Educational Technology
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Foreign Language Teaching Methods: Technology

Foreign Language Teaching Methods: Technology | Educational Technology |

"Professional development modules for foreign language instruction at the high-school and college levels."


Shona Whyte:

Orlando Kelm of the University of Texas presents a four-lesson module for foreign language teaching training on technology in the FL classroom.  The four lessons involve:


1 Time on Task
Presents how technology can aid in the learning of foreign languages by providing learners with increased time on task.


2 Context
Explores how the effective use of technology has the potential of creating a context for language learning situations.


3 Chunks and Scripts
Demonstrates how technology can play a role in providing learners with the "chunks" and "scripts" that people use in actual speech.


4 Input vs. Intake
Discusses how technology can provide learners with increased exposure to a foreign language, but more importantly, it can also serve to increase a learner's conscious awareness of what is heard.

Via Shona Whyte
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Noam Chomsky on Where Artificial Intelligence Went Wrong

Noam Chomsky on Where Artificial Intelligence Went Wrong | Educational Technology |

An extended conversation with the legendary linguist...

⌘ “Chomsky's conception of language… stressed the complexity of internal representations, encoded in the genome, and their maturation in light of the right data into a sophisticated computational system, one that cannot be usefully broken down into a set of associations. Behaviorist principles of associations could not explain the richness of linguistic knowledge, our endlessly creative use of it, or how quickly children acquire it with only minimal and imperfect exposure to language presented by their environment. The "language faculty," as Chomsky referred to it, was part of the organism's genetic endowment, much like the visual system, the immune system and the circulatory system, and we ought to approach it just as we approach these other more down-to-earth biological systems.”

⌘ “…if you get more and more data, and better and better statistics, you can get a better and better approximation to some immense corpus of text, like everything in The Wall Street Journal archives -- but you learn nothing about the language.”

⌘ “The newborn infant is confronted with massive noise, what William James called "a blooming, buzzing confusion," just a mess. If say, an ape or a kitten or a bird or whatever is presented with that noise, that's where it ends. However, the human infants, somehow, instantaneously and reflexively, picks out of the noise some scattered subpart which is language-related. That's the first step. Well, how is it doing that? It's not doing it by statistical analysis, because the ape can do roughly the same probabilistic analysis. It's looking for particular things. So psycholinguists, neurolinguists, and others are trying to discover the particular parts of the computational system and of the neurophysiology that are somehow tuned to particular aspects of the environment. Well, it turns out that there actually are neural circuits which are reacting to particular kinds of rhythm, which happen to show up in language, like syllable length and so on. And there's some evidence that that's one of the first things that the infant brain is seeking -- rhythmic structures. And going back to Gallistel and Marr, its got some computational system inside which is saying "okay, here's what I do with these things" and say, by nine months, the typical infant has rejected -- eliminated from its repertoire -- the phonetic distinctions that aren't used in its own language. So initially of course, any infant is tuned to any language. But say, a Japanese kid at nine months won't react to the R-L distinction anymore, that's kind of weeded out. So the system seems to sort out lots of possibilities and restrict it to just ones that are part of the language, and there's a narrow set of those. You can make up a non-language in which the infant could never do it, and then you're looking for other things. For example, to get into a more abstract kind of language, there's substantial evidence by now that such a simple thing as linear order, what precedes what, doesn't enter into the syntactic and semantic computational systems, they're just not designed to look for linear order. So you find overwhelmingly that more abstract notions of distance are computed and not linear distance, and you can find some neurophysiological evidence for this, too. Like if artificial languages are invented and taught to people, which use linear order, like you negate a sentence by doing something to the third word. People can solve the puzzle, but apparently the standard language areas of the brain are not activated -- other areas are activated, so they're treating it as a puzzle not as a language problem.”

Via Bilingual Study Guides
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Integrating Technology in Education - Chinese Language Teaching

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Teaching in the Digital Age

Naomi Moir, an Oxford University Press Teacher Trainer, talks about the use of technology in the English language classroom. She considers how you choose app...
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English as a Second Language

English as a Second Language | Educational Technology |
English as a Second Language (ESL) teachers teach the English language to non-native speakers of English and help these students learn to speak, read and write in English.


ESL teachers must frequently explain things through pictures, gestures and demonstrations. The goal of an ESL teacher is to make their students gain the same English proficiency as native speakers.


For More Information ON English as a Second Language,


Via SchoolandUniversity
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