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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Krashen’s Monitor Model: It’s Crap

Krashen’s Monitor Model: It’s Crap | TELT | Scoop.it
In the light of Krashen’s reply to my criticisms, I’m sorry to say that my opinion of what is known as “The Monitor Model” has not changed in any significant way.
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Follow this link to a series of exchanges between Geoff Jordan and Stephen Krashen on the latter's 1980s theory of second language learning which probably helped the Communicative Language Teaching approach more than any other.  Big at the box office though not a critical success, as Jordan demonstrates again here.

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Are these communicative language teaching activities?

Are these communicative language teaching activities? | TELT | Scoop.it

ELT blogger teaching in Japan Kevin Stein wonders which of the classroom activities he describes may be considered communicative.

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See comments for criteria and discussion of CLT

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Concordancing, lexical chunks and the Lexical Syllabus: Geoff Jordan

Concordancing, lexical chunks and the Lexical Syllabus: Geoff Jordan | TELT | Scoop.it
  In my “New Year’s Resolutions” I vowed to bash “The Lexical Approach”, and, in reply to some comments, promised to say more soon. There are already two pages on this website devoted to concordanc...
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Long, well-referenced, closely argued discussion of lexical approaches to teaching and learning situated with respect to corpus linguistics, generative theories of IL development and communicative language teaching.

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Challenges of introducing/using CLT in Serbian public schools: Ljiljana Havran

Challenges of introducing/using CLT in Serbian public schools: Ljiljana Havran | TELT | Scoop.it
“The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man.” George Bernard Shaw...
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My pre-service EFL teachers in France return from teaching placements in French high schools with similar questions and doubts about communicative versus traditional grammar-oriented instruction.  A nice example of perseverance in making actual classroom practice fit with inner convictions.

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Shaping the Way We Teach English: University of Oregon

Shaping the Way We Teach English is a video-based training product for English language educators. It has 14 modules (topics). The videos showcase classroom scenes from around the world and have an accompanying training manual plus additional readings.

 

The University of Oregon developed and produced the materials through funding from the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs ©2007. All materials are free of charge and copyable for non-commercial educational use.

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Overview here http://oelp.uoregon.edu/shaping

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Adrian Palmer (1971): Communication practice versus pattern practice

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For the 50th anniversary of the US Department of State's journal English Teaching Forum, the veteran language educator revisits his own transition from ALM to CLT as a language learner and teacher in a new introduction to his 1971 article.

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Stephen Krashen interview: British Council Turkey (Dec 2012)

British Council is proud to present an interview with Professor Stephen Krashen. Professor Krashen was kind enough to speak to us on camera during his visit to Istanbul…
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The wrong and right way to learn a foreign language

The wrong and right way to learn a foreign language | TELT | Scoop.it
"Linguist Stephen Krashen takes issue with the notion that people who want to learn a foreign language need to go through a grammar and vocabulary boot camp."
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Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom

Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom | TELT | Scoop.it


This is an interesting study by Chris Carl Hale, a teacher in the MA TESOL program at Teachers College Columbia in Tokyo.  It takes a conversational analysis perspective on a pairwork speaking/writing activity.  A close analysis of one pair's interaction with each other and the teacher reveals how the process of bringing the assigned task to an outwardly successful conclusion - the students handed in the required work - actually concealed a power struggle which ultimately had a lasting demotivating effect on one of the students.

 

Since the paper is from a research collection, there are no recommendations for the teacher, but we might suggest that teachers need to be aware of the face-threatening aspects of collaboration in a second language and try to minimise the risks for all learners.


Via Phil Chappell
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Communicative Language Teaching (pdf document)

Communicative Language Teaching (pdf document) | TELT | Scoop.it

"A powerpoint presentation of Communicative Language Teaching. This includes the Historical, philosophical, and theological background of CLT along with the learner & teacher roles, CLT activities, and materials."

 

Get the whole picture in 71 clicks (from "Chelly," 2009, can't track the author).

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MLoTS Homepage

MLoTS Homepage | TELT | Scoop.it

Media Library of Teaching Skills.  This looks like an older website, and the videos take a while to load, but there are some nice examples of communicative language teaching (Louis Giancola, Using Group Games to Teach the Present Continuous Tense, for example) with classroom footage, teacher commentary and additional training materials. 

 

A nice place to start with pre-service teachers to discuss methods and classroom practice.


Via Tefl-teacherUK
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Sandra Savignon on CLT (2009 talk)

Sandra Savignon on CLT (2009 talk) | TELT | Scoop.it

Anderson Language Technology Center (ALTEC) has archived a video of an hour-long 2009 talk by Sandra Savignon on communicative language teaching.

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Through the lens of communicativeness: Hana Ticha

Through the lens of communicativeness: Hana Ticha | TELT | Scoop.it

Hana Ticha: "I usually judge activities based on their purposefulness and effectiveness. Honestly, I take it for granted that my activities are communicative, but are they really? Here's one of my favourite techniques called 'running dictation', which I find motivating, enjoyable and meaningful. I'm attaching a short video to demonstrate what we actually do (I'm publishing it here with written consent from the students' parents). I'm going to try to analyze it to see how communicative the whole thing is."

Shona Whyte's insight:

Response to Kevin Stein's post on CLT http://sco.lt/8HosHh

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Vocabulary learning in pair versus small group work: Fernández Dobao, 2014

Learners working in groups of four produced more lexical LREs [Language Related Episodes, i.e., discussions of vocabulary] than those workings in pairs and were also significantly more successful at solving them.

 

The qualitative analysis of the LREs showed that groups were more likely to achieve a correct solution to their problems because they shared more lexical knowledge, since up to four different learners could pool their individual knowledge and resources to solve each problem.

 

Although a larger number of participants represents more resources, it also means fewer opportunities to speak. […] LREs were relatively often solved by two or three of the members of the group while the others participated as observers. However, this did not have a significant impact on learners’ rate of retention of the lexical knowledge co-constructed in the LRE […O]n average, learners working in small groups were as likely to retain the lexical items discussed in their interaction as those working in pairs.

 

Since groups produced significantly more lexical LREs than pairs and, in particular, more correctly resolved LREs, this means that overall small group interaction resulted in more instances of L2 vocabulary learning than pair interaction. 

Shona Whyte's insight:

Very interesting, carefully controlled large-scale study of US undergraduate anglophone learners of Spanish with a (rare) practical implication for the second language classroom: prefer small group work over group work because pooled resources lead to more learning for all.  [Thanks to the author for sharing]

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Swan, 1985: A critical look at the communicative approach

Swan, M. (1985). A critical look at the communicative approach (1). ELT journal,39(1), 2-12. [open access]

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Criticism of CLT by Michael Swan who refutes a number of arguments using quotes from Widdowson and Candlin among others.  

 

Top quote: "Foreigners have mother tongues: they know as much as we do about how human beings communicate."

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Tacking the L in SLA: Geoff Jordan

Tacking the L in SLA: Geoff Jordan | TELT | Scoop.it
After the fun of the Eleven Questions, here are my suggestion for serious ones. 1. Does a theory of SLA need a property theory? In other words: In order to give a full explanation of  SLA, must we ...
Shona Whyte's insight:

Jordan's view of what matters, what should be pursued and what can be safely ignored in second language teaching and learning.

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Interaction in the target language at the IWB | itilt.eu

Interaction in the target language at the IWB | itilt.eu | TELT | Scoop.it

When we discuss the use of interactive whiteboards in education, we often assume that the mere use of interactive technologies will ensure that classroom teaching and learning will also become somehow "interactive." This might mean physical activity on the part of learners - as in Dewey and Bruner's learning by doing, or Asher's Total Physical Response - but in the second language classroom, we more naturally think of interaction in the target language.  So we might expect that using an interactive whiteboard should promote interaction in terms of communication between the teacher and learners, and among learners.

 

Communicative language teaching (CLT), involving meaningful use of language, and task-based language teaching (TBLT) are, of course, the main current approaches to second language teaching and learning, and so it is helpful to see examples of classroom activities where the IWB is used to support spontaneous, unplanned communication in authentic contexts.  However, this type of communication is not always possible or indeed desirable at all stages of proficiency and in all phases of a lesson or longer teaching unit.  In the following examples, we can see the IWB being used to support different types of language interaction, from the practice of decontextualised language elements in order to focus on pronunciation or grammar, through more open-ended activities, to genuine communication in the target language.

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Shona Whyte's curator insight, April 12, 2013 3:11 AM

Pistes pour l'exploitation du site iTILT en formation.

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Methods | frenchteacher.net

Approaches to second language teaching

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Quick and dirty guide to 20th century second language teaching methods from Steve Smith.

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“Flipped” foreign language classrooms

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The more I hear about the flipped classroom, the more I think "this is what we've been doing in language teaching for years."

 

Or at least this is what communicative and task-based approaches aimed to do to grammar-oriented language classes.

 

Judging from this article by Pedro Maligo of the Department of Modern and Classical Languages at Columbus State University, I am not alone in these views.


Via Yuly Asencion
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Foreign Language Teaching Methods: University of Texas at Austin

Foreign Language Teaching Methods: University of Texas at Austin | TELT | Scoop.it
"Professional development modules for foreign language instruction at the high-school and college levels."

Excellent resources for teacher training, including lecture material, classroom illustrations, and references for further study. See Carl Blyth on communicative teaching or Elaine Horowitz on motivation.
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Stephen Krashen on Language Acquisition: Input and the affective filter

A 15 minute excerpt from a television lecture by Stephen Krashen on second language acquisition, recorded in the late 1980s. 

 

The Monitor Model in a nutshell: "we acquire language when we get comprehensible input in a low-anxiety environment."  The input hypothesis, the silent period, the affective filter, all presented in non-technical language using low-tech props.

 

Many communicative language proponents would still go along with much of what Krashen has to say; take away the reference to Chomsky's LAD (language acquisition device) and add a little focus on form and we're not so far from contemporary second language teaching methodology.


Via Csilla Jaray-Benn
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CLT and why it isn't

CLT and why it isn't | TELT | Scoop.it

Discussion of Communicative Language Teaching (Peter Medgyes, Geoff Thompson, Scott Thornbury, Stephen Bax and more), no longer cutting-edge but still worth a look, perhaps particulary for practitioners of TENOR (Teaching English for No Obvious Reason).

 

[http://www.flickr.com/photos/thomashawk/6776473727/]

 

 

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The Best Tech for Communicative Projects | | Calico SpanishCalico Spanish

The Best Tech for Communicative Projects | | Calico SpanishCalico Spanish | TELT | Scoop.it

Here's a very nice overview and discussion of technology for communicative language teaching.  It addresses many very practical issues for teachers with advice on how to get the most from different tools and activities.  There are many links to different technical resources, from content management systems through audio and video tools, as well as examples of real projects for teaching Spanish and French.

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