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Developing and integrating teacher competences in language acquisition, pedagogy and technology

My paper on "Developing and integrating teacher competences in language acquisition, pedagogy and technology."  (Actes du colloque FICEL sur l'évolution et professionalisation des enseignants de langues)

 

The paper discusses key competences required for teaching languages with technology, and concludes with examples of projects combining research, pedagogy and technology including:

 

"the EU lifelong learning project iTILT, Interactive Technologies in Language Teaching (Whyte, Cutrim Schmid & van Hazebrouck, 2011). In this project, language researchers and teacher trainers offer professional development in the use of the interactive whiteboard (IWB) to practising language teachers with learners at all levels. After initial training, class sessions at the board are filmed, and followed by debriefing sessions with both teachers and learners. Short video clips of selected lesson episodes are then presented on the project website together with lesson plans, lesson files, and teacher and learner commentary to aid other teachers in using the IWB for language teaching. The project website also includes a variety of related resources and dissemination tools, and as teacher training and data collection proceed, the project partners inform their networks of developments via blogs and social media. Thus teaching, training and research are closely interrelated as the project teachers develop their digital  and pedagogical skills, the researchers observe classroom interaction and teacher development, and trainers create resources for future professional development using feedback from the project teachers."

 

The iTILT website (http://itilt.eu) will soon go live, allowing language teachers and teacher educators access to this free open educational resource on the interactive whiteboard (IWB) in communicative language teaching.

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Shona Whyte's curator insight, April 12, 2013 6:16 AM

Communication au colloque DILTEC, 2011.

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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EGP Online

The English Grammar Profile allows us to see how learners develop competence in grammatical form and meaning, as well as pragmatic appropriateness, as they move up the CEFR levels. This provides us with typical, world-wide grammar profiles for each level.

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Communicative competence in language assessment : What the non-language specialist can tell us - Elder, McNamara, Kim, Pill & Sato 2017

Communicative competence in language assessment : What the non-language specialist can tell us - Elder, McNamara, Kim, Pill & Sato 2017 | TELT | Scoop.it
https://doi.org/10.1016/j.langcom.2016.12.005
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Annotating speech errors and disfluencies: technical report (Cambridge)

Caines, Nichols & Buttery; Dec 2017

This document presents our guidelines for the annotation of errors and disfluencies in transcriptions of speech. There is a well-established precedent for annotating errors in written texts but the same is not true of speech transcriptions. We describe our coding scheme, discuss examples and difficult cases, and introduce new codes to deal with features characteristic of speech.
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UPLEGESS conference: Paris, June 2018

UPLEGESS conference: Paris, June 2018 | TELT | Scoop.it
Appel à communication sur les dispositifs innovants, le numérique pour l'enseignement des langues dans le supérieur
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Colloque GERAS: 15-7 Mars, Université de Mons

Colloque GERAS: 15-7 Mars, Université de Mons | TELT | Scoop.it
Les dimensions diachroniques en anglais de spécialité : enjeux communicationnels, didactiques et traductologiques
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Champion teachers: exploratory action research

Rebolledo, Smith & Bullock

The Champion Teachers project began in 2013 as a British Council / Ministry of Education initiative (originally conceived by Tom Connelly) to provide an alternative to the top-down tradition in in-service teacher education in Chile. Unlike previous initiatives, the project aimed at the promotion of continuing professional development (CPD) by advocating autonomy, reflection and empowerment and allowing English teachers to explore their own contexts and practices in order to better understand their work and promote their students’ learning.
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AFLA2018 | Association Française de Linguistique Appliquée

AFLA2018 | Association Française de Linguistique Appliquée | TELT | Scoop.it
9h30 - Café de bienvenue et ouverture de la journée par Grégory Miras (Président de l'AFLA) et Jean-Paul Narcy-Combes (Président n-1).

10h/12h - RÉPONDRE AUX BESOINS ACTUELS
A. Condamines (CLLE, CNRS et Univ. Toulouse Jean Jaurès) - La linguistique en entreprise : une linguistique ergonomique.
L. Crevier-Buchman (LPP, CNRS, Labex EFL, Laboratoire voix, parole et déglutition, Hôpital européen Georges-Pompidou) -
Place de la linguistique en clinique : compréhension, adaptation, remédiation.
L. Gianola, J. Longhi (UCP, AGORA), L. Jandot & P. Bonnet (PJGN, département science de l’analyse criminelle) -
Linguistique informatique et enquête judiciaire : de nouveaux outils pour l'analyse criminelle.

12h/13h30 - Repas libre

13h30/15h - PENSER AUX BESOINS DE DEMAIN
M. Candea (CLESTHIA, Univ. Sorbonne Nouvelle - Paris 3) - Construire un langage non sexiste en français : début d'un vaste chantier où les chercheur·euses ont toute leur place.
R. Sabria (DYLIS, Univ. de Rouen Normandie) - Langue des signes française, langue minoritaire et processus de minoration. Rôle et distance du linguiste en terrain glissant.

15h-15h30 - BILAN GÉNÉRAL de la journée et café
15h30/17h30 : ASSEMBLÉE GÉNÉRALE de l'Association française de linguistique appliquée
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Video in Language Teacher Education

The research project will collect and evaluate a range of practices where video, screen capture and audio-visual tools and frameworks are used in innovative ways in teacher training and development. The project will have three outputs: there will be a research report of teacher training and development practices using video, screen capture and audio-visual tools; there will also be a website where examples of video practices with commentaries and pdf files can be uploaded and made available to interested parties. Towards the end of the project, there will be a video conference for participants and to disseminate findings and good practice to a wider audience of teacher educators (via Adobe Connect).
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ESP teaching and learning research seminar: Brno, Sept 2018

14th ESSE Conference, Brno, Czech Republic 29 August – 2 September 2018

Call for papers – Seminar 25 A European perspective on ESP Learning and Teaching Research

Although there is increasing interest in innovative practices in
English for Specific Purposes (ESP) teaching (Shrestha, 2015; Teaching Practices in ESP today , 2016), reports in the published ES P literature are still relatively rare and , lacking theoretical underpinning tend to read like “ w ar stories and romances ” (Bowyers 1980). In particular, calls for empirical research to investigate the efficacy of ESP programmes (Master 2005) have remain ed largely unanswered , in spite of the impact of English as the language of communication between non - native speakers of English (English as a lingua franca ) on ESP programmes as well as on the type of research needed to support and design these programmes (Hewings 2002). This seminar aims to bridge these gaps and to address key issues related to resear ch in ESP teaching and learning, by inviting authors to present current research from a variety of European contexts (and from further afield) at the interse ction of the theoretical and practical dimensions of English for Specific Purposes.
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