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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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Van der Zwaard: Patterns of (negotiated) interaction during telecollaboration between NSs and advanced NNSs

Dyadic communication between Australian and Dutch participants during a digital task designed as part of a telecollaboration project

The research project focuses on the occurrence of negotiation of meaning (or absence thereof) during one - to - one interaction via two forms of synchronous computer - mediated communication (SCMC): video call (or video call) and instant chat - messaging (written chat).

The studies aim to combine two of the most significant trends in L2 - education: digital technology and task - based language teaching (TBLT). Research into the efficacy of communication through different digital tools within L2 - learning environments is still underdeveloped, although the 21st - century networked society is entering the language classroom and educators are urged to include digital communication in (academic) language acquisition curricula. Negotiation of meaning studies have proven to be a prolific research area, although different claims have been made concer ning occurrence and effect and only recently have investigations started to explore the implications of negotiation of meaning during synchronous computer - mediated com munication. The studies in this book attempt to contribute to this budding area of research.
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Book based on van der Zwaard's dissertation at University of Amsterdam
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Meaning-focused activities: Jane Willis

Meaning-focused activities: Jane Willis | TELT | Scoop.it
This week we have something rather special - a guest post from Jane Willis. Jane has been a supporter of the Hands Up Project for a long time and is on the advisory panel - offering us support in bringing task based learning into the work that we do. Over to you Jane.... I have…
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Concrete suggestions for simple tasks to support language learning
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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.
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Interesting discussion of relations between theory and practice, research and pedagogy, plus references with links
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The real TBLT in Long 2016: Critical ELT

The real TBLT in Long 2016: Critical ELT | TELT | Scoop.it
TBLT stands ELT on its head doesn't it? What's a task, anyway? My posts on TBLT have led various people, many of them MA students, to ask me to clear up some misunderstandings. So here I offer bits and pieces from Mike Long’s 2016 article which I hope will clarify his version of TBLT. As usual, I’ve torn his well…
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Strong task-based language teaching from M Long, explained for teachers by G Jordan
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Javier Sánchez Bolado's curator insight, March 28, 2016 5:12 AM
Strong task-based language teaching from M Long, explained for teachers by G Jordan
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“A sophisticated and ingenious procedure” for language teaching and research

“A sophisticated and ingenious procedure” for language teaching and research | TELT | Scoop.it
Dictogloss is a teaching technique developed for teaching grammar which involves learners collaborating in groups to reconstruct in writing a text they have heard read aloud several times.
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Collaborative listening/writing task for second language learning
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Javier Sánchez Bolado's curator insight, March 24, 2016 3:37 AM
Collaborative listening/writing task for second language learning
Malachy Scullion's curator insight, March 24, 2016 5:22 AM
Collaborative listening/writing task for second language learning
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Actually Doing Task-Based Teaching | Marc Jones

Actually Doing Task-Based Teaching | Marc Jones | TELT | Scoop.it

Quick guide to implementing TBLT with concrete examples from EFL classroom

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Via @muranava @getgreatenglish

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TBLT conference: Leuven 2015

TBLT conference: Leuven 2015 | TELT | Scoop.it

The organisers of the Sixth International Conference on Task-Based Language Teaching are proud to announce the following three plenary speakers:
Alison Mackey, Geoff Petty, and Kris Van den Branden.

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#tblt2015 to follow online

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abinaya's curator insight, September 16, 2015 9:46 AM

This conference will bring together applied linguists and educational ... the potential of task-based language teaching (TBLT) for promoting first, second,  ...http://goo.gl/udXoDT

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EPAL 2015 Muller-Hartmann: tasks in telecollaboration for language learning

EPAL 2015 Muller-Hartmann: tasks in telecollaboration for language learning | TELT | Scoop.it

Researching tasks in telecollaborative teacher education – the potential of exploratory practice and activity theory

Research on the design and implementation of tasks in telecollaborative settings has been very productive, but we still lack insights into the processes on the micro level when task content is negotiated in international groups. Due to the many contextual factors that impact on the task-in-process and the fact that students have to manage a high workload in these learning environments, researcher-teachers in teacher education contexts face many challenges. An exploratory practice approach, part of a mixed method design, will not only allow to engage students in reflective learning, but it will also produce data from an emic perspective which are central to understanding issues of task-based competence development.

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Keynote at 2015 EPAL

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Taking to task(s): Task design and CALL (Tarragona, July 2015)

Taking to task(s): Task design and CALL (Tarragona, July 2015) | TELT | Scoop.it
Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities
XVII International CALL research conference. Tarragona, Spain, 4-6 July 2015.
Shona Whyte's insight:

Running a study on pre-service EFL teachers collaborating in task design and implementation. Inspired by

- Samuda, V. (2005). Expertise in pedagogic task design. In Johnson, K (Ed). Expertise in second language learning and teaching, 150-164.

- Erlam, R. (2015). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 1362168814566087.

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