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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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Telecollaboration and interactive technologies for language teachers: summer courses, Spain

Telecollaboration and interactive technologies for language teachers: summer courses, Spain | TELT | Scoop.it

Course 1:
Using Interactive Whiteboards in Vocational Education. 

Course 2:
Preparing to be a trainer/coach to promote the effective use of Interactive Whiteboards in Vocational Education

Course 3:
Modern Language Methodologies & Technologies to promote Intercultural Communication and Telecollaboration in Education

Course 4: 
Using Interactive Whiteboards in Language Education

Shona Whyte's insight:

Teacher education courses for languages with technology - Valencia, July.  Visit http://www.koenraad.info/ for details of EU funding for interested teachers.

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Michael Kelly, Simon Borg, Maria Cambras Giné - Keynote talks FICEL 2011

Michael Kelly, Simon Borg, Maria Cambras Giné - Keynote talks FICEL 2011 | TELT | Scoop.it

"Vidéo et actes du colloque FICEL DILTEC EA 2288: Formation et professionnalisation des enseignants de langues - Évolution des contextes, des besoins et des dispositifs."

 

Deux communications en français ; Borg's talk is in English.

 

Michael KELLY, University of Southampton

Que peut l'Europe ? Comment les décideurs peuvent mieux soutenir l'enseignement des langues ?

 

Simon BORG, University of Leeds

Teacher cognition and teacher autonomy

 

Margarida CAMBRA GINÉ, Université de Barcelone

De la formation aux représentations et des représentations à la formation

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Developing and integrating teacher competences in language acquisition, pedagogy and technology

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.

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Shona Whyte's curator insight, April 12, 2013 3:16 AM

Communication au colloque DILTEC, 2011.

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FREPA: Framework of Reference for Pluralistic Approaches

FREPA: Framework of Reference for Pluralistic Approaches | TELT | Scoop.it

"The term pluralistic approaches to languages and cultures refers to didactic approaches which involve the use of several (or at least more than one) varieties of languages or cultures simultaneously during the teaching process. By abandoning the “compartmentalised” view of an individual’s linguistic and cultural competence(s), this publication is a valuable step towards implementing the Common European Framework of Reference for Languages, in particular its rationale on plurilingual and intercultural competence.

 

The publication and this website present a comprehensive list of descriptors (Knowledge, Skills and Attitudes) (view examples of descriptors) considered necessary within the perspective of a plurilingual and intercultural education. The same descriptors are available online, in graphic form, where the user can see at what stage of the educational process the authors would recommend the development of each resource and its sub-categories.

 

It provides teaching materials for putting the development of these resources into practice. The teacher can select an activity from a database according to the specific resources for knowledge, skills and attitudes which s/he has identified from the framework."

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