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Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013

Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013 | TELT | Scoop.it

Shona Whyte and Julie Alexander

 

Interactive whiteboard (IWB) research shows variation in classroom interactivity (Beauchamp & Kennewell, 2010) and a need for sustained teacher support (Cutrim Schmid & Whyte, 2012).  iTILT (interactive Technologies in Language Teaching), a 2-year European project on the IWB for communicative language teaching, was conceived partly in response to these findings and as an opportunity for further research. The project has produced a website for language teachers featuring over 250 short video clips of IWB-supported classroom practice, supplemented by relevant teacher and learner comments, created by filming 44 teachers in 81 classes involving different languages, ages, and levels of proficiency in primary, secondary, university and vocational contexts in 7 European countries. 

 

The present study focuses on data from 9 French EFL teachers in three educational sectors who participated in a dedicated online support space set up for the duration of the project.  The data are participants' contributions to the limited stream of a Google+ circle including teachers and researchers.

 

Results show variation in contributions across the 9 teachers, and reveal a number of areas of general concern, but also allow the isolation of specific interactions which affected classroom practice, with implications for teacher education in languages with technology.

 

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766.


Cutrim Schmid, E., & Whyte, S. (2012). Interactive Whiteboards in State School Settings: Teacher Responses to Socio-Constructivist Hegemonies. Language Learning & Technology, 16(2), 65-86.

Shona Whyte's insight:

Our paper on iTILT teachers in France has been accepted for the SAES conference in Dijon in May 2013.

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Qu’est-ce qui s’est passé ? Des questions stéréotypées chez les apprenants du français

Qu’est-ce qui s’est passé ? Des questions stéréotypées chez les apprenants du français | TELT | Scoop.it
Despite a good command of the grammar and the pronunciation of one’s second language, a non-native speaker often remains identifiable by his way of formulating his utterances, which do not necessarily correspond to those formulations found to be natural by native speakers of his new language. Difficulties associated with what Bardovi-Harlig (2009) called conventional expressions are most particularly found in the area of pragmatics, and these difficulties have attracted more and more interest from researchers in second language acquisition. The current article contributes to this research trend with an examination of a corpus constiting of responses to a discourse completion task completed by native speakers of French and Anglophone learners of French, with the goal of identifying those linguistic sequences preferred by the two groups in their realization of the speech act of questionning. The results reveal important differences between the natives’ and nonnatives’ use of linguistic stereotypes in formulating questions. In particular, the nonnatives tend to establish a one-to-one association between a linguistic string and a type of question.
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Prononcer les langues : appel à contribution

Prononcer les langues : appel à contribution | TELT | Scoop.it
Le numéro est à paraître en mai 2019. Les résumés (3 pages) sont à envoyer avant le 1er avril 2018 aux adresses suivantes : gregory.miras@univ-rouen.fr ; laurence.vignes@univ-rouen.fr
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Language teachers’ perceptions on the use of OER language processing technologies in MALL

(2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning. Ahead of Print.
Shona Whyte's insight:
Survey by Perez Paredes and colleagues suggests  FL teachers in UK and Spain support technology mediated learning in theory more than in practice, particularly with respect to mobile devices and more sophisticated corpus tools
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