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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Bibliographie didactique : la diversité linguistique et la migration

"Cette bibliographie est présentée sous forme de tableaux. Elle se divise tout d’abord en deux grands thèmes :  

1‐Diversité linguistique         

2‐ Processus migratoire, contact, différence et racisme


Chacun de ces thèmes est lui‐même divisé selon  les divers types de documents :
Albums ‐ Romans ‐ Documentaires ‐ Poésie, comptines et chansons ‐ Bandes dessinées ‐ 
Vidéo documentaire ‐ Ressources documentaires pour les enseignants


Dans chacune de ces sections, les documents sont présentés en ordre alphabétique de nom d’auteur. Pour plusieurs titres sont proposés des liens vers des pistes d’exploitation pédagogique."


Françoise Armand, professeure, Université de Montréal
Sarah-Ann Brisson et Benoit Desgreniers, bibliothécaires
Septembre 2012

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Rescooped by Shona Whyte from Learning technologies for EFL!

Livres électroniques ou ebooks gratuits : une collection de sites proposée par Clotilde Chauvin

Livres électroniques ou ebooks gratuits : une collection de sites proposée par Clotilde Chauvin | TELT |
Accès gratuit à des livres électroniques écrits et /ou à des livres audio...

Via Francois BOCQUET, Shona Whyte
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Rescooped by Shona Whyte from Learning Technology News!

Making Interactive Lectures

Making Interactive Lectures | TELT |

Shona Whyte:


"Created by Heather Macdonald College of William and Mary and Rebecca Teed, SERC and updated by Gail Hoyt, University of Kentucky, Jennifer Imazeki, San Diego State University, Barbara Millis University of Texas, San Antonio, and Jose Vazquez-Cognet University of Illinois at Urbana-Champaign.


This module on Interactive Lectures provides strategies and specific examples of techniques and activities designed to involve students in large and small lecture-based classes. The module is designed for the instructor who does not want to replace lecture, but rather to enhance and punctuate lecture to create an interactive classroom experience."

Via Nik Peachey
Konstantinos Kalemis's comment, August 9, 2012 9:44 AM
Interactive lectures can increase student engagement with course material and facilitate learning. In traditional lectures, the majority of class time is devoted to the instructor’s delivery of information. During interactive lectures, the instructor interrupts the lecture to allow time for short activities.
These activities can take on many forms as discussed later, but they are important in that they allow students to use material learned in class and contribute to their own learning.During lecture breaks, the instructor poses a question or problem that promotes students to actively work with the concepts learned in class. Because learners tend to retain information based on their involvement in the learning process, transforming students from passive receivers of information into active users of information leads to increases in student retention of material.
The idea of incorporating activities within lecture time is often met with the criticism that it wastes time that could be used to cover additional course material. However, sustained lectures that exceed the typical attention span of 10-20 minutes do not ensure that the material is actually reaching students. In fact, students record in their notes a greater percentage of material from short lecture segments than they do from longer lectures. Many of the activities described below take only a few minutes to implement, but still provide important learning opportunities for students.Another benefit of using activities within lectures is that it can create a feedback loop for instructors to get information about student learning earlier than the exam or major assignment date. Seeing students struggle with an activity can be the stimulus for the instructor to review important concepts related to that activity.
In recent years, the lecture has fallen on hard times.
Prominent researchers have raised doubts about its use, claiming that lectures rely on rote learning and fail to promote active engagement. Yet most of us have either attended or delivered wonderful lectures—lectures that have expanded our thinking, provided fresh insights, or opened our eyes to new worlds. Clearly, lectures can be an efficient way of transmitting large amounts of information in a relatively small amount of time.