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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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Touchstone From Corpus to Course Book

So how does the Cambridge English Corpus actually help us create course books? Mike McCarthy tells us how they used it for the creation of Touchstone
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McCarthy, M. (2004). Touchstone: From corpus to course book. Cambridge University Press.

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From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU)

From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU) | TELT | Scoop.it

In this recent TESL-EJ articles, Jarvis and Achilleos review different  terminology for connecting technology and SLA (TELL, WELL, NBLL).  On the basis of questionnaire data showing EFL users' preferences for mobile technology, they suggest changing two letters in the CALL (Computer Assisted Language Learning) acronym: Computer becomes Mobile and Learning become Use in MALU (Mobile Assisted Language Use).

 

The authors conclude that "MALU now needs to be our defining point of reference in keeping TESOL at the vanguard."

Shona Whyte's insight:

Which I suppose is fine if English is your frame of reference.  If the field is to include other languages, it's not so easy to make the argument.

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Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity : Asian EFL Journal

Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity : Asian EFL Journal | TELT | Scoop.it

Timothy Brockley's 2012 MA thesis (Anaheim, directed by K Bailey):

"There are scores of young EFL learners who struggle with English all across the globe. One approach to resolving this problem is to engage these learners in triadic interaction. As defined in this thesis, triadic interaction is the interaction between teacher, learners and audio-visual, computer-based activities presented on a screen. An attempt is made to document, analyze and interpret this form of interaction in a Korean young learner EFL context using a competitive game lesson format. Further, the learners themselves were consulted, employing a questionnaire, in order to elicit their opinions regarding triadic interaction and competitive games. While the results are mixed regarding actual observed triadic interaction, the learners in this study expressed positive views in terms of engaging in computer screen competitive game lessons. Further research models are suggested and concluding remarks on the complexity of the research model are offered."

 

Free registration to Asian EFL Journal required for access to PDF.

Shona Whyte's insight:

Interesting application of Meskill's 2005 analytical framework for analysing teacher-learner-computer interactions, involving triadic scaffolding and triadic discourse (http://llt.msu.edu/vol9num1/meskill/default.html)

 

Brockley looked a large-screen work with young Korean EFL learners.

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How ESL and EFL classrooms differ

How ESL and EFL classrooms differ | TELT | Scoop.it
In her first guest post for OUP, Kate Bell, a writer and researcher, talks us through some of the practical differences between ESL and EFL classrooms. You may think that teaching English is teachi...
Shona Whyte's insight:

Little to argue with here (unless it's "understanding culture is an invaluable step towards fluency")

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Finding Current Research Using Free Online Resources | Smithsonian Libraries Blog

Finding Current Research Using Free Online Resources | Smithsonian Libraries Blog | TELT | Scoop.it
Shona Whyte's insight:

A number of places to look for open access and subscription resources, and tips for tweaking your searches.

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BBC - Radio 4 The Listening Project - Home

BBC - Radio 4 The Listening Project - Home | TELT | Scoop.it
The Listening Project is a BBC Radio initiative, in partnership with the British Library, to capture the nation in conversation. Listen to conversations from across the country, record and share your conversation.
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nicolaperry's curator insight, March 31, 2013 5:31 AM

Fantastic resource!

Marie Dossogne's comment, April 2, 2013 8:58 AM
surely for advanced esl students but great source for listenings!!!
Marie Dossogne's curator insight, April 2, 2013 8:59 AM

great source for listenings for advanced students

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Teacher education: PD Online

Teacher education: PD Online | TELT | Scoop.it
Some of the best Professional Development opportunities online. ENGAGE, COLLOBORATE & SHARE!
Shona Whyte's insight:

ELT blogger Rose Bard recommends three places online for teacher development.

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Corpus project: online tutorial

Corpus project: online tutorial | TELT | Scoop.it

Laura Korhonen, Ilona Laakkonen, Britta Schneider, Richard Van Camp

 

Learn to use a corpus interface from the Brigham Young University. You can use either the British National Corpus (BNC) or the Corpus of Contemporary American English (COCA).

 

This section will familiarise you with a language corpus that supports refined search options and provides data that is specific and more reliable.

 

You can return to this material for tips and advice, when willing to use the corpus as a tool for revising your own piece of text or for exploring the English language.

 

 

1. Corpus basics

 

2. Simple searches

 

3. Words that fit together: collocations

 

4. Building your vocabulary: word families

 

5. The appropriate language: mind the register

 

Time estimate: 3 hours

Self-access log

Shona Whyte's insight:

I guess this has been out there since 2007; I found it on ELT blog maintained by Mura Nava, who has pedagogical applications for corpora here http://eflnotes.wordpress.com/tag/cupofcoca/

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Teaching vocabulary: Jeanne McCarten 2007 (PDF)


Via Jersus Colmenares
Shona Whyte's insight:

An overview of what corpus studies can tell us about how words are used, and then discussion of what can and should be taught regarding vocabulary.

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Call for Papers: Replication in computer-assisted language learning

Call for Papers: Replication in computer-assisted language learning | TELT | Scoop.it

"In celebration and acknowledgement of our field’s maturity, the editors of the CALICO Journal invite submissions of research articles based on replication studies in a CALL context. We issue this invitation early to encourage CALL scholars to conduct replication studies for the CJ issue to be published in January 2015, but also welcome submissions based on studies already underway. The studies may be replications of earlier published studies in CALL or of non-CALL research in a CALL context.  We welcome both approximate and conceptual replications from any theoretical perspective or research paradigm. We especially encourage projects that reflect collaboration between senior faculty and graduate students."

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5 Free Video Converter Programs and Online Services

5 Free Video Converter Programs and Online Services | TELT | Scoop.it
A video converter converts one kind of video file to another. Here are several free video converter software programs and online video converters.
Shona Whyte's insight:

Having spent (wasted) more time than I'd like converting wmv to mp4, I'd like to recommend the PC version of Any Video Converter.  Truly free and easy, though it opens a number of browser ads after installation.  

 

Handbrake is also in the list, also free and easy from the Mac end, but I couldn't get iMovie or my Transcriptions programme to read the output. http://www.audiotranskription.de/english/english/transcription/more-software/transcriptions-mac

 

And Nathan Hall adds "I would also add Miro Video Converter to the list. It works really well and is available on most platforms http://www.mirovideoconverter.com"

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jillyfrees's comment, March 27, 2013 8:41 PM
Thanks Shona, whilst I haven't yet had the need to convert video, I've found (free) audio conversion programs like Switch really useful.
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Mapping Applied Linguistics - Free resources

Mapping Applied Linguistics - Free resources | TELT | Scoop.it

Mapping Applied Linguistics: A Guide for Students and Practitioners provides an innovative and wide-ranging introduction to the full scope of applied linguistics.

 

Incorporating both socio-cultural and cognitive perspectives, the book maps the diverse and constantly expanding range of theories, methods and issues faced by students and practitioners alike. Practically oriented and ideally suited to students new to the subject area, the book provides in-depth coverage of:

language teaching and education, literacy and language disorderslanguage variation and world Englisheslanguage policy and planninglexicography and forensic linguisticsmultilingualism and translation.

Including real data and international examples, the book features further reading and exercises in each chapter, fieldwork suggestions and a full glossary of key terms. 

Shona Whyte's insight:

That's the book blurb, but it's the companion website I'm flagging.  Links, references, activities, community, and a PDF of the introduction

http://cw.routledge.com/textbooks/hall/downloads/chSample.pdf with a debunking of all those language-related myths people need to get past in order to learn and teach languages effectively.

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Deep_Approach's comment, August 28, 2013 9:49 AM
Thanks Shona! Please visit our facebook group: https://www.facebook.com/groups/deep.approach/
Deep_Approach's comment, August 28, 2013 9:50 AM
Did you see this, Shona? http://www.deepapproach.com/topics/technologywithwisdom.html
Penelope O'Meara's curator insight, August 1, 2015 5:00 PM

That's the book blurb, but it's the companion website I'm flagging.  Links, references, activities, community, and a PDF of the introduction

http://cw.routledge.com/textbooks/hall/downloads/chSample.pdf with a debunking of all those language-related myths people need to get past in order to learn and teach languages effectively.

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Preferred Vocabulary Self-Collection Strategies of EAP Reading Students: Randy Rebman

Preferred Vocabulary Self-Collection Strategies of EAP Reading Students: Randy Rebman | TELT | Scoop.it

Slides and handout from at TESOL 2013 presentation discussing an action research project looking at vocabulary learning techniques with EAP students.

Shona Whyte's insight:

Other posts on vocabulary from learner, teacher and researcher perspectives: http://www.scoop.it/t/telt?q=vocabulary

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Learning with 'e's: What the flip?

Learning with 'e's: What the flip? | TELT | Scoop.it

Steve Wheeler argues that a "flipped classroom" based on video delivery of content is no different from traditional distance education, and does not address the question of supporting learners.  He suggests flipping the roles of teacher and learners instead, with learners producing and presenting content.

 

Image by Sneebly

Shona Whyte's insight:

More grist for the e-learning mill

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Scholarship and Literacies in a Digital Age - Call for Papers

Scholarship and Literacies in a Digital Age - Call for Papers | TELT | Scoop.it
This is the December 2012 call for papers for a Special Issue of Research in Learning Technology, the Journal of the Association for Learning Technology.
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Deadline for full papers 1 May 2013.  The journal Research in Learning Technology is peer-reviewed and open access since Jan 2012.

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Manifestations Avril - GERES (espagnol)

Manifestations Avril - GERES (espagnol) | TELT | Scoop.it

Manifestation :Journée de formation pour professeurs d’espagnol

Date :6 avril 2013

Thème :Programme divers à orientation didactique

Organisateurs :Université Lumière Lyon 2 et EDINUMEN

Lieu :Lyon (France)

Web:www.profele.es/jornadaslyon

Informations :jornadaslyon@profele.es

 

 

Manifestación:II Jornadas de lingüística hispánica

Fecha:15 y 16 de abril de 2013

Tema:Lingüística hispánica

Organizadores:Facultad de letras de la Universidad de Lisboa

Lugar:Lisboa (Portugal)

Inscripción:http://jornadas-de-linguistica-hispanica.campus.ul.pt

Más información:jornadasdelinguistica@fl.ul.pt

 

 

Manifestación:XXXI Congreso de AESLA

Fecha:Del 18 al 20 de abril de 2013

Tema:Comunicación, cognición y cibernética

Organizadores:Universidad de la Laguna

Lugar:San Cristóbal de La Laguna (España)

Inscripción:http://aesla2013.tucongreso.es/es/presentacion

Más información:AESLAXXXI@ull.es

 

 

Manifestación:XIII Jornada Pedagógica para Profesores de Español

Fecha:20 de abril de 2013

Tema:Formación para profesores de español

Lugar:Bruselas (Bélgica)

Inscripción:http://www.educacion.gob.es/belgica/actualidad/2013/04/belgica-20-4-2013

Más información: asesoriabelgica.be@educacion.es

Shona Whyte's insight:

Formación para profesores de español

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Conclusions on iTILT: Podcast on IWB for language teaching with young learners

Conclusions on iTILT: Podcast on IWB for language teaching with young learners | TELT | Scoop.it

Two years ago, at the start of the project, I said I wanted iTILT to help teachers to use the IWB judiciously - not everywhere, but in a number of situations.  I hoped teachers could integrate the IWB into their working environment and see it as one more tool to support classroom pratice.

 

I also hoped the project would allow us to explore other, non-teacher fronted ways of using IWB, so it is not just a glorified presentation tool.  My experience of the IWB showed me that it does open up the computer screen to classroom, allowing learners to participate.

 

For example, when you're at the board and having trouble with a specific tool, these little errors are great contexts for learning, because these very practical problems can be resolved in target language.  Everyone sees and everyone can participate.  In this way you get "two for one" - working on your exercise, but more language work as a bonus.

 

I argued that the IWB can dramatically improve learner opportunities for to use the language in the classroom in a meaningful way.

Shona Whyte's insight:

Looking back now, I stand by what I saw then as the main affordances of the IWB and my goals for the project.  Used well the IWB can transform teaching and learning opportunities in FL classrooms.

 

What strikes me now is how the project moved beyond the tool itself to take on range of other - mainly pedagogical - issues.  What kind of interaction do we see around the board?  What makes an activity communicative?  How can materials and teachers support FL interaction? 

 

And of course, how can we now exploit the iTILT website (http://itilt.eu): the training manual, the teaching resources, and our over 250 video examples of classroom language teaching with the IWB?

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