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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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CLIL research/EMILE en LANSAD: Cahiers de l'APLIUT 2013

CLIL research/EMILE en LANSAD: Cahiers de l'APLIUT 2013 | TELT | Scoop.it

Open access articles in French and English, including research and reports on pedagogical experiments.

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Integrating Content and Language in Higher Education (ICLHE) - Journal of Academic Writing

Integrating Content and Language in Higher Education (ICLHE) - Journal of Academic Writing | TELT | Scoop.it
The Journal of Academic Writing is an international, peer-reviewed journal that focuses on the teaching, tutoring, researching, administration and development of academic writing in higher education in Europe.

Via Steve Kirk
Shona Whyte's insight:

This one is open access.

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Steve Kirk's curator insight, October 17, 2013 10:18 AM

Vol 3, No1 of the The Journal of Academic Writing (produced by EATAW) is a special issue on the area of 'integrating content and language in higher education (ICLHE)', with a focus on student learning and academic writing. The journal is open source and thus available to all.

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Sharpening pencils in the digital age

Sharpening pencils in the digital age | TELT | Scoop.it

This talk takes the issue of technology in teacher education as a prism through which current paradigms of foreign language teaching and learning can be investigated with the overall goal of showing how the effective integration of learning technologies in language classrooms can promote learner autonomy and support language development. 

Shona Whyte's insight:

"How long does it take to get to the good stuff?"  Obstacles to pedagogical transformation through technology integration in language teaching.

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Peripatetic considerations on research challenges in CALL | Colpaert | CALICO Journal

Peripatetic considerations on research challenges in CALL

 

An imaginary walk around the cathedral of Amiens in France. A virtual discussion between two CALLers who have a lot in common, but whose paths did not cross frequently. They discuss a number of topics and issues in CALL research such as academic evaluation, the pressure to publish, research design and changing roles.



Shona Whyte's insight:

Accessible introduction to the notion of "designedness," covering both technological and pedagogical aspects of the learning environment.

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3rd International Conference on Second Language Pedagogies: Improving Learners' Proficiency and Accuracy

Dates: February 1-2, 2014
Conference location: University of Toronto Mississauga, Ontario, Canada
Official conference languages: English and French

Keynote Speakers:

Professor Tom Cobb
Département de didactiques des langues, Université du Québec à Montréal

Professor Larry Vandergrift
Official Languages and Bilingualism Institute, University of Ottawa

Over the past decades, major shifts in second language learning and teaching emphasize learner-centered communicative methods in language classes. The 3rd International Conference on Second Language Pedagogies will explore innovative and effective didactic strategies and theories that aim to improve second language learners' proficiency and accuracy in current post-secondary educational settings.

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Online strategy instruction: Ranalli, 2013

Shona Whyte's insight:

Discussion "This study investigated the efficacy of a prototype online SI course designed to teach tertiary-level ESL learners the integrated knowledge and skills needed to address a specific vocabulary usage task involving pedagogical dictionaries. Following the intervention, SI group participants displayed significant improvements in their ability to select the correct dictionary for the task, and to exploit that dictionary in both identifying and correcting errors involving lexical patterns, as illustrated in a pair of video excerpts (see video link 4). In addition, most participants reported that they found the online materials interesting, useful and appropriately challenging, felt their vocabulary knowledge and dictionary skills had benefitted from them, and believed they should be integrated into the ESL curriculum. Together, the findings provide evidence of the potential for some aspects of L2 strategy instruction to be delivered in an 

automated, online form."

 

Open access online article includes video excerpts from online tutoring system.

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CALL Research Conference: Antwerp, July

XVIth International CALL Research Conference at Universiteit Antwerpen (Antwerp, Belgium), 7-9 July 2014.

The conference theme will be:  RESEARCH CHALLENGES IN CALL


Starting points for this conference are the 12 challenges Jozef Colpaert recently identified and presented at WorldCall 2013 in Glasgow, and which he classified into three categories: contextual (academic meritocracy, academic value of CALL, myths/hypes and broad-public perception), methodological (design, replication, slow research and transdisciplinarity), and epistemological (open, psychological, smart en sustainable aspects).

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Integrating the task-based approach to CLIL: Tardieu & Dolitsky 2012

Tardieu, C., & Dolitsky, M. (2012). Integrating the task-based approach to CLIL teaching. Teaching and Learning English through Bilingual Education, 3-35.

 

"After considering the problems of CLIL teaching raised by French DNL teachers, we have shown that the complex, task-based type of teaching and learning advocated by the CEFR corresponds well with the multifaceted objectives of CLIL, and for this reason, could favour learning in a CLIL class and achieving the objectives of CLIL. With the description of possible tasks to be experimented in a CLIL context it would seem that the task-based approach fits a CLIL class provided that:
- Subject teachers and language teachers work together;
- the teachers adopt a task based approach which motivates students; all the while offering them the content and  language input needed to accomplish the task at hand;
- the teachers accept that encouraging students to communicate content in the foreign language, however imperfect their language might be, the better they will improve their abilities both in the foreign language and in the content subject 
- they adopt positive assessment both for content and language to build the students' confidence in their abilities."

Shona Whyte's insight:

Insights into French high school CLIL

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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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#Eurocall 2013: selection of tweets

My choice of tweets from last week's EuroCALL conference held in Evora, Portugal.  Comments, images, links from talks, workshops and keynotes from various participants.

Shona Whyte's insight:

Mainly tweets with links for those who'd like to follow up ...

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EUROCALL 2013 - EU project dissemination session

EUROCALL 2013 - EU project dissemination session | TELT | Scoop.it

EU projects showcased at EuroCALL 2013 conference.

Shona Whyte's insight:

iTILT and SMARTVET: 2 EU projects to promote effective interactive whiteboard use in Language and Vocational Education

Ton Koenraad

Shona Whyte

Euline Cutrim Schmid

 

SpeakApps: oral production and speaking interaction online.

Christine Appel

 

Social media training and support for European project managers: the Web2LLP project

Katerina Zourou

 

Everyplace - Less Widely Used Languages in Less Widely Known Places

Zbigniew Szczepanczyk

Urszula Szczepanczyk

 

Heuropa: developing plurilingualism

Antje Neuhoff

Karin Schoene

 

Telecollaboration for Intercultural Language Acquisition, a European Project

Kristi Jauregi Ondarra 

Sabela Melchor Couto

Elina Vilar Beltrán 

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LEarning and TEaching Corpora (LETEC): data-sharing and repository for research on multimodal interactions

LEarning and TEaching Corpora (LETEC): data-sharing and repository for research on multimodal interactions | TELT | Scoop.it
This is an extended version of the article Wigham, C.R. & Chanier, T. (2013) "LEarning and TEaching Corpora (LETEC): data-sharing and repository for research on multimodal interactions. WorldCALL 2013, 10-13 juillet 2013, Glasgow, Royaume-Uni.

 

The number of online environments language teachers can employ is constantly growing, offering increased potential for multimodal L2 interaction analysis. This paper introduces the LEarning and TEaching Corpora (LETEC) methodology that links, following international standards, all elements resulting from an online learning situation, whose context is described by a pedagogical scenario and a research protocol. The corpus components include the learning design, the research protocol, the interaction data, all participants’ productions and licences relating to ethics and access rights.

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French EFL teachers at the IWB: iTILT project research

French EFL teachers at the IWB: iTILT project research | TELT | Scoop.it

Recent presentations on IWB-supported language teaching.  Video communication with young ELF beginners.  IWB use by 9 EFL teachers in primary, secondary and university contexts in France. Use of IWB tools and features, online support community with video diaries, teacher development framework.

Shona Whyte's insight:

Slides (mostly in English, some in French) on my recent research on IWB-supported language teaching, including new work with Euline Cutrim Schmid on video communication with young learners.  An overview of the iTILT project in French (http://itilt.eu) and a look at the IWB's affordances for language learning and teaching.

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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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Preparing writing teachers to use technology: Kessler, 2013

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Curation for authenticity and autonomy in language learning: Hubbard 2012

Shona Whyte's insight:

CALL veteran endorsement of curation for second language learning/teaching, based on potential for autonomous learning via authentic content.

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Ellis 2013: Responding to critics of TBLT

Shona Whyte's insight:

In this article in University of Sydney papers in TESOL, 2013, Ellis tackles 8 criticisms of TBLT, downgraded to "misconceptions" on the part of writers such as Widdowson, Swan, Sheen, and Seedhouse, before addressing Swan's "legislation by hypothesis" attack.  In his conclusion, he acknowledges that "TBLT offers a radically different approach to teaching a second language. As such, it is not surprising that its advocacy has met with resistance, especially from those who, for one reason or another, support a more traditional ‘focus-on-forms’ approach."  Ellis expresses a personal preference for a short, sharp shock of intense TBLT teaching in a curriculum which includes other approaches, rather than a watered-down task-supported approach spread throughout the curriculum.

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Rob Hatfield, M.Ed.'s curator insight, September 27, 2013 8:43 PM

Excellent article on TBLT.

Vannessa MissoVeness's curator insight, September 29, 2013 1:36 AM

An interesting read. I love learning about what I do, revisiting ideas and theories and reworking on my techniques.

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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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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.

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Initiation en auto-formation à Zotero

Initiation en auto-formation à Zotero | TELT | Scoop.it

Les tutoriels proposés ci-dessous sont destinés une initiation à Zotero en auto-formation. Cette initiation est découpée en 6 tutoriels de courte durée. 4 à 7 minutes par vidéo pour un total d'environ 35 min de "visionnage".

Shona Whyte's insight:

URFIST, Université de Nice

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Spontaneous classroom interaction & opportunities for L2 learning: Hawkes, 2012


Via Phil Chappell
Shona Whyte's insight:

Cambridge PhD dissertation directed by Michael Evans used action research in German FL classrooms to increase teacher-learner interaction; microgenetic analysis plus participant feedback allowed identification of learning episodes.

 

"In its analysis of spontaneous teacher-learner L2 talk in the secondary foreign languages classroom, the present study captures „in flight‟ instances of learning to talk and talking to learn. The contribution to L2 development of such talk is sufficiently supported by the study‟s empirical findings as to suggest that they might justifiably be projected onto similar 

contexts in instructional settings, with the expectation of similarly positive outcomes." Hawkes, 2012

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Phil Chappell's curator insight, September 18, 2013 7:53 AM

Learning to talk and talking to learn: how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning. 

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When in Rome: thoughts from the ELF6 conference

When in Rome: thoughts from the ELF6 conference | TELT | Scoop.it
I returned this week from Rome, where I attended the 6th annual conference of English as a lingua franca (ELF6) held at Roma Tre University. I'm not much of a conference lover, so it helps when the...
Shona Whyte's insight:

Ray Carey reports on the recent English as a Lingua Franca conference in Rome, with links to abstracts from presentations.

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Matthew Absalom's comment, September 17, 2013 5:37 AM
I love your description of the IC stuff - so spot on... Palatino any day!
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Case Studies of Openness in the Language Classroom | Beaven, Comas-Quinn & Sawhill 2013

Case Studies of Openness in the Language Classroom | Beaven, Comas-Quinn & Sawhill 2013 | TELT | Scoop.it

Section 1. Open Tools for Collaboration

 

Communicating Out in the Open:

The WordPress Class Blogs Plug-In Suite and Language Learning

Barbara Sawhill

The Mixxer: Connecting Students with Native Speakers via Skype

Todd Bryant

eComma: An Open Source Tool for Collaborative L2 Reading

Carl Blyth

 

Section 2. Sharing Resources

The Linkedup Project: An Online Repository for Language Teachers

Anna Motzo

Repurposing Open Educational Resources: Creating Resources for Use and Re-use 

Susanne Winchester

Designing OERs to Teach Italian Pronunciation in an Open Educational Environment: A Case Study

Anna Calvi, Anna Motzo and Sandra Silipo

 

Section 3. Sharing Practice

FAVORing the Part-time Language Teacher:

The Experience and Impact of Sharing Open Educational Resources through a Community-based Repository
Julie Watson

The Community Café: Open Practice

with Community-based Language Teachers

Kate Borthwick and Alison Dickens

The “Onstream” Project: Collaboration between Higher Education Teachers of Russian and Teachers of Russian in Mainstream and Supplementary Schools

Terry King

Learning to Share and Sharing to Learn – Professional Development of Language Teachers in HE to Foster Open Educational Practices

Annette Duensing, Matilde Gallardo and Sarah Heiser

 

Section 4. Collaborative Learning & Student-generated Content

137 Transnational Online Discussions to Foster Open Practices

Klaus-Dieter Rossade 

A Case Study into Learner Engagement in the Production of OERs within an Online Language Environment

María Dolores Iglesias Mora and David Elvis Leeming

The OpenLIVES Project: Alternative Narratives of Pedagogical Achievement

Irina Nelson and Alicia Pozo-Gutiérrez

Discovering Spanish Voices Abroad in a Digital World

Antonio Martínez-Arboleda 

Collaborative Italian: An Open Online Language Course Cecilia Goria

 

Section 5. Learner Autonomy

When Learner Autonomy Meets Open Educational Resources: A Study of a Self-learning Environment for Italian as a Foreign Language

Marco Cappellini

Using MOOCs in an Academic English Course at University Level

Ana Beaven

 


Via Shwetal Randive
Shona Whyte's insight:

Free e-book on open source tools and repositories for language teachers and learners edited by Ana Beaven, Anna Comas-Quinn, and Barbara Sawhill

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Transana: transcript/analysis

Transana: transcript/analysis | TELT | Scoop.it

Transana is software for professional researchers who want to analyze digital video or audio data. Transana lets you analyze and manage your data in very sophisticated ways. Transcribe it, identify analytically interesting clips, assign keywords to clips, arrange and rearrange clips, create complex collections of interrelated clips, explore relationships between applied keywords, and share your analysis with colleagues. The result is a new way to focus on your data, and a new way to manage large collections of video and audio files and clips.

Shona Whyte's insight:

Alternative to ELAN for audio/video transcription.  Also free.

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Mulce.org Documentation

Mulce.org Documentation | TELT | Scoop.it

This site provides information on the Mulce repository http://repository.mulce.orgwhere learning & teaching corpora are accessible.


It explains the methodology used to compile these LETEC corpora (with associated analysis tools).


It provides guidlines for sharing research data on online learning situations. Access information about Mulce on OLAC


This site follows the Open definition 
and is under CC licence 

Shona Whyte's insight:

Thierry Chanier at EuroCALL 2013 https://sites.google.com/site/eurocallpt/programme/keynote-speakers

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