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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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In Defense of Tasks and TBLT: Nonissues and Real Issues | Long 2016

In Defense of Tasks and TBLT: Nonissues and Real Issues | Long 2016 | TELT |
In Defense of Tasks and TBLT: Nonissues and Real Issues - Volume 36 - Michael H. Long
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Visuals for Foreign Language Instruction

Visuals for Foreign Language Instruction | TELT |

"This site contains hundreds of visual aids (illustrations) that can be used to support instructional tasks such as describing objects and people (i.e., teaching vocabulary) or describing entire events and situations (i.e., teaching grammar)."


Over 400 line drawings, searchable and browsable, free to use for educational purposes, spotted by Larry Ferlazzo.

Aulde de Barbuat's curator insight, March 5, 2013 5:50 AM

Absolutely excellent. Very brainfriendly. Thanks again Annie

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Foreign Language Teaching Methods: Technology

Foreign Language Teaching Methods: Technology | TELT |

"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.

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Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

Shona Whyte:


Here's a very practical discussion of group formation for second language interaction by Judith Rance-Roney in the English Teaching Forum 2010.  It begins with some second language research supporting the importance of interaction for language acquisition, then looks at a variety of ways of grouping students to maximise their learning opportunities.  It's based on ESL for higher education in the US, but applicable to foreign language contexts also for the most part.


I've picked out some do's and don'ts which I think are valuable:


- consider fixed groups, saving planning time and allowing learners to get to know each other

- also consider a roster of groupings, to make different groups for different tasks/topics

- group students by proficiency; keep a class list ordered by language level for quick reference

- assign roles to group members: leader, scribe, reporter, vocabulary monitor, time monitor

- allow 5 minutes' study time for learners to absorb new language or instructions before group work begins


- feel bound to make groups of equal numbers: put 3 quiet students together so that they have to participate, but 6 louder students so they have to take turns

- consistently mix high and low proficiency learners: the stronger students will dominate

- always group by affiliation: learners who do not know each other well accomplish more on-task learning

- always avoid grouping same-L1 learners together: L1 discussion can be helpful and code-switching can lead to greater analytic depth

Via Phil Chappell
Shona Whyte's insight:

This file has moved: I'm going to use it with pre-service teachers preparing for a teaching placement

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