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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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An evaluation of TTS as a pedagogical tool for pronunciation instruction: Tiago Bione, Jennica Grimshaw, Walcir Cardoso 2017

Short paper on text-to-speech for EFL input with intermediate Brazilian students. The researchers compared students' impressions and performance on tasks delivered by TTS and human voice and found little difference. They suggest TTS is suitable for pedagogical exploitation in contexts where authentic materials are in short supply.
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Resources for corpus linguistics in EFL: MH Brown

Resources for corpus linguistics in EFL: MH Brown | TELT | Scoop.it
These resources and tools are available for free. They are broken into four sections and listed alphabetically. If you have any questions, or would like to suggest another resource to add to this page, please let me know in the comments. Corpora, concordancers, engines, and analysis resources AntConc - AntConc and several other tools, such as…
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Arizona State University, Claire McLaughlin's curator insight, November 29, 10:06 PM
More sites to use for corpus.  What's useful is many of the sites listed mention which language group would find their site useful and why.
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A.nnotate.com: Upload, Annotate, Share. Online document review and collaboration - PDF, Word and HTML

A.nnotate.com: Upload, Annotate, Share. Online document review and collaboration - PDF, Word and HTML | TELT | Scoop.it
A.nnotate offers online document review, annotation, collaboration, discussion, sticky notes, pdf indexing, pdf markup, sticky notes online, comments on web pages to annotate pdf documents online with online stikis
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Édition 2018 du colloque AFLS – Appel à communications | Association d'études en langue française

Édition 2018 du colloque AFLS – Appel à communications | Association d'études en langue française | TELT | Scoop.it
Le colloque annuel de l’Association For Language Studies AFLS2018 sera accueilli par le laboratoire URI Octogone-Lordat (EA 4156) et aura lieu à l’Université de Toulouse (UT2J) du 27 au 29 juin 2018. L’édition 2018 portera sur la thématique «Langue française : mise au point sur ses usages et ses utilisateurs». Elle s’intéressera aux différents travaux de recherche apportant de nouveaux éclairages sur l’utilisation de la langue française par différents utilisateurs
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Figement et discours spécialisé : Gautier 2017

Ce volume propose un état des lieux de la recherche actuelle sur la mise en oeuvre de la catégorie du figement pour l’analyse des discours spécialisés. Les auteurs articulent l’approche du figement d’une part avec la terminologie en examinant non seulement les modalités de formation des termes, mais aussi leur profil combinatoire, leur rapport à la notion de collocation et leur fonctionnement dans la dénomination. Ils envisagent d’autre part le rôle du figement en discours et dans la phraséo-genèse du texte. Les objets d’études sont variés – textes techniques, textes de presse spécialisée, textes de vulgarisation. Les langues objets sont le français, l’anglais et l’allemand.
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The Rise and Fall of the English Sentence - Issue 54: The Unspoken - Nautilus

“[[[When in the course of human events it becomes necessary for one people [to dissolve the political bands [which have connected…
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How L2 learners of French and English express modality using verbal means: Leclercq & Edmonds 2017

How L2 learners of French and English express modality using verbal means: Leclercq & Edmonds 2017 | TELT | Scoop.it

Controlled study of use of modality in FR and EN at different levels of proficiency concludes:


"These crosslinguistic differences suggest that early L2 acquisition of verbal modal forms may progress more quickly for English than for French. This pattern could be explained with recourse to language-specific information concerning the complexity of the French system: Not only are verbs used in the French modal system subject to the same conjugation requirements as lexical verbs, but many such verbs are irregular. If this interpretation is correct, we may expect that modal adverbials play a greater role in French interlanguage than in English."

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ReAL2: novembre 2017

ReAL2: novembre 2017 | TELT | Scoop.it
Le Réseau d'Acquisition des Langues Secondes (ReAL2) a été créé en février 2017 dans le but de réunir des chercheurs et enseignants-chercheurs, en poste dans des universités et laboratoires en France, dont les travaux portent sur l’acquisition des langues secondes.

L’objectif du réseau est, entre autres, de :
✤ mettre en avant la diversité des approches théoriques et méthodologiques en AL2 ;
✤ favoriser des contacts et échanges entre chercheurs en AL2 à travers des séminaires, journées d’études, ou colloques ;
✤ promouvoir des projets de recherche communs ;
✤ participer à la formation des doctorants et jeunes chercheurs ;
✤ développer l’interface acquisition/didactique ;
✤ créer une base de données réunissant des corpus de données acquisitionnelles, orales et écrites, issus des projets passés et en cours
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Crosslinguistic Influence and Distinctive Patterns of Language Learning by Anne Golden, Scott Jarvis, Kari Tenfjord - Multilingual Matters | Channel View Publications

Crosslinguistic Influence and Distinctive Patterns of Language Learning by Anne Golden, Scott Jarvis, Kari Tenfjord - Multilingual Matters | Channel View Publications | TELT | Scoop.it
Crosslinguistic Influence and Distinctive Patterns of Language Learning by Anne Golden, Scott Jarvis, Kari Tenfjord
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