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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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Scénarios pédagogiques et interactions en ligne
François Mangenot, Elke Nissen 2016

CJLT/RCAT numéro spécial


Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

Marco Cappellini, Martine Eisenbeis, Annick Rivens Mompean


Le Net participatif, levier d’acquisition des littératies traditionnelles et des littératies numériques | The Use of the Participative Web as a Lever for the Acquisition of Literacy and Digital Literacies

Edna Castello


Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Carmenne Kalyaniwala-Thapliyal


Être indigène numérique, utilisateur de Facebook et futur enseignant de FLE ou comment la scénarisation pédagogique chez les apprentis enseignants inhibe l'exploitation des fonctionnalités des outils | Being a Digital Native, a Facebook User and a Future Teacher of French: When the Design of Pedagogical Scenarios Curbs the Use of Tools’ Features

Anne-Laure Foucher, Hyeon Yun


Action et langage dans un monde virtuel utilisé à des fins de pratique de la langue | Action and Language in a Virtual World Used for Language Practice

Wenjun Tang

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4 articles en français, 1 in English
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L2 interactional competences: 2017 conference

L2 interactional competences: 2017 conference | TELT | Scoop.it
Under the heading ‘L2 interactional competences and practices in a second language’ (ICOP-L2), this conference brings together researchers from various horizons (e.g. linguistics, education, sociology) who investigate how people engage in second language talk-in-interaction: What are the basic ingredients of L2 interactional competence? How does such competence vary across situations and over time? How do L2 speakers use the linguistic resources at their disposal to accomplish social actions in coordination with others? How do linguistic and other resources (gaze, gesture, posture) work together in L2 talk? How does social interaction structure learning processes and learning products? How can L2 interactional competence and learning through interaction be addressed in educational contexts?  These are among the questions that will be tackled during the conference.
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CfP May 2016
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Agra hotal's curator insight, March 10, 11:34 AM
Book Now Hotel with cheap rate near Tajmahal on http://www.hotelatagra.com 
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Group work and interaction in language learning classrooms

Group work and interaction in language learning classrooms | TELT | Scoop.it
Interesting tidbits on interaction and small group learning in the second language classroom
Shona Whyte's insight:

Phil Chappell has a really nice collection of links to all sorts of information on group work for (English) language learning, including research articles (open access), video practice examples, reading references, and he's taken the time to explain why he selected each.  Great resource!

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Classroom management - organising pairwork: Katherine Bilsborough

Classroom management - organising pairwork: Katherine Bilsborough | TELT | Scoop.it
Submitted 17 hours 11 min ago by Katherine Bilsb....This blog post is about why it’s important to think of the interaction patterns of our learners and suggests six stress-free ways of setting up pair work activities.Variety: the spice of life For...
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How to get learners into pairs, and what to do when they've got there.

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Pairing learners in pair work activity - Storch, N. and Aldosari, A. (2013)

Storch, N. and Aldosari, A. (2013). 'Pairing learners in pair work activity'. Language Teaching Research. 17/1. 31-48. Further details: http://www.tesolacade...
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L'interaction en DDL, conversation : Cicurel, Bertrand, 2014

L'interaction en DDL, conversation : Cicurel, Bertrand, 2014 | TELT | Scoop.it
* Francine CICUREL, Sorbonne nouvelle Paris 3, DILTEC-IDAP "La « face retenue » dans l’interaction d’enseignement des langues : l’expression des affects dans l’agir professoral"
* Roxane BERTRAND, CNRS, Laboratoire Parole et Langage, Université Aix-Marseille "Listeners’ responses et affiliation en conversation"
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Applied Linguistics and Professional Practice: Geneva, Sept 14

Applied Linguistics and Professional Practice: Geneva, Sept 14 | TELT | Scoop.it
 
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Keynote speakers with abstracts.

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Parallel levels of institutional talk: Bays

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CA analysis of role-plays by advanced university learners of English.  Hillary Bays, Université de Paris Est

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L'utilisation du TBI en classe de FLE ou comment susciter des interactions orales.


Via Bhushan THAPLIYAL, lo_zak, Zélia Santos (zeliams), Jean-François Grassin, Éditions Belin, Sarah Dosch, Juergen Wagner
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Mémoire de master FLE par Stéphanie Vertallier Monet, dirigé par Thierry Soubrié à Grenoble.  Conclusion qui me plaît : "il reste à l’avenir à étudier la qualité de ces interactions et à considérer les impacts réels sur les apprentissages."  On y travaille ...

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Interaction and interactivity in technology-rich second language cl...

WorldCALL 2013 presentation on French EFL teacher development in use of IWB.
Shona Whyte's insight:

Some of my slides from today's talk about how the French teachers in the iTILT project (http://itilt.eu) used the IWB to teach English, including a tentative teacher development framework related to Beauchamp (2004), findings from our CALL paper to appear later this month, and a foretaste of further work with Euline Cutrim Schmid on interactional opportunities with the IWB, including video communication.

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Reconceptualising interactional groups: Rance-Roney 2010

Shona Whyte:

 

Here's a very practical discussion of group formation for second language interaction by Judith Rance-Roney in the English Teaching Forum 2010.  It begins with some second language research supporting the importance of interaction for language acquisition, then looks at a variety of ways of grouping students to maximise their learning opportunities.  It's based on ESL for higher education in the US, but applicable to foreign language contexts also for the most part.

 

I've picked out some do's and don'ts which I think are valuable:

 

DO
- consider fixed groups, saving planning time and allowing learners to get to know each other

- also consider a roster of groupings, to make different groups for different tasks/topics

- group students by proficiency; keep a class list ordered by language level for quick reference

- assign roles to group members: leader, scribe, reporter, vocabulary monitor, time monitor

- allow 5 minutes' study time for learners to absorb new language or instructions before group work begins

 

DON'T
- feel bound to make groups of equal numbers: put 3 quiet students together so that they have to participate, but 6 louder students so they have to take turns

- consistently mix high and low proficiency learners: the stronger students will dominate

- always group by affiliation: learners who do not know each other well accomplish more on-task learning

- always avoid grouping same-L1 learners together: L1 discussion can be helpful and code-switching can lead to greater analytic depth

Shona Whyte's insight:

I scooped this a while back and when I went back to find it, discovered the document had disappeared.  But this is another link to the same document.

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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.

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

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Interaction with native speakers in virtual worlds: intercultural communicative competence

"Impact of native-nonnative speaker interaction through video-webcommunication and Second Life on students’ Intercultural Communicative Competence..."


 


Slides from recent Eurocall presentation.

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Multimodal analysis of MFL board game: Konzett 2015

This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation . In their interaction, the students orient to the institutional context of this activity as a language learning exercise by adhering to the rules of the game and by diligently attending to the production of g rammatically correct verb forms. One rule of the game states that the students must decide as a group if the verb form s produced are correct or not. As a consequence, there are recurring ‘assessment moments’ in the game, at which the students are required to make a joint decision over the correctness of the grammatical form. As the data shows, the students manage to achieve this int eractional task , taking great care to avoid potential epistemic status incongruences within the group . They do this by exploit ing a fine - tuned and economically applied repertoire of multimodal resources , including the ritual of the board game and , crucially, the use of the dice . Th e latter turns out to be an extremely versatile tool used to complete interactional sequences, manage turn transition, ratify moves in the game and accomplish peer - assessment.
Shona Whyte's insight:
Interesting microanalysis of group interaction showing how board game for grammar practice in French FL class can allow potentially face-threatening peer feedback among teenage learners to occur smoothly and easily.
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Rasika Dayarathna's curator insight, March 28, 12:08 AM
Interesting microanalysis of group interaction showing how board game for grammar practice in French FL class can allow potentially face-threatening peer feedback among teenage learners to occur smoothly and easily.
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Interaction in Language Development throughout the Lifespan (LaDeLi) : Workshop, April 2016

Interaction in Language Development throughout the Lifespan (LaDeLi) : Workshop, April 2016 | TELT | Scoop.it
The University of Essex: information about departments, services and academic and social life at the University.
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Looks interesting: Rosamund Mitchell, Alison Wray, Annick de Houwer

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Assessing oral communication: Ockey & Li, 2015

Assessing oral communication: Ockey & Li, 2015 | TELT | Scoop.it
The assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular.
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Overview of 5 types of assessment: oral proficiency interview, pair/group discussion, simulated task, integrated task and elicited imitation.

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HUMAN social interaction and applied linguistics conference in Turkey

HUMAN social interaction and applied linguistics conference in Turkey | TELT | Scoop.it
    Simona Pekarek-Doehler

University of Neuchâtel        

 

Johannes Wagner

University of Southern Denmark          

 

Numa Markee

University of Illinois Urbana Champaign

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Ankara in September

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ICIP2014

ICIP2014 | TELT | Scoop.it

The International conference Interactional Competences in Institutional Practices is intended to convene the state of the art in research on interactional competences within institutional contexts (professional interactions; teaching-learning interactions in school and/or in the workplace; professional-non professional interactions). The conference will be held at the University of Neuchâtel in Neuchâtel, Switzerland, from November 21 through November 22 2014.

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Plenaries include Janet Holmes and Richard Young.

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Second language interaction at the IWB: AILA paper

Second language interaction at the IWB: AILA paper | TELT | Scoop.it

This paper investigates second language interaction at the interactive whiteboard (IWB). Video-recorded lessons of eleven French and German teachers of EFL were analysed for use of IWB features but also language interaction, using a 4-level scale (drill, display, simulation and communication) to capture learners’ opportunities to use English.

Shona Whyte's insight:

Tweaking our slides for our AILA presentation next week.  Euline will be giving our paper; she says it's the only IWB presentation.

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Willingness to Communicate: Hayo Reinders

[My summary]: Teachers should encourage learners to feel free to try and use the language as much as possible.  Researchers use the term "willingness to communicate" to refer to learners' readiness to engage in oral communication inside or outside the classroom. Output - producing the target language - is vital for learners to develop proficiency and its value for learning is undisputed.


Two contrasting problems may arise in the classroom - either learners do not participate due to lack of opportunity, for example, or they are pushed to participate without sufficient support.  Reinders recommends teachers try to:

1. reduce anxiety levels (avoid focusing on accuracy/correcting errors)

2. encourage group cohesiveness

3. find relevant and interesting topics 

4. explore alternatives to face-to-face communication (text chat, digital games).

Shona Whyte's insight:

And a couple of WTC references: Hashimoto, MacIntyre

http://www.hawaii.edu/sls/sls/wp-content/uploads/2011/06/Hashimoto.pdf

http://www.uoc.edu/portal/ca/catedra_multilinguisme/_resources/documents/Barcelona_paper_for_UOC_Conference.pdf

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Analysing interaction in second language classroom Leo van Lier

1984 ELT article which tackles turn-taking, learner-initiation, and repair with classroom illustrations in the form of  excerpts from transcripts. 


Via Phil Chappell
Shona Whyte's insight:

The article concludes with recommendations for teachers wishing to transcribe and learn from interactional patterns in second language classrooms.

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Phil Chappell's curator insight, October 21, 2013 5:50 PM

One of recently deceased Leo van Lier's classic papers for teachers on classroom talk in interaction.

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L'interaction et l'interactivité : Mangenot 2010

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Conclusion: "Si l’on veut mêler interactivité et interaction en exploitant Internet, il convient de trouver sur la Toile des supports lesplus interactifs possibles, d’inventer des tâches qui exploitent bien ces supports (notamment par le lien entre supportet production demandée, comme on l’a vu dans les deux tâches présentées) et enfin de concevoir un scénario decommunication suscitant des interactions diverses et variées, tant à l’intérieur du groupe-classe qu’éventuellementaussi avec le monde extérieur. "

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