"With the exception of seven or eight items everything shared in the slides is something that I used for the first time in 2012."
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Rémi Thibert (dossier d'actualité de l'IFE, novembre 2012)
"Les disciplines les plus concernées par les innovations sont les sciences et les langues
(maternelles et étrangères) […] Beaucoup d’innovations ont un caractère pluridisciplinaire. Une
Carolyn Kerr's ELT blog post on listening problems (with French L1 learners):
Certain sounds emerged as common problem areas:
/n/ – all of the learners – ‘some flowers’ – ‘sun flowers’
/ʤ/ – five of the learners – ‘jeep’ – ‘cheap’
/ɑ:/ – five of the learners – ‘hat’ – ‘heart’
/h/ – five of the learners – ‘ill’ – ‘hill’
If anyone has any insights or observations around these clusters of problem sounds in terms of sound reception I’d be very glad to hear about it! They seem to be ‘typical’ problem sounds for French speakers but I’d love to know more if anyone has any ideas.
"Our virtual platform for university educators and mobility coordinators who are interested in using online intercultural exchange in their institutions will be officially open to the public on Friday 22 February 2013. In the meantime, you can watch this short video created by INTENT member Sarah Guth which takes you through the different resources and tools available on the platform."
Via Robert O'Dowd
Free access until 31 December 2012 to these articles:
Second language vocabulary acquisition from language input and from form-focused activities
Materials development for language learning and teaching
Foreign and second language anxiety
Elaine K. Horwitz
Cognitive development of bilingual children
Raluca Barac and Ellen Bialystok
Second language acquisition, teacher education and language pedagogy
A critical review of age-related research on L2 ultimate attainment
Carmen Muñoz and David Singleton
Language teacher research engagement
Communicative and task-based language teaching in East Asian classrooms
Motivation in second and foreign language learning
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
Rennes / 20, 21 et 22 juin 2013.
Le Groupe d’Étude et de Recherche en Espagnol de Spécialité, avec l’appui de l’Unité de Recherche « Linguistique et Didactique des Langues » de l’Université Rennes 2, organise sa XIe Rencontre Internationale du 20 au 22 juin 2013. La thématique de ce prochain colloque sera le lexique en espagnol de spécialité.
1. David Nunan
- Task-based Language Teaching in the Asia Context: Defining ‘Task’
2. Rod Ellis
- The Methodology of Task-Based Teaching
3. Francis Mangubhai
- What do we know about Learning and Teaching Second Languages: Implications for Teaching
4. Roger Nunn
- Designing Holistic Units for Task-Based Teaching
5. Rebecca Oxford
- Task-Based Language Teaching and Learning: An Overview
My paper on "Developing and integrating teacher competences in language acquisition, pedagogy and technology." (Actes du colloque FICEL sur l'évolution et professionalisation des enseignants de langues)
The paper discusses key competences required for teaching languages with technology, and concludes with examples of projects combining research, pedagogy and technology including:
"the EU lifelong learning project iTILT, Interactive Technologies in Language Teaching (Whyte, Cutrim Schmid & van Hazebrouck, 2011). In this project, language researchers and teacher trainers offer professional development in the use of the interactive whiteboard (IWB) to practising language teachers with learners at all levels. After initial training, class sessions at the board are filmed, and followed by debriefing sessions with both teachers and learners. Short video clips of selected lesson episodes are then presented on the project website together with lesson plans, lesson files, and teacher and learner commentary to aid other teachers in using the IWB for language teaching. The project website also includes a variety of related resources and dissemination tools, and as teacher training and data collection proceed, the project partners inform their networks of developments via blogs and social media. Thus teaching, training and research are closely interrelated as the project teachers develop their digital and pedagogical skills, the researchers observe classroom interaction and teacher development, and trainers create resources for future professional development using feedback from the project teachers."
The iTILT website (http://itilt.eu) will soon go live, allowing language teachers and teacher educators access to this free open educational resource on the interactive whiteboard (IWB) in communicative language teaching.