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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

Shona Whyte's insight:
4 articles en français, 1 in English
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Approches diachroniques des discours et cultures spécialisés

Approches diachroniques des discours et cultures spécialisés | TELT | Scoop.it

Problématique : approches historiques des discours et cultures spécialisés - théorisation, positionnement épistémologique, méthodologies, la diachronie comme moyen d’accès aux cultures spécialisées, études de cas


Diffusion de l’appel : juillet 2016

Date limite de retour des propositions : décembre 2016

Noti cation aux auteurs sur les propositions (valant encouragement, mais non engagement de publication) : février 2017

Journée d’études (discussion autour de l’articulation des articles et renforcement de la cohérence du numéro) : octobre 2017 (date à préciser)

Date limite de retour des articles : décembre 2017

Retour aux auteurs : avril 2018

Retour des versions revues : septembre 2018 Mise en ligne : automne 2018

Shona Whyte's insight:
Appel à proposition langues de spécialité Textes et Contextes (U Bourgogne) 2018
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ReCALL CfP: virtual world interactions

Call for papers for special issue on virtual worlds, edited by
Susanna Nocchi (Dublin Institute of Technology) Luisa Panichi (Università di Pisa), Randall Sadler (University of Illinois at Urbana-Champaign) and Ciara Wigham (Université de Lyon)
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CfP virtual worlds #CALL #ReCALL #eurocall @loopy63
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Applied Linguistics | Highly Cited Articles

Applied Linguistics | Highly Cited Articles | TELT | Scoop.it
Highly Cited Articles Impact Factor Increase: 3.250 The latest Journal Citation Reports® have recently been released and revealed that Applied Linguistics’ latest Impact Factor has risen significantly from 1.453 to 3.250*. The journal is now ranked 2nd out of 178 journals in the 'Linguistics' category. To celebrate this increase we have made a selection of the most cited articles from the journal free to read online.
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Open access to some highly cited papers
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Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching

Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching | TELT | Scoop.it
Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli
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Open access at present; interesting set of papers, Skehan et al contains extremely clear presentation of Levelt's processing model as applied to L1 and L2 speech production.
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On the limitations of linguistics applied. Widdowson 2000

On the limitations of linguistics applied. Applied Linguistics 21, 3-25 on ResearchGate, the professional network for scientists.
Shona Whyte's insight:
Two perspectives on language problems as experienced in the real world, via
1. "linguistics applied:" the imposition of necessarily partial linguistic account on the reality of language experience
2. "applied linguistics:" the accommodation of a linguistic account to other partial perspectives on language so as to arrive at a relevant reformulation of `real world' problems.
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Willingness to Communicate in the Language Classroom: Hayo Reinders

Willingness to Communicate in the Language Classroom: Hayo Reinders | TELT | Scoop.it
In the first in a new, short series of posts, Prof. Hayo Reinders explores the concept of 'Willingness to Communicate'. Producing the target language is an important factor contributing to success in language acquisition (Swain and Lapkin 1995).
Shona Whyte's insight:
Short overview and reference list. Perhaps this concept, more than motivation, is a good area of focus in pre-service teacher education
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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).
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Shona Whyte's curator insight, June 3, 2:40 AM
Meta-analysis of use of technologies for teaching/learning second languages
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Try this it works! Error correction for speaking: Chris Smith

Try this it works! Error correction for speaking: Chris Smith | TELT | Scoop.it
A brief history of error correction in different language teaching methods with references, and some firm conclusions about the utility of corrective feedback in the (English) language classroom
Shona Whyte's insight:
Other links to articles and blog posts on this topic: http://www.scoop.it/t/telt/?q=corrective+feedback
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What Works in CALL: A Meta-synthesis of the Effects of Technology in Second Language Teaching and Learning

What Works in CALL: A Meta-synthesis of the Effects of Technology in Second Language Teaching and Learning | TELT | Scoop.it
This paper presents a synthesis of CALL meta-analyses relevant to SLA theory, research, and pedagogy. In this ‘second-order’ review, we provide a thorough account of substantive findings as well as a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. Findings from the substantive review indicate, for example, generally substantial effects of CALL on L2 learning (ES = .51), suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts. In addition, results demonstrate positive benefits for CALL glossing (ES = .60) and CMC (ES = .33) relative to non-CALL contexts, although more research is needed to understand the full impact of game-based and mobile-assisted language learning.
Shona Whyte's insight:
June 3 talk in London by Luke Plonsky
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Reflective practice in action: Farrell 2006

Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher’s beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher’s beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teach- ers discover the relationship between their beliefs and classroom practices.
Shona Whyte's insight:
TESL Canada Journal article; more Farrell links http://www.scoop.it/t/telt/?q=Farrell
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Classroom discourse: articles on foreign language

Lots of articles on classroom interaction, use of L1 and L2, characterising dialogue/conversation in the language classroom
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Just the paywall problem
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Canadian Modern Language Review : What is the best age to learn a second/foreign language?


Carmen Muñoz
University of Barcelona
munoz@ub.edu

The answer to the question, ‘what is the best age to learn a second/foreign language?’ is ‘it depends.’ It depends on who is learning, where, in what teaching/learning conditions, and with what aims. Below, I outline some of the advantages and challenges that belong to the different stages of the life course.

Shona Whyte's insight:
Short critical review with references to Munoz' own work.
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Walter Gassenferth's curator insight, May 21, 7:03 AM
Useful post, presenting an interesting concept. For those who speak Portuguese or Spanish and are interested in continuing education, please visit http://www.quanticaconsultoria.com
DNL's curator insight, June 4, 3:08 AM
That's why early English makes sens in the NL
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INTERVIEW WITH MARTA GONZÁLEZ-LLORET AND VILSON LEFFA: Building an interface between SLA and Technology

I think that as a SLA researcher, it is very important not to let the technology "blind" your research. So many "new shiny" technologies appear that it is very tempting to focus on the technology itself rather than in the language learning. This is the same for teachers, curriculum developers and administrators. Bringing technology in the language classroom has to be a decision made based on SLA research and conscious pedagogical choices. The technology should follow, or better "accompany" the language teaching methodology and pedagogical choices.
Shona Whyte's insight:
Interesting discussion of relations between theory and practice, research and pedagogy, plus references with links
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La circulation internationale des idées en didactique des langues: Liddicoat & Zarate, 2009

Le numéro 46 de « Recherches et Applications » traite d’un thème sur lequel s’interroge inévitablement tout enseignant-cherc heur, et qui soulève des questions essentielles : comment les idées circulent-elles (ou non) en didactique des langues ? Quel enseignant, en effet, travaillant dans un contexte éducatif autre que le si en, n’a pas éprouvé un jour la sensation que les concepts, pourtant reconnus et répandus, qui dirigent sa pratique, ne rencontrent aucun écho auprès de son public ou de  La Societe Japonaise de Didactique du Francais NII-Electronic Library Service ses collègues ? Quel chercheur n’a pas perçu plus d’une fois dans des disc ussions avec ses homologues d’autres horizons que le même mot scientifique – le même signifiant – ne possède pas toujours le même signifié et recouvre des réalités irréductiblement différentes ? C’est autour de constatations similaires, qui mettent en jeu une réflexion approfondie sur les contextes, que Geneviève Zarate et Anthony Liddicoat ont réuni 15 cont ributions, éclairant la probléma tique du sujet et/ou des cas de transferts d’idées dans des contextes particuliers (Japon, Chine, Cor ée, Émirats arabes unis, Australie, Égypte, Tunisie).
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The quotation is from a review by Chevalier http://ci.nii.ac.jp/els/110009949751.pdf
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La linguistique appliquée à l’enseignement des langues secondes aux États-Unis, en France et en Grande-Bretagne

La linguistique appliquée à l’enseignement des langues secondes aux États-Unis, en France et en Grande-Bretagne | TELT | Scoop.it
Shona Whyte's insight:
Berthet distingue suivant Widdowson la tradition britannique (applied Linguistics) de la tradition américaine (Linguistics applied) (la différence entre les deux traditions est due en partie à la place accordée à l’enseignement, place plus importante en Grande-Bretagne où les premiers linguistes appliqués ont souvent d’abord été des enseignants d’anglais langue étrangère, notamment pour le compte du British Council)

[The di€fference between these modes of intervention is that in the case of linguistics applied the assumption is that the problem can be reformulated by the direct and unilateral application of concepts and terms deriving from linguistic enquiry itself. That is to say, language problems are amenable to linguistic solutions. In the case of applied linguistics, intervention is crucially a matter of mediation. Here there is the recognition that linguistic insights are not self-evident but a matter of interpretation; that ideas and findings from linguistics can only be made relevant in reference to other perceptions and perspectives that define the context of the problem. Applied linguistics is in this respect a multilateral process which, of its nature, has to relate and reconcile di€fferent representations of reality, including that of linguistics without excluding others. Widdowson, 2000. On the limitations of linguistics applied. Applied Linguistics 21, 3-25. ]

Aux États-Unis, dans le souci d’une scientificité poppérienne qui retient la leçon de Chomsky, les chercheurs conçoivent comme un préalable la mise à distance des considérations méthodologiques qui ressort selon eux de la pedagogy. Une théorie de l’acquisition des langues secondes leur apparaît comme un champ d’étude légitime, auquel peuvent éventuellement s’adjoindre des considérations méthodologiques.

En France, les recherches sur l’enseignement-apprentissage des langues ont donné naissance à une discipline appelée la didactique des langues étrangères. Cette discipline, notamment à la suite des travaux de Robert Galisson (par exemple 1985, 1988, 1989, 1997, 1998) a cherché autonomie et légitimité en dehors des sciences du langage. On peut noter que les défenseurs les plus ardents de l’autonomie disciplinaire de la didactique des langues, pourfendeurs de toute forme d’« applicationisme », sont aussi ceux qui se sont montrés les plus critiques face à l’approche communicative et aux travaux du Conseil de l’Europe. Ceux qui, au contraire, ont participé pleinement aux travaux du Conseil et à la diffusion de l’approche communicative 10 puis à l’approche actionnelle sont ceux qui se trouvent le plus près de la linguistique appliquée britannique ou accordent une place plus centrale dans leurs travaux à certaines disciplines des sciences du langage, comme l’analyse du discours
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Research on IWB-mediated language teaching | on teaching languages with technology

Research on IWB-mediated language teaching | on teaching languages with technology | TELT | Scoop.it

Research from EU project iTILT, on interactive technologies in language teaching.

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Collection of posts related to IWB-research in language teaching
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Language education and SLA: Ortega 2014

Plenary Speaker: Prof. Lourdes Ortega Topic: Language education and SLA: The search for reciprocal relevance Event: The 4th PolySystemic Language an
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Start just before 10:00
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Corpus linguistics and data-driven learning: a critical overview: Boulton & Tyne 2013

Corpus linguistics and data-driven learning: a critical overview: Boulton & Tyne 2013 | TELT | Scoop.it
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Alex Boulton, Henry Tyne. Corpus linguistics and data-driven learning: a critical overview. Bulletin suisse de Linguistique appliquee, 2013, Bulletin suisse de linguistique appliquee, 97, pp.97-118
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Language teachers making sense of exploratory practice: Hanks, 2015

This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of one, ‘Jenny’, illustrates the processes of doing Exploratory Practice with learners of EAP, while the story of the other, ‘Bella’, provides insight into the notion of puzzlement, a central feature of the Exploratory Practice framework. For these practitioners, it was clear that the integration of pedagogy with locally relevant, small-scale research activity, held a wealth of opportunities for language learning and teaching.
Shona Whyte's insight:
Hanks, J. (2015). Language teachers making sense of Exploratory Practice. Language Teaching Research, 1362168814567805.
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