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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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L1 use in the L2 classroom: Pemberton 2011

Talk for MA TESOL class, University of Nottingham
Shona Whyte's insight:

Nice set of slides about using target language in the classroom, with good list of references at the end.

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Fonctions de la traduction en didactique des langues-cultures : Christian Puren

Fonctions de la traduction en didactique des langues-cultures : Christian Puren | TELT | Scoop.it
Article de 2012 qui revisite une publication de 1995 sur la traduction en classe de langue avec des exemples de pratiques de traduction et leurs fonctions pour l'apprentissage et l'enseignement.
Shona Whyte's insight:

Comme Vivian Cook, Christian Puren prend position contre l'utilisation exclusive de la langue cible et attaque un rapport européen récent selon lequel : "la recherche scientifique suggère que plus le bain linguistique est important, meilleure est la maîtrise de la langue apprise." 

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Behind Classroom Code Switching: Layering and Language Choice in L2 Learner Interaction | Hancock McDonald ELT

Behind Classroom Code Switching: Layering and Language Choice in L2 Learner Interaction | Hancock McDonald ELT | TELT | Scoop.it
TESOL Quarterly vol 31, No 2. Summer 1997Mark Hancock

 

This article examines the code switching that goes on during group work in language classes in which the learners share an L1. The author argues that the discourse produced in these circumstances is layered as a result of the participants' oscillating between a literal and a nonliteral frame (Goffman, 1974). Discourse produced in the literal frame is termed off-record and is concerned with negotiation between the learners. Discourse in the literal frame is on-record and is performed to be overheard by a referee (a potential L2 audience). The author suggests that the significance of language choice behaviour differs across these two levels, and teachers concerned with increasing the quantity and quality of L2 production in group work must take this difference into account.

Shona Whyte's insight:

Codeswitching in the second language classroom - L1 or L2, when and why?

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