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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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Principles and practice: Geoff Jordan

Principles and practice: Geoff Jordan | TELT | Scoop.it

Methodological Principles of TBLT

In the elaboration of their task-based syllabus, Doughty and Long articulate ten Methodological Principles (MPs) which inform pedagogic procedures. While the principles are language teaching universals, the pedagogic procedures comprise the potentially infinite range of local options for realizing the principles at the classroom level. I’ve discussed these 10 MPs elsewhere, but let me just sketch a few of them here.

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Through the lens of communicativeness: Hana Ticha

Through the lens of communicativeness: Hana Ticha | TELT | Scoop.it

Hana Ticha: "I usually judge activities based on their purposefulness and effectiveness. Honestly, I take it for granted that my activities are communicative, but are they really? Here's one of my favourite techniques called 'running dictation', which I find motivating, enjoyable and meaningful. I'm attaching a short video to demonstrate what we actually do (I'm publishing it here with written consent from the students' parents). I'm going to try to analyze it to see how communicative the whole thing is."

Shona Whyte's insight:

Response to Kevin Stein's post on CLT http://sco.lt/8HosHh

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Ellis 2013: Responding to critics of TBLT

Shona Whyte's insight:

In this article in University of Sydney papers in TESOL, 2013, Ellis tackles 8 criticisms of TBLT, downgraded to "misconceptions" on the part of writers such as Widdowson, Swan, Sheen, and Seedhouse, before addressing Swan's "legislation by hypothesis" attack.  In his conclusion, he acknowledges that "TBLT offers a radically different approach to teaching a second language. As such, it is not surprising that its advocacy has met with resistance, especially from those who, for one reason or another, support a more traditional ‘focus-on-forms’ approach."  Ellis expresses a personal preference for a short, sharp shock of intense TBLT teaching in a curriculum which includes other approaches, rather than a watered-down task-supported approach spread throughout the curriculum.

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Rob Hatfield, M.Ed.'s curator insight, September 27, 2013 8:43 PM

Excellent article on TBLT.

Vannessa MissoVeness's curator insight, September 29, 2013 1:36 AM

An interesting read. I love learning about what I do, revisiting ideas and theories and reworking on my techniques.

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What should every ESL teacher know: Paul Nation

What should every ESL teacher know: Paul Nation | TELT | Scoop.it
Shona Whyte's insight:

Free legal download from Compass Media (sign-up required).  200 page PDF; Nation says, "I have decided that I will make this book freely available on the web to all teachers and teacher-trainees. I am happy for the book to be made available in hard copy and distributed in electronic or hard copy form as long as this is not done for profit, and it is properly acknowledged."  

 

Nice jargon-free presentation, suitable for non-native undergraduate training, with unintimidating further reading including websites, journal articles, and some of Nation's other work.

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Assessment: Teaching English

Assessment: Teaching English | TELT | Scoop.it

Our latest tip looks at several of the important issues surrounding testing and assessment. Listen to Clare and Alister discuss their ideas and opinions about how best to assess learners of English. After watching the video, why not give your opinion in the comments box below, or write a blogpost on the site?

Shona Whyte's insight:

Someone has commented on the need for "mock pressure" via mock exams ...

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TEFL Glossary - EFL CLASSROOM 2.0

TEFL Glossary - EFL CLASSROOM 2.0 | TELT | Scoop.it

Academic language: language used in the learning of academic subject matter in formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language, and speech registers related to each field of study

 

Accent: This can mean word stress - control has the accent on the second syllable but we use it to mean the pronunciation used by some speakers - a regional or class accent

Shona Whyte's insight:

A pretty comprehensive list of terms from general education and language teaching methodology, particularly communicative and task-based language teaching.

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David Deubelbeiss's comment, February 12, 2013 7:47 AM
Thanks for sharing Shona, in the common weeks hope to cross reference a lot of the terms
Shona Whyte's comment, February 12, 2013 12:49 PM
I saw you mentioned that, but not quite sure what you meant - linking to other parts of your site, or to other websites?
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Language teaching videos: Touring a French City

"The video library excerpts capture the range of foreign language teaching practices shown in the collection. You will see students in elementary, middle, and high school classrooms studying eight different languages. You'll see the students communicating with one another and with their teacher, learning culturally rich content, making connections to other disciplines, comparing cultures, and using the language in real-life contexts."

Shona Whyte's insight:

The Annenberg Foundation has this series of edited classroom videos showing examples of activities taught in second language classrooms with learner and teacher commentaries.  For professional development, there are also questions to guide teachers in their analysis of the examples (French, German, Spanish, Italian, Japanese, Latin, Russian).

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"Listen and do" songs for young learners

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A straightforward account of teaching songs to young learners including step-by-step instructions, plus some theoretical background and links for more song resources.

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“Flipped” foreign language classrooms

Shona Whyte:


The more I hear about the flipped classroom, the more I think "this is what we've been doing in language teaching for years."

 

Or at least this is what communicative and task-based approaches aimed to do to grammar-oriented language classes.

 

Judging from this article by Pedro Maligo of the Department of Modern and Classical Languages at Columbus State University, I am not alone in these views.


Via Yuly Asencion
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Flow: Motivating People to Learn

Flow: Motivating People to Learn | TELT | Scoop.it
"Mihaly Csikszentmihalyi, Ph.D., psychologist and author of the book, Flow: The Psychology of Optimal Experience, describes what schools and parents can do to promote optimal learning experiences."

Shona Whyte:
What about teaching and learning foreign languages? Can teachers create contexts for flow in the language classroom? What would flow look like for language learners? Would they learn better?
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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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Center for Applied Second Language Studies

Center for Applied Second Language Studies | TELT | Scoop.it

"The Center for Applied Second Language Studies (CASLS) at the University of Oregon supports foreign language educators so that they can best serve their students. Our work integrates technology and research with curriculum, assessment, professional development, and program development."

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Authentic materials with beginners: Charlene Polio

Shona Whyte's insight:

Why and how for language teachers

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Ellen Graber's curator insight, May 7, 2014 12:45 AM

This gives some good ideas to modify authentic materials so even beginners can use the 'real thing'.

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8 Things Kids should Be Able to Do with Technology

8 Things Kids should Be Able to Do with Technology | TELT | Scoop.it

Via Susan Oxnevad, icpjones
Shona Whyte's insight:

Tasks not tools - the same message we try to send in language teacher training with respect to both pedagogical objectives and technology integration.

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Guido Bellotti's curator insight, November 25, 2013 12:14 PM

Educhiamo i giovani e i giovanissimi a usare correttamente e creativamente gli strumenti (meravigliosi) di cui disponiamo

Guido Bellotti's curator insight, November 25, 2013 12:19 PM

Educhiamo i giovani e i giovanissimi a usare correttamente e creativamente gli strumenti (meravigliosi) di cui disponiamo

Karine Thonnard's curator insight, November 26, 2013 5:43 PM

add your insight...

 

 
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How ESL and EFL classrooms differ

How ESL and EFL classrooms differ | TELT | Scoop.it
In her first guest post for OUP, Kate Bell, a writer and researcher, talks us through some of the practical differences between ESL and EFL classrooms. You may think that teaching English is teachi...
Shona Whyte's insight:

Little to argue with here (unless it's "understanding culture is an invaluable step towards fluency")

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Empowering the Language Learner | Diane Larsen-Freeman

"Using a combination of lecture and experiential exercises, ESL education specialist Diane Larsen-Freeman traces the evolution of language teaching methods over the past 60 years, discussing how each evolutionary phase has contributed to a more "whole-person" view of language learners. Larsen-Freeman suggests that when educators treat language as a closed, static system, they create a critical barrier to student empowerment. When language is instead seen as the complex, dynamic system, teachers are able to help their students transform their linguistic world, not merely conform to it. Larsen-Freeman illustrates how this shift in understanding has implications for what and how teachers teach."

Shona Whyte's insight:

One of the big names in both second language research and teaching methodology, Diane Larsen-Freeman on the implications of CDS theory for language learners.

 

See also this Language Teaching article drawn from a recent plenary (if you have access)

http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8498799

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Today’s BIG event: Scott Thornbury’s Big Questions arrives! | The Round

Today’s BIG event: Scott Thornbury’s Big Questions arrives! | The Round | TELT | Scoop.it

"We’re happy to announce that Scott Thornbury joins the round today with Big Questions in ELT. A synthesis of some of the most thought-provoking posts from the extremely popular blog An A to Z of ELT, Big Questions is more than just a “greatest hits”. Each post has been rewritten in the form of a “big question” and also contains follow up questions for discussion, making it a great addition to any teacher education programme."

Shona Whyte's insight:

TELT is generally about free resources; Thornbury's (free) blog is here http://scottthornbury.wordpress.com/ the book is about a fiver.

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Key concepts in ELT: Luiz Otavio

Key concepts in ELT: Luiz Otavio | TELT | Scoop.it

From ELT blogger Luiz Otavio's English Language Teaching Page: Methodology

Shona Whyte's insight:

Perhaps a more accessible route than Language Teaching's long-running series http://www.oxfordjournals.org/our_journals/eltj/keyconcepts.html

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ELT blog posts: Rachel Roberts' selection

ELT blog posts: Rachel Roberts' selection | TELT | Scoop.it
For the New Year I wanted to collect together some of the blog posts which have either inspired my posts over the last year, or that would be great follow up reading. In a few weeks, I will celebra...
Shona Whyte's insight:

A rich list of EFL/ESL teachers' blog posts, organised by category (group work, writing, methodology).

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ELT storytelling: Robert Jones

Shona Whyte's insight:

Rationale and ideas for teaching learners to tell personal stories, including a template (abstract, orientation, remarkable event, reaction, coda) and practice activities (4-3-2 retells), based on research and classroom experience.

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Strategies for interacting with students

Strategies for interacting with students | TELT | Scoop.it

Shona Whyte:

Phil Chappell has distilled this list of do's and don'ts for teachers interested in promoting learner interaction in the language classroom from Mercer and Howe's (2012) paper in Learning, Culture and Social Interaction (as he says, "publicly available for now," the link is in his blog post):

 

- use some ‘open’ questions to explore students’ ideas
- encourage students to put knowledge into their own words (while also offering them new vocabulary to accommodate new ideas)
- press students to elaborate and justify their views, e.g. ‘How did you know that?’, ‘Why?’, ‘Can you say a bit more?’
- allow students extended turns to express their thoughts and reveal their misunderstandings
- hold back demonstrations or explanations until the ideas of some students have been heard (so that explanations can be linked to what has been said and to issues raised)
- give students enough time to construct thoughtful answers to questions, rather than moving quickly on if they are hesitant
- use whole class discussion to help students see the point and purpose of their study of a topic
- at least sometimes, allow students’ comments to shift the direction of a discussion (and even, perhaps, of a lesson!)
- ‘model’ ways of using language to conduct rational arguments, so that students can learn by example. (Mercer & Howe, 2012, pp. 17-18).

 

Phil Chappell has much more to say about this in his blog post, as well as other teaching and research references.

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The Full Picture onThe Flipped Classroom:

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

Jackie Gerstein says:

"I have been writing about and presenting on Flipped Classroom Model: The Full Picture for about a year now. The model that I propose is one where video lectures and tutorials fall within a larger framework of learning activities. I am titling it the Flipped Classroom Model to get folks’ attention given the Flipped Classroom popularity right now. It really is a experiential cycle of learning, where the video lectures support not drive the learning process.

A major roadblock or barrier to implementing the flipped classroom is that many educators do not know what to do in the classroom with the time once spent doing lectures. For educators, who are used to and use the didactic model, a framework is needed to assist them with the implementation of the Flipped Classroom."

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