son agencement, permettent de placer l’élève au cœur de l’acte pédagogique. La différenciation, le travail en îlot, la classe inversée invitent à des nouvelles postures et à de nouvelles pratiques.

Calendrier : du mercredi 24 au vendredi 26 août 2016.

Lieu : Ax-les-Thermes, Université d’été Ludovia

Structure à l’initiative du projet :

L’association Cyber-Langues regroupe des enseignants utilisant les technologies de l’information et de la communication pour l’enseignement et l’apprentissage des langues. Pour cette 16ème édition, le colloque se joint à l’Université d’été Ludovia 2016.

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iTILT project: CALL teacher education

iTILT project: CALL teacher education | TELT | Scoop.it

An iTILT teacher training session at a primary school in Antibes, near Nice, this month involved primary teachers and teacher trainers involved with language education and technology training, as well as newly-qualified secondary EFL teachers.

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Moving on from IWB-oriented projects to other tools and tasks to encourage target language interaction

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Upcoming webinars for ELT educators | Jan - Feb 2016

Upcoming webinars for ELT educators | Jan - Feb 2016 | TELT | Scoop.it

I wove a wrap for you with some webinars, using disparate threads I found across the net. I realise it's a bit late in the month but as they say better later than never.

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Content and Language Integrated Learning (2014) | ELTWO

1 Foreword to the Special Issue2 CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills3 Critical and Creative Engagements Facilitated through a CLIL Approach in the Ideas and Exposition (IEM) Classroom4 Language-sensitive CLIL Teaching in Higher Education: Approaches to Successful Lesson Planning5 Factors Influencing the Choice of CLIL Classes at University in Japan6  A Systematic Review of English Medium Instruction (EMI) and Implications for the South Korean Higher Education Context7 Materials Development for a Japanese University CLIL Class8 A Completely Different Ball Game:  Content and Language Integrated Learning through the Sociology of Sport9 Countering Essentialist Conceptualizations of Content Knowledge in a Japanese CLIL Situation
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Special issue edited by Brad Blackstone & Jock Wong, National University of Singapore. Open access.

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CLIL & EAP: teaching history

Many educators have argued that the best way to learn something, anything, is through context. For ELT, this often means language through content. In fact, content-based instruction (CBI) is an app…
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Tracking L2 acquisition in immigrant secondary school pupils: Michael Evans

Tracking L2 acquisition in immigrant secondary school pupils: Michael Evans | TELT | Scoop.it

Two case studies:

22 recently-arrived migrant pupils

Language data: 2 open ended writing tasks, 30 minutes, some prompts were provided, 1 year interval

What was analysed? Formal features (word count, spelling mistakes, connectives, tenses, complex sentences.)

70 interviews, 30 min approx

Analyses of the 3 longest turns

Study of conjecture in the language of EAL pupils + Direct/indirect speech

 

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Innovative language teaching and learning at university: enhancing participation and collaboration

Innovative language teaching and learning at university: enhancing participation and collaboration | TELT | Scoop.it
Cecilia Goria, Oranna Speicher, Sascha Stollhans.

 

In his foreword, Zoltan Dornyei says:

 

As its title suggests, Innovative language teaching and learning at university: enhancing participation and collaboration presents a principled attempt to address the issue of how L2 instruction at university level can meet  such  heightened  demands.  The  Editors  served  as  the  organisers  of  a successful conference at the School of Cultures, Languages and Area Studies at The University of Nottingham, ‘InnoConf 2015’ where the rich programme specifically focused on various novel ways of exploring the benefits of state-
of-the-art instructional approaches,such as the use of technology and the Internet, content-based language learning, the development of intercultural communicative competence/awareness, different study-abroad schemes and field trips, as well as utilising certain key psychological processes underlying institutional learning such as learner autonomy and motivation. The current volume offers a good selection of papers representing three main themes: online
collaboration, digital tools in online environments and teaching that goes beyond the boundaries of the language classroom.

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Looks like an interesting read; open access

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HVPT or minimal pairs on steroids

HVPT or minimal pairs on steroids | TELT | Scoop.it
It was by chance as these things tend to happen on the net that I read about High Variability Pronunciation Training (HVPT). What are the odds language teachers know about HVPT? My extremely representative and valid polling on Twitter and G+ gave me a big fat 2 out of 24 teachers who knew the acronym.…
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See link to video of conference presentation

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All about writing activities

All about writing activities | TELT | Scoop.it

This week has been all about writing activities, with a webinar for British Council Teaching English, and the publication of my ebook for English Language Teacher 2 Writer, on How to Write Writing Activities.

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Links to resources and ideas for teaching writing in EFL

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Gaming advances Swedish teenagers’ English writing skills

Gaming advances Swedish teenagers’ English writing skills | TELT | Scoop.it
A new study reveals that there are positive relations between gaming and English writing skills. The study focused on essays that students wrote in 9th grade as part of the national test in English. Researchers investigated how Swedish teenagers who play computer games performed on English essay writing in school and what grades they received.
Shona Whyte's insight:

Original article in System http://www.kau.se/sites/default/files/Dokument/subpage/2015/05/sundqvist_wikstr_m_2015_out_of_school_digital_g_20892.pdf

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There's No Such Thing as a ’Language’: McWhorter, 2015

There's No Such Thing as a ’Language’: McWhorter, 2015 | TELT | Scoop.it
The realities of speech are much more complicated than the words used to describe it.
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Languages and dialects revisited by McWhorter

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The teacher is a facilitator: Farrell 2016

The teacher is a facilitator: Farrell 2016 | TELT | Scoop.it

Metaphors offer a lens through which language teachers express their understanding of their work. Metaphor analysis can be a powerful reflective tool for expressing meanings that underpin ways of thinking about teaching and learning English as a second/foreign language. Through reflecting on their personal teaching metaphors, teachers become more aware of the beliefs that underpin their work. This paper reports the reflections on the prior beliefs of three experienced ESL teachers in Canada through the use of metaphor analysis. The paper attempts to explore the prior beliefs of the three experienced ESL teachers in Canada through metaphor analysis by using the Oxford et al. (1998) framework as a theoretical lens in which to gain understanding of the use and meaning of these metaphors. Results indicated that all three teachers used a total of 94 metaphors throughout the period of the group discussions and interviews, and that the metaphors used most were those related to learner-centered growth, followed by social order, then social reform.

Shona Whyte's insight:

Analysis of metaphors in EFL teacher discourse using Oxford et al framework (see Table above). 8-page paper, open access.

 

[Look at those dates: Received 14/12/15, Accepted 19/12/15, Revision received 19/12/15; Online 01/01/16]

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