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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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TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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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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