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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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How to use a coursebook and deal with emergent language: Rachel Roberts, 2011

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3-page article on exploiting coursebooks for spontaneous interaction and emergent language including pertinent quotes from ELT authors and a number of ideas for the classroom.

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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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A Simple Guide To 4 Complex Learning Theories [Infographic]

A Simple Guide To 4 Complex Learning Theories [Infographic] | TELT | Scoop.it
Do you know the actual theories of learning? A learning theory is an attempt to describe how people learn, helping us understand this inherently complex process.

Via Gust MEES, Alazne González, Luciana Viter, Inna Piankovska
Shona Whyte's insight:

Useful for key ideas in learning theory, though perhaps more a demonstration of someone's constructivist/connectivist thoughts on learning/teaching than a useful end product for others.  (Constructiorism => constructionism).

 

Via Katie Lepi http://edudemic.com/author/katie/

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Kari Smith's curator insight, February 17, 2013 1:17 PM

Great background information to build our understanding. I really like seeing them all presented this way for easy comparison. 

uTOP Inria's curator insight, March 11, 2013 3:38 AM

(Edudemic - 24 Déc 2012)

Christine Cattermole's curator insight, May 16, 2013 4:58 AM

A very visual illustration of learning theory.

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Asian EFL Journal: Special issue on task-based language teaching (2006)

1.  David Nunan

- Task-based Language Teaching in the Asia Context: Defining ‘Task’ 

 

2.  Rod Ellis

- The Methodology of Task-Based Teaching 

 

3. Francis Mangubhai

- What do we know about Learning and Teaching Second Languages: Implications for Teaching 

 

4.  Roger Nunn

- Designing Holistic Units for Task-Based Teaching 

 

5.  Rebecca Oxford

- Task-Based Language Teaching and Learning: An Overview

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ITiLT podcast Emily Hillier Part B

Emily Hillier of Cardiff Metropolitan University (http://www3.uwic.ac.uk/) talks about the findings so far following data collection and teacher surveys as part of the iTILT project


Via Graham Stanley
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Task-based learning: John Norris

Task-based learning: John Norris | TELT | Scoop.it

Task-based learning quote from John Norris via the Leaky Grammar blog:

 

"Though challenging, this vision of task-based language learning offers one comprehensive alternative to the status quo. That alternative may help us realize a language education practice that is valuable to a variety of discourse communities, the language learners who need and want to interact with them, and the language teaching profession whose job it is to facilitate their doing so."

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The Basics of Blended Learning

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Nice outline of blended learning: what it is, why it's helpful, how it works.

Education Elements is a company selling a blended learning management system and training teachers for it.


Via Xavier Van Dieren, Marcel Lebrun
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Repertoire of teaching talk: rote, exposition, dialogue

Repertoire of teaching talk: rote, exposition, dialogue | TELT | Scoop.it

Shona Whyte:

Interesting presentation and discussion of different types of teacher contributions to classroom interaction by Phil Chapell using Alexander’s repertoire of teaching talk (2008).


Via Phil Chappell
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Film Circles: Scaffolding Speaking for EFL Students

Shona Whyte:

A 2012 article in English Teaching Forum by Crissa Stephens, with Rocio Ascencio, Ana Luisa Burgos, Tatiana Diaz, Jimena Montenegro, and Christian Valenzuela describing an action research project for group work on a film viewing activity.


A clear description of class activities including the roles ascribed to each learner to ensure maximum participation and learning, many of which are relevant to other topics and teaching contexts.

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The Flipped Classroom: The Full Picture

The Flipped Classroom: The Full Picture | TELT | Scoop.it

Jackie Gerstein made a 2-minute video on the Flipped Classroom, "a model of learning based on the experiential learning cycle" using a tool called PowToon.

 

Shona Whyte:

It's too much too quick if you've never head of the flipped classroom, but otherwise it's a neat summary of the main elements of this teaching approach.

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Show and tell: Giving feedback on writing (#ELTchat summary, 13/06/12)

Show and tell: Giving feedback on writing (#ELTchat summary, 13/06/12) | TELT | Scoop.it

Shona Whyte:

Well-structured and detailed summary by Laura Patsko of Twitter discussion by EFL teachers on giving feedback on learners' writing.

 

Practical suggestions as well as reflection on practice, with links to tools and resources at the end.  Useful for pre-service and practicing language teachers.

 

 

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Flipping the Classroom Requires More Than Video

Flipping the Classroom Requires More Than Video | TELT | Scoop.it

Here's what I think is relevant to language teachers about the flipped classroom:

 

"“If you structure your class exactly the same way you have always done but employ it flipped,” warns Richard Talyor, CMO for Echo360, “effectively what you have done is added an extra hour of class for every hour of class the student has. Respect the students’ time"

 

It's the extra time that language learners need, in addition to opportunities for interaction.

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Flipped Classroom: The Full Picture for Higher Education

Flipped Classroom: The Full Picture for Higher Education | TELT | Scoop.it

Jackie Gerstein of User Generated Education has this extremely well-documented and readable article, including information, illustrations, links and examples of pedagogical changes linked to technology integration in post-secondary education.

 

It's relevant to my own teaching/training context in the French university system; these quotes stand out for me:

 

- Educators need to be re-educated as to what to do with the class time that previously was used for their lectures.

- Learning institutions are no longer the gatekeepers to information. Anyone with connections to the internet has access to high level, credible content.

- The educator becomes a facilitator and tour guide of learning possibilities – offering these possibilities to the learners and then getting out of the way.

 

Without wishing to make spurious or superficial connections, it seems these points also apply to modern language teachers moving from grammar-translation to more communicative and/or task-based approaches to language teaching.  Teachers trained in grammar-based approaches need to learn how to plan and implement different types of learning activities.  They need to adapt to the fact that their learners can access good target language input and information without their teachers' help.  And they need to de-centre their teaching to allow learners the opportunity to use the language amongst themselves.

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Heads Up English | ESL Lessons - A (Mostly) Complete Glossary for ESL EFL Teaching

Glossary of ESL EFL terms for easy reference.
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Worth a look for basic acronyms, methods and key concepts.

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Krashen on "Technology: useful tool if used to create and enhance comprehensible input"

Krashen on "Technology: useful tool if used to create and enhance comprehensible input" | TELT | Scoop.it

Marisa Constantinides on TEFL Matters analyses a recent talk by Krashen on technology.

Shona Whyte's insight:

Links and quotes from Krashen's recent talk in Turkey.

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Learning & Teaching Foreign Languages: Video games for SLA

Learning & Teaching Foreign Languages: Video games for SLA | TELT | Scoop.it

Learning activities based on 10 Key Principles for Designing Video Games for Foreign Language Learning, by Purushotma, Thorne and Wheatley, 2009.

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The Flipped Classroom: Professional Development Workshop

The Flipped Classroom: Professional Development Workshop | TELT | Scoop.it

"Module One – Powerful Learning Experiences During this module, we will think about, explore, and discuss these areas: Qualities and characteristics of epic learning. Building a community and student engagement as prerequisites for a successful flipped classroom."

Jackie Gerstein

 

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Research on teaching vocabulary: Paul Nation

Research on teaching vocabulary: Paul Nation | TELT | Scoop.it

Shona Whyte:

Paul Nation has a huge number of publications on vocabulary, particularly in relation to second language learning and teaching.  Many of the older articles are available for free download.

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Critical thinking: British Council Teaching English

Critical thinking: British Council Teaching English | TELT | Scoop.it

Shona Whyte:

Interesting 10 minute video of an EFL lesson based on critical thinking.  The starting question is "which is bigger, Australia or Greenland?" and Alister Widdowson presents this lesson for what looks like a B2 young learners class.

 

Lots of inventive use of physical props as well as technology (IWB used for voting at 7:25) and we see the learners working in groups, though no specific language work - it might have been a CLIL class.

 

Alister Widdowson sums up:

"the hook is the question, and if you've got that fascinating question, then as long as the question stays interesting, you've got the attention of the learners and I think so much of effective learning is about motivation, wanting to be there, wanting to listen, wanting to understand."  Indeed.

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Ricard Garcia's comment, September 6, 2012 4:07 AM
Molt bon vídeo, Laia!
Una abraçada!
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Demand High ELT

Jim Scrivener and Adrian Underhill:


"A discussion about re-inventing our profession..."

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Show and tell: A student and his iPhone walk into a bar...

Show and tell: A student and his iPhone walk into a bar... | TELT | Scoop.it

Shona Whyte:

Laura Patsko describes a one-on-one lesson with an elementary learner on the past tense combining low-tech and high-tech elements.  She explains how the activities fit with her view of learning and teaching, and the integration of technology.

 

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ELT acronyms

Tyson Seburn has a handy list of acronyms, from EAP through PPP and SLA.
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Principles of Task Based Language Teaching: Rod Ellis

Principles of Task Based Language Teaching: Rod Ellis | TELT | Scoop.it

Shona Whyte:

Very clearly structured 2006 conference presention - given with lectern and mic and no slides - in Busan, Korea, by Rod Ellis. The video is online at the Asian EFL Journal website, accessible with the login member and password busan2006 (which are helpfully posted on their video page).

 

Ellis explains what task-based language teaching (TBLT) is and why it is relevant to teaching English in Korea, illustrates with Korean students

and discusses criticisms of the TBLT approach

 

Ellis identifies 3 dimensions of language teaching

- goals (learning objectives)

- content (Type A versus Type B syllabus)

- methodology (accuracy vs fluency)

 

He introduces the notion of the Type B syllabus, which specifies learning activities or tasks, but not the language to be used.  "Language is a by-product of the tasks."

 

TBLT aims to develop knowledge of language for natural communication, using a series of message-focused tasks, and the methodology is fluency, "saying what you want to say" rather than "using the language accurately."  However, there is an accuracy side to the methodology of TBLT.

 

Why tasks?

1. develop implicit knowledge incidentally through the effort to communicate (an attempt to recreate the same conditions in the classroom as for L1)

2. allow automatisation - unless you experience trying to communication in "real operating conditions" (like outside the classroom) you will never use the language fluently

 

What is a task?  4 criteria

1. goal-directed (not a linguistic purpose)

2. primary focus on meaning (using language)

3. participants choose linguistic resources (unlike Type A frameworks which provide language resources)

4. task has clearly defined outcome

 

Unfocused versus focused tasks: unfocused tasks are not designed to use a particular language feature, which focused tasks are oriented towards a particular grammatical structure, although primary focus is always on meaning.  No situational grammar activities, to practice a particular structure.

 

 

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The foreign language flip class stages: Part 1 | Reflipping the flipped

The foreign language flip class stages: Part 1 | Reflipping the flipped | TELT | Scoop.it

Shona Whyte:

Spanish teacher Emilia Carrillo shares her reflections and experience of the flipped classroom (content delivery at home, language practice in class).  This is the first of a four-part series on how language teachers can go about flipping their classrooms, beginning with things to take into consideration before you start.

 

This article includes links to other posts on Emilia Carrillo's technology blog and to presentations by other teachers.  This is the Harvesting Stage (Washing, peeling, chopping, Let’s get cooking Stage and Digesting to follow).


Via Yuly Asencion
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The Flipped Class: Myths vs. Reality

The Flipped Class: Myths vs. Reality | TELT | Scoop.it

A nice 3-part overview of the Flipped Classroom in the Daily Riff by Jon Bergmann, Jerry Overmyer, and Brett Wilie, US high school maths, science and technology teachers.

 

This has been a fashionable topic in recent months:

"The idea of the flipped class started with lecture and direct instruction being done at home
via video and/or audio, and what was once considered homework is done in class. So, the order of the "lecture" and "homework" components of the class are, well -- flipped."

 

For language teachers, if you're already using communicative or task-based approaches, there won't be much lecture material to be removed.  But the flipped class is worth thinking about if your learners spend a lot of time copying down lessons to memorise or reciting rules in class: is there a way to transmit this explicit grammar instruction outside class time (videos, PDFs?) to leave more space for using the language?

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