3 ideas for second language teaching
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Interlanguage (Selinker), instructional design (Thorndike), communicative competence (Swain). Additional links: http://bitly.com/bundles/whyshona/5
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Beyond communicative language teaching: new sociolinguistic realities, new ch...
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new “sociolinguistic realities” not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
Learning To Rise Power Point
This document discusses instructional practices for promoting writing development in English language learners (ELLs) in Myla Mohler Bashford's first grade classroom. It notes that 61 ELL students speak 14 different languages. Effective practices include explicit writing instruction, using oral language and vocabulary together with writing, creating a safe environment for learning, and being culturally responsive. Oral language development through one-on-one conversations and small groups lays the foundation for writing. Using mentor texts allows students to emulate techniques from books and develop their own ideas. Assessment includes goal setting, questioning, samples, and portfolios.
Input and interaction
The document discusses input and interaction in second language acquisition. It defines input as the language learners are exposed to, such as from teachers, other students, and their environment. Comprehensible input is language that learners can understand. The document also discusses foreigner talk, teacher talk, interlanguage talk, and the input hypothesis. Interaction involves negotiation between two or more individuals that allows learners to receive feedback on their language production. Effective interaction strategies include slowing speech and requests for clarification.
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
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1. The document discusses the ConBaT+ project, which aims to show that a plurilingual and content-based language teaching approach is feasible.
2. A plurilingual and content-based approach empowers all students, regardless of language, and makes school a successful experience for personal development.
3. However, such approaches are not yet common due to running against ideas of the nation-state and views of language teachers as experts, rather than collaborators across subjects.
Call for upload
This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
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Beyond communicative language teaching: new sociolinguistic realities, new ch...
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new “sociolinguistic realities” not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
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The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
Learning To Rise Power Point
This document discusses instructional practices for promoting writing development in English language learners (ELLs) in Myla Mohler Bashford's first grade classroom. It notes that 61 ELL students speak 14 different languages. Effective practices include explicit writing instruction, using oral language and vocabulary together with writing, creating a safe environment for learning, and being culturally responsive. Oral language development through one-on-one conversations and small groups lays the foundation for writing. Using mentor texts allows students to emulate techniques from books and develop their own ideas. Assessment includes goal setting, questioning, samples, and portfolios.
Input and interaction
The document discusses input and interaction in second language acquisition. It defines input as the language learners are exposed to, such as from teachers, other students, and their environment. Comprehensible input is language that learners can understand. The document also discusses foreigner talk, teacher talk, interlanguage talk, and the input hypothesis. Interaction involves negotiation between two or more individuals that allows learners to receive feedback on their language production. Effective interaction strategies include slowing speech and requests for clarification.
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482Plurilingualism & CLIL: ConBat +
1. The document discusses the ConBaT+ project, which aims to show that a plurilingual and content-based language teaching approach is feasible.
2. A plurilingual and content-based approach empowers all students, regardless of language, and makes school a successful experience for personal development.
3. However, such approaches are not yet common due to running against ideas of the nation-state and views of language teachers as experts, rather than collaborators across subjects.
Call for upload
This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
TPCK: Use of ICT to teach/improve competence in listening to English
The document discusses using ICT to improve competence in listening to English as a second/foreign language. It outlines the technological, pedagogical and content knowledge required and provides examples of online resources that can be used for listening practice, including podcasts, videos, and interactive exercises. The intended learning outcomes are to develop skills in designing listening tasks and identifying global listening resources using blended learning approaches.
Interaction and second language acquisition: an ecological perspective
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
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In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
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This document discusses language development standards and expectations for English learners in California. It provides an overview of the English Language Development Proficiency Level Descriptors, which describe language acquisition as a continuum from Emerging to Expanding to Bridging proficiency levels. The descriptors cover the three communication modes of collaborative, interpretive, and productive language, as well as two dimensions of language knowledge: metalinguistic awareness and accuracy of production. The document also examines implications for integrated and designated English language development, assessment, and teacher preparation.
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Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding". In: A. De Houwer & A. Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam/Philadelphia: John Benjamins.
Kohn, K. (2014). “A pedagogical space for ELF in the English classroom”. In: Y. Bayyurt & S. Akcan (eds.). Current perspectives on pedagogy for ELF. De Gruyter Mouton.
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This document discusses input, interaction, and output in second language acquisition. It defines input as the language a learner is exposed to, interaction as the conversations learners participate in which allow them to receive feedback, and output as language production which can help learners develop grammar. The document also examines feedback, both explicit and implicit, negotiation of meaning between interlocutors, and the role of attention in intake from input. It notes common misunderstandings of the interaction approach and debates regarding explicit versus implicit learning.
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1) The document discusses input and interaction in second language acquisition. It defines input as the language directed at the non-native speaker through listening and reading. Input must be comprehensible and slightly above the learner's level.
2) The document also examines Stephen Krashen's Input Hypothesis which posits that language is acquired through comprehensible input that is one stage above the learner's current ability.
3) Interaction involves face-to-face communication between language learners and promotes language development through receiving feedback and negotiating meaning.
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This document discusses dilemmas in teaching primary literacy in a second language to adults. It argues that oral skills are necessary for developing literacy and that literacy also promotes oral skills. It examines whether language skills are unitary or separate and the prerequisites for learning a language and literacy. These include phonological awareness, memory, and visual skills. Practice is important for developing literacy skills but oral skills should come first. Adults face different challenges than children in developing literacy. New tools like DigLin and EU-Speak 2 aim to support a balanced focus on oral skills and literacy development.
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1. The document discusses using technology to improve reading skills, including developing oral reading fluency through assisted reading techniques like paired reading.
2. It also explores using literacy circles and other classroom activities to improve reading comprehension, and suggests post-reading activities like creating digital stories.
3. Technology-mediated activities are recommended such as digital literacy circles or online forums to discuss readings, as well as independent reading programs and creating digital stories to share on YouTube.
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Introduction to Translanguaging in the ESL/EFL Classroom
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Lang is everywhere and nowhere
This document discusses language development standards and expectations for English learners in California. It provides an overview of the English Language Development Proficiency Level Descriptors, which describe language acquisition as a continuum from Emerging to Expanding to Bridging proficiency levels. The descriptors cover the three communication modes of collaborative, interpretive, and productive language, as well as two dimensions of language knowledge: metalinguistic awareness and accuracy of production. The document also examines implications for integrated and designated English language development, assessment, and teacher preparation.
Perta Daryai-Hansen
This document summarizes a PhD thesis on language representations in Denmark and Germany based on a multilingual empirical approach. The thesis compares how foreign languages are represented in the discourses of both countries within the framework of their official language and educational policies. It analyzes over 3,000 excerpts from documents between 2003-2008 using comparative critical discourse analysis and sociology of language to theorize how language hierarchies are constructed through representation and choice. Key findings include the positioning of English, immigrant languages, and inclusive vs. exclusive practices in each country's discourse.
Kohn, Teaching towards ELF competence in the English classroom, ELF 7 Athens,...
ELF is increasingly being recognized as a learning objective in educational standards for secondary schools and teacher education (e.g. in the state of Baden-Württemberg, Germany). ELF pedagogy thus seems to be gaining ground in traditionally “hostile” EFL territory. At the same time, however, EFL professionals on all levels of expertise are still harbouring the suspicion that teaching ELF is all about "teaching incorrect English". Much of the persistent antagonism between ELF and EFL is due to misunderstandings based on hidden differences regarding focal interests and key conceptualizations both in research and pedagogy. In my presentation, I explore ways in which the rift between ELF and EFL can be bridged to provide a common ground for integrated pedagogical solutions. Guidance and orientation is provided by an ensemble of communicative-constructivist principles and assumptions concerning the communicative nature of language competence, language acquisition as creative construction, the status of Standard English as a teaching/learning goal, and the role of speaker satisfaction for communicative success (Kohn 2011, 2014). Against this backdrop, I sketch out a pedagogical approach geared to the requirements and purposes of ELF communication. Learning objectives include awareness raising as well as knowledge and skills development for comprehension, production, and interaction. Special attention is given to enabling learners to trust and explore their own non-native speaker creativity (Kohn 2014). Learning tasks and activities suitable for ELF practice and development are described and discussed with reference to online resources and environments available from various European projects. This includes online BACKBONE interviews with ELF speakers from different European countries as well as TILA lingua franca conversations in videoconference and virtual world settings.
Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding". In: A. De Houwer & A. Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam/Philadelphia: John Benjamins.
Kohn, K. (2014). “A pedagogical space for ELF in the English classroom”. In: Y. Bayyurt & S. Akcan (eds.). Current perspectives on pedagogy for ELF. De Gruyter Mouton.
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The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
Input, interaction, and output in sla
This document discusses input, interaction, and output in second language acquisition. It defines input as the language a learner is exposed to, interaction as the conversations learners participate in which allow them to receive feedback, and output as language production which can help learners develop grammar. The document also examines feedback, both explicit and implicit, negotiation of meaning between interlocutors, and the role of attention in intake from input. It notes common misunderstandings of the interaction approach and debates regarding explicit versus implicit learning.
5 Engergizing Activities Handout 3
The document discusses five energizing activities to boost vocabulary production and retention for second language learners. It recommends having students create stories and songs using target vocabulary words from weekly class lists. This allows students to practice using different aspects of word knowledge, like meaning, collocations, grammar, and appropriateness, in longer oral and written pieces. By producing language in context to achieve a communicative goal, this activity can facilitate retention of vocabulary through deeper internalization of word knowledge. Students also find the task fun.
The role of English language and ICT in education
This presentation was the part of the 2nd Comenius meeting as a seminar for teachers where we discussed roles of both ICT and English language in education and business. The title of the Comenius LLL project is "Enterprising, healthy and creative"
Interctive Approach
The document summarizes the origins and development of research on interaction and second language learning. Early studies examined modifications in native speaker (NS) input to non-native speakers (NNS) and differences between baby talk and foreigner talk. Later research found NS modifications could negatively impact NNS participation and argued NNS-NNS interactions provide more opportunities for negotiation of meaning. Additional studies explored the importance of learner output in interaction and comprehensible output for second language acquisition.
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This document provides principles and techniques for teaching grammar to children. The key principles are that grammatical accuracy and meaning are both important, and that grammar should be taught through meaningful contexts and real communication. Some recommended techniques include using classroom routines and management language, conversations with children, noticing activities with pictures and grids, questionnaires and information gap activities to help children attend to grammatical forms in an engaging way.
Input and Interaction--Group 10 SLA
1) The document discusses input and interaction in second language acquisition. It defines input as the language directed at the non-native speaker through listening and reading. Input must be comprehensible and slightly above the learner's level.
2) The document also examines Stephen Krashen's Input Hypothesis which posits that language is acquired through comprehensible input that is one stage above the learner's current ability.
3) Interaction involves face-to-face communication between language learners and promotes language development through receiving feedback and negotiating meaning.
Alfarådet 2014
This document discusses dilemmas in teaching primary literacy in a second language to adults. It argues that oral skills are necessary for developing literacy and that literacy also promotes oral skills. It examines whether language skills are unitary or separate and the prerequisites for learning a language and literacy. These include phonological awareness, memory, and visual skills. Practice is important for developing literacy skills but oral skills should come first. Adults face different challenges than children in developing literacy. New tools like DigLin and EU-Speak 2 aim to support a balanced focus on oral skills and literacy development.
TPCK: Using IT to develop/improve reading skills
1. The document discusses using technology to improve reading skills, including developing oral reading fluency through assisted reading techniques like paired reading.
2. It also explores using literacy circles and other classroom activities to improve reading comprehension, and suggests post-reading activities like creating digital stories.
3. Technology-mediated activities are recommended such as digital literacy circles or online forums to discuss readings, as well as independent reading programs and creating digital stories to share on YouTube.
Vocabulary PD.ppt
This document outlines a workshop on building vocabulary for English language learners (ELLs). The workshop includes activities like discussing an unfamiliar text to experience what it's like to read as a new language learner. Participants then brainstorm strategies for supporting ELL vocabulary development. Suggestions include explicit vocabulary instruction, using graphic organizers and sentence frames, incorporating target words into lessons, and ensuring instruction connects to students' different learning styles. The goal is for educators to collaboratively develop a bank of effective vocabulary-building strategies for ELLs.
FRINCOM: Framework of Intercomprehension
This contribution to the 10th International Conference of Multilingualism and Third Language Acquisition describes a framework of intercomprehension - FRINCOM - which developed from an ERASMUS+ project called PALM.
TP 6 Translanguaging as a Pedagogical Tool
The document is a questionnaire answering questions about translanguaging as a pedagogical tool based on a chapter from the book "Translanguaging with Multilingual Students" by Ofelia Garcia and Trevor G. Kleyn. The questions cover topics such as how Garcia defines named languages and their relationship to linguistic systems, the two views of bilingualism, the origins of translanguaging, Cummins' Interdependence Hypothesis, code-switching vs translanguaging, the importance of recognizing students' full linguistic repertoires, elements of a translanguaging design, the importance of assessment, and supporting translanguaging in multilingual classrooms.
Jane Woodin
Doing multilingual research and researching multilingually involves considering several issues. Researchers must question assumptions about differences in conceptual meaning between languages and consider strategies for handling potential linguistic or conceptual clashes. The translation process should be identified and translators/interpreters should be involved in the research process in a way that is fit for purpose. All communication involves translation and researchers have a responsibility to represent participants and languages appropriately, even when speaking the same language as participants.
Petra Hoffstaedter & Kurt Kohn (2014). Task design for intercultural telecoll...
This document summarizes two case studies from the EU project TILA, which explores using telecollaboration for intercultural foreign language learning in secondary schools. The first case study examined tandem conversations between French and German students in virtual worlds, finding that technical problems impaired communication. The second case study compared lingua franca conversations between Dutch and French students using videoconferencing and forums, finding that students preferred communicating from home and appreciated discussing topics in a shared foreign language. Both studies provided insights into effective task design and class organization for telecollaborative foreign language learning.
BICS and CALP
Jim Cummins developed a theory distinguishing between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). BICS refers to conversational language skills, which second language learners can develop within 2-5 years. In contrast, CALP involves more technical academic language skills and can take 4-7 years to develop, depending on various learner factors. Cummins also distinguished between context-embedded communication providing supports like gestures, and context-reduced communication providing fewer clues, as well as cognitively undemanding versus cognitively demanding types of communication.
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Interaction and second language acquisition: an ecological perspective
Interaction and second language acquisition: an ecological perspective
Introduction to Translanguaging in the ESL/EFL Classroom
Introduction to Translanguaging in the ESL/EFL Classroom
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Kohn, Teaching towards ELF competence in the English classroom, ELF 7 Athens,...
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Petra Hoffstaedter & Kurt Kohn (2014). Task design for intercultural telecoll...
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The document discusses issues related to teaching pronunciation. It begins by outlining the agenda, which includes a discussion of articulators, the problem of pronunciation in language teaching, and tips for teachers. It then describes the problem of pronunciation being marginalized and difficult to teach and learn. The document provides three tips for teachers: taking an intelligibility perspective rather than focusing on accent reduction; prioritizing segmentals and suprasegmentals; and using multiple modalities like software and tactile methods. It gives examples applying these tips, such as practicing vowel contrasts and nuclear stress through various activities.
Bilingual and multilingual children
The document discusses deafness and sign language. It covers types of hearing loss, styles of sign language used in Australia, deafness as a culture rather than a disability, etiquette when working with deaf individuals, basic signs to use with children, and strategies for working with deaf or hard of hearing children. These include maintaining eye contact, reducing background noise, repeating information in different ways, and using visual cues and sign language. The goal is to provide an understanding of deafness and communication strategies when working with deaf children.
Richard tierney 16th spet
This document appears to be from a presentation on creativity and creative thinking. It discusses various topics related to creativity including creative companies, different types of creative personalities, the creative ladder and process, and encourages the reader to take action and not delay in their creative pursuits. The document contains many copyright notices and is authored by Richard Tierney from Creative Talks.
Critical analysis on book
Curriculum Development: A Guide to Practice (8th Edition) by Jon Wiles and Joseph C. Bondi provides a comprehensive examination of curriculum development divided into four parts: perspectives, procedures, practices, and prospectives. The book offers both a historical philosophical examination of curriculum development as well as consideration of global and technological influences. It serves as a practical guide for curriculum professionals with its examination of curriculum tasks and issues at elementary, middle, and secondary levels.
Group project
Group 4 analyzed the course book "New English File Intermediate." They examined:
1. A gap between the book's aims of practical communication and learners' needs. Suggestions include teachers tailoring lessons to learning styles/goals.
2. The book's methodology of integrating skills and using tasks, with strengths in variety but weaknesses like lack of choice. Teachers could add creative activities.
3. The content's updated topics, strong skill development activities but some deductive aspects, and visual aids that decorate but don't connect to lessons. Suggestions target these issues.
Bilingual Interpreter/Translator Handbook - Clark County School ...
This document provides an overview and guidelines for bilingual translators and interpreters working for the Clark County School District in Nevada. It outlines the orientation and training process for new hires, which includes shadowing a mentor for 6-8 weeks. It describes technical training, expectations, equipment usage, file organization, assignment procedures, documentation requirements, and special projects like interpreting at rural schools or clinics. The purpose is to facilitate effective communication between English and non-English speakers involved with the school district.
Designing a thematic curriculum, George Faux, Shireland, October 2013
The document outlines a 5-year plan to radically change the curriculum at a struggling academy school. Key elements included implementing a thematic, competency-based curriculum focused on skills rather than content delivered by single teachers to small groups of students. Other reforms encompassed a bespoke tracking system, structured pastoral support, and collapsing the timetable one day a week for achievement workshops. The goal was to foster rapid literacy and numeracy gains through a holistic approach addressing all areas of student development. Initial outcomes saw improved progress, relationships, and student well-being.
Edu555 week 1
This document provides information about the EDU555 Curriculum and Instruction course for week 1. The course will cover curriculum and instruction principles, procedures, and practices. It will also focus on instructional approaches, methods, techniques and materials. The course outcomes include being able to design curriculum, syllabus, lesson plans and evaluate instructional materials. The course content will cover topics like curriculum models, evaluation, school curriculum, syllabus design, instructional objectives, and microteaching. Assessment includes tests, presentations, course design projects, lesson plans and class participation. Policies on grading, dress code and attendance are also outlined.
Diapositivas sindy
This document discusses key concepts in second language acquisition including interlanguage, which refers to a learner's language system with its own rules, and pedagogical effects, which looks at measuring the effectiveness of language teaching practices in promoting second language learning. Interlanguage research rejects the idea that a learner's language is imperfect, but instead its own language developing over time. While studies have evaluated all areas of language learning and teaching methods, it is too much to summarize their findings in general.
Isfd 41 chapter 9 speaking
This document discusses factors that affect speaking in a second language, including linguistic, pragmatic, and sociocultural considerations. It notes that speaking is often the most difficult skill to learn as it requires comprehending and producing language in real time while attending to social and contextual cues. The document outlines strategies for developing speaking abilities, such as role plays, discussions, using compensatory strategies, and receiving feedback. It emphasizes the importance of authentic speaking practice and developing sociopragmatic competence to communicate effectively in a new language.
Cambridge University Press ELT Publications
Cambridge University Press is the publishing house of the University of Cambridge. It was established in 1534 and is the oldest printing and publishing house in the world. As a not-for-profit organization, its primary goal is to support learning. It publishes high-quality learning materials and uses new technologies to aid teaching and learning. It has offices around the world and works closely with educational institutions to understand local needs and provide custom publishing solutions.
A research agenda for leslla_
This is the final version of Martha Bigelow and Elaine Tarone's powerpt from their plenary talk, "A Research Agenda for LESLLA".
Learner Language
Learner language, also known as interlanguage, refers to a language system that develops between a learner's native language and the target language being learned. This developing system has characteristics of both the native language and target language, as well as general patterns that emerge across learners. Studying learner language and the errors they make provides insight into how learners acquire a new language over time and the developmental sequences they progress through, such as first acquiring simple grammatical structures before more complex ones. While the first language influences the interlanguage, many developmental patterns are similar across learners of different native languages.
Speaking
This document discusses strategies for teaching speaking skills in a second language. It begins by noting that speaking has often been viewed as the most demanding of the four language skills. It then states that the goal of teaching speaking should be the development of communicative competence, as proposed by Canale and Swain. Oral skill classes are generally structured around functional uses of language. The document provides several websites with useful speaking activities and exercises. It concludes with a bibliography of references on teaching speaking and oral skills.
History of TESOL
TESOL was established in 1966 to address the lack of a single professional organization for teachers of English to speakers of other languages. It was formed through the merging of five existing organizations concerned with teaching English as a second language. TESOL's mission is to ensure excellence in English language teaching globally. The organization represents over 13,000 members across more than 120 countries. TESOL conferences in the 1960s helped establish the need for the new organization and a dedicated journal for the field.
Needs Analysis Part 1
Who will be involved
Philosophies of Needs Analysis
Brown, J. D. 1995. The Elements of Language Curriculum.
E10 02 (cap4)
This document discusses interlanguage and the natural route of second language acquisition. It defines interlanguage as the systematic language knowledge that is independent of both the learner's first language and the target second language. Interlanguage refers to the structured system learners construct at each stage of development, as well as the series of interconnected systems that form the learner's "built-in syllabus". The natural route of second language acquisition follows broad stages of development similar to first language acquisition, though the order may differ due to factors like the first language. Input and interaction play an important role in second language acquisition.
Interlanguage7777
Interlanguage refers to the language system that language learners develop as they learn a new language. This system is different from both the learner's native language and the target language. It is influenced by language transfer from the native language, overgeneralization of target language patterns, and use of known words and grammar to communicate. An interlanguage is systematic but dynamic, changing over time through a creative process as the learner interacts with the target language environment. It is also variable depending on context and reduced in complexity compared to the target language.
Some whys and hows of teaching pronunciation
This document discusses priorities for teaching pronunciation in a foreign language. It identifies five key priorities:
1. Comprehensibility - Ensuring students can be understood when speaking.
2. Social acceptability - Teaching sounds that will not cause irritation or amusement to native speakers.
3. Ease of production - Focusing on sounds that are relatively easy for students to produce.
4. Functional load - Emphasizing sounds that distinguish many familiar words.
5. Likely bad habits - Addressing sounds that could lead students to develop habits affecting other sounds.
A Developmental View of Listening Skills
This document summarizes different types of listening and strategies for developing listening skills. It discusses global listening vs selective listening. It also outlines top-down listening vs bottom-up listening and describes an interactive model. Finally, it provides examples of listening exercises for different proficiency levels from novice to advanced and the processing goals for each level.
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Communicativ competence
The document defines communicative competence as the ability to communicate one's intended message. It identifies four main competences needed for communicative competence: grammatical, discourse, pragmatic, and strategic competence. Grammatical competence involves language rules, discourse competence involves coherent texts, pragmatic competence involves context-appropriate language, and strategic competence involves efficiently conveying one's message. The document also discusses teaching language from a communicative perspective, focusing on both form and meaning through authentic use of all four competences.
Pc2
This document defines communicative competence and its components: grammatical, discourse, pragmatic, and strategic competence. It also discusses related concepts like interlanguage, teaching from a communicative perspective, and intercultural competence. Communicative competence refers to the ability to communicate effectively through mastery of a language's grammar as well as sociocultural norms and communication strategies. Teaching for communicative competence focuses on developing all language skills through meaningful, authentic use of language in various contexts.
Pc2
The document defines communicative competence as the ability to communicate what you want to communicate. It identifies five areas of competence needed for communicative competence: grammatical, discourse, pragmatic, strategic, and fluency. Each area is described, with grammatical competence involving understanding and producing language correctly, discourse competence involving coherent texts, pragmatic competence involving suitable utterances for contexts, and strategic competence involving efficiently communicating messages. The document also discusses teaching from a communicative perspective, focusing on both form and meaning through authentic language use involving all competences.
Communicative competence
Communicative competence refers to the ability to communicate effectively and involves several competencies. It includes grammatical competence involving language rules, discourse competence involving coherent texts, pragmatic competence involving context-appropriate language, and strategic competence involving communication strategies. Being communicatively competent means having the skills to convey one's intended message. Teaching should focus on developing all competencies together through authentic language use involving listening, speaking, reading and writing.
Improved approaches presentation 2012
The document discusses various language teaching methods and approaches, including grammar-translation, audiolingualism, communicative language teaching, task-based instruction, and content-based instruction. It provides descriptions of the key elements and procedures of each approach, and notes critiques of some approaches. The focus of many modern approaches is on using the target language for meaningful communication rather than rote memorization and translation exercises.
CLIL_TEACHINGENGLISGDIFFERENTLY_SCREPANTI_MARINA
This document provides an overview of Content and Language Integrated Learning (CLIL), including its definition, history, principles, goals and benefits. CLIL is an approach where subjects are taught in a foreign language to support both content learning and language acquisition. The document discusses different types of CLIL programs and frameworks like the 4Cs. It also outlines strategies and resources for effective CLIL lesson planning, including choosing appropriate content and language objectives, activities, and outcomes.
Clil course for eTwinning Learning Event Screpanti
This document provides an overview of CLIL (Content and Language Integrated Learning). CLIL is an approach to teaching subjects such as science or geography through the medium of a foreign language. The document discusses the benefits of CLIL in developing subject knowledge and language ability. It also outlines different types of CLIL implementation and principles for effective CLIL teaching, including the use of scaffolding techniques and a focus on interaction, output, and developing thinking skills.
Part one
in eliciting a learner’s answer.
• 4-As prompter: while learners are doing tasks.
• 5-As participant: in joining in activities with learners.
• 6-As resource: in providing information to learners.
• 7-As tutor: in giving individual attention to learners.
Classroom integration of interactive technologies to support learner autonomy
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390
Also blog post here: http://bit.ly/19VK0T2
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Unplugging your teaching
1. Dogme ELT focuses on conversation-driven and materials-light language teaching that allows for emergent language use.
2. It emphasizes interactive classroom talk and taking advantage of learning opportunities that occur naturally through conversation.
3. The document argues that who is in the classroom matters more than resources, and teachers should listen to learners and make lessons personally meaningful and relevant to their needs and interests.
LANGUAGE ACROSS THE CURRICULUM
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Differentiating content literacy instruction for all students
Workshop presented at TN TESOL 2012 on behalf of Benchmark Education using their Rigor program and talking about best practices.
X-based language teaching approaches
The document discusses different approaches to language teaching, highlighting their common bases. It notes that task-based, project-based, theme-based, and content-based approaches prioritize meaning, closely relate to learners' lives, are supported by rich resources, and highly motivate students. The approaches view language learning as being "just-in-need" rather than "just-in-case".
3. beyond four skills
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching additional languages where subjects like history or geography are taught through the medium of the additional language. It explains that CLIL aims to teach both content and language simultaneously. It provides examples of how CLIL can be integrated into the classroom, such as selecting familiar topics, simplifying language used, and providing opportunities for students to use the target language productively. The document notes benefits of CLIL for students, such as increased motivation and preparation for future studies where English is used.
Staff development 0810
This document discusses disciplinary literacy in teaching mathematical literacy. It notes that only 50% of learners take mathematics, and many do not pass, which led to the new curriculum including mathematical literacy. Mathematical literacy focuses on everyday numeracy, technology, and authentic real-world contexts. There is a gap between reading word problems and finding solutions, as reading is under-emphasized. The document proposes filling this gap by explicitly teaching reading strategies, modeling metacognition, focusing on subject language, and facilitating discussion. The outcome would be a scaffolded reading program integrated across subjects, staff training, multilingual glossaries, and a handbook to support disciplinary and academic language development.
Communicative approach
The communicative approach views language as a tool for communication. The goal is to develop students' communicative competence by having them use the language for meaningful purposes through tasks and activities. It focuses on fluency over accuracy and sees culture as everyday lifestyle. Lessons incorporate information gap, choice, and feedback activities. The syllabus is based on functions, notions, tasks or skills. Errors are tolerated during fluency activities.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Thesis defense
This document summarizes Luis Emilio Flores Leiva's action research project on implementing an English unit focused on environmental issues with 10th grade students in Chile. The unit utilized various communicative and technology-based activities to develop students' English skills. Assessments included an essay and video interview assignment. While the essay helped develop writing skills, students lacked supporting arguments. The interviews were collaborative and creative but some lower-achieving students did not fully participate. Overall, the unit helped students improve their English communicative competencies, but individual self-evaluations and additional interactive activities could further enhance student learning and participation.
Integrating Skills Growing Talents
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
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The document discusses plans for the AILA 60th anniversary celebration, including video interviews with influential figures in AILA's history. The interviews will focus on definitions of applied linguistics, connections between AILA and its local affiliates, collaboration and networking, and visions for the future. The videos will be edited and published on AFLA's YouTube channel in preparation for AILA's anniversary events in 2023 in Europe, 2024 in Asia, and 2025 in the Americas.
Converging trends
Converging trends?
Cultures of teaching and learning in English for Specific Purposes in the UK and France
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The document summarizes Shona Whyte's presentation on bridging gaps between didactique des langues (DDL) and second language acquisition (SLA) research through 12 key terms. It discusses how the terms have been defined in key texts from 1967 to the present across French and English sources. Some conclusions are that while there are few differences in how terms are defined, French sources favor learning in Krashen's sense, the term "foreign language," and inclusion of grammar and culture in teaching. English SLA sources maintain a learner perspective. The purpose is to facilitate communication between those concerned with understanding second language learning in instructional contexts.
LSP in higher education pedagogy
This document discusses the contribution of language specialists to innovation in higher education pedagogy. It notes that English teachers are needed for both language support and interactive pedagogy. It also discusses how linguists can take content lecturers' interests into account in English medium instruction. The document then examines connections between language and non-language pedagogy through various teaching practices used by language and other subject specialists, such as blended learning on Moodle, blogging, videoconferencing, making videos, and project-based learning.
Communication médiatisée par les technologies en anglais à l'école primaire
Colloque l'école au 21e siècle, Cergy, octobre 2021
SHOUT4HE ebooks: teacher education in higher ed contexts
The document discusses ebooks created as part of the SHOUT4HE project. It provides links to four ebooks available on the SHOUT4HE library website covering topics like sharing open education practices using technology in higher education. The ebooks contain thematic compilations of teaching examples and commentary from teacher educators. The document also discusses concepts like communities of practice and their role in supporting innovation in higher education pedagogy through informal knowledge sharing among educators.
L'écran et la classe de langues
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A Golden Age of ESP teaching: 20th century practice
This document discusses the history of English for Specific Purposes (ESP) teaching and teacher education in the 20th century. It focuses on four key figures in British ESP from the 1970s-1980s: John Swales, Tim Johns, Tony Dudley-Evans, and Jack Ewer. These pioneers prioritized developing tailored ESP teaching materials and collaborative practices between language and content teachers. However, there was less focus on learner needs, language acquisition theory, and evaluating learning outcomes. More recently, ESP didactics has aimed to address these gaps by taking a more learner-centered approach and drawing on theories of second language acquisition.
Teaching philosophy
This document provides a summary of Shona Whyte's background and areas of teaching and research. It indicates that Shona Whyte is a native English speaker from Scotland who holds a BA in Languages from Heriot-Watt University and a PhD in Linguistics from Indiana University. Her areas of teaching include oral English, translation, applied linguistics, language teacher education, and English for Specific Purposes. Her research focuses on interactions in second language classrooms, Computer-Assisted Language Learning, English for vocational studies, and open educational resources.
Acquisition et enseignement des langues étrangères en milieu guidé
Séminaire Montpellier 3, 5/02/2020
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ESP and why it’s not: learner motivation, teacher competence, and indigenous ...
This document discusses English for Specific Purposes (ESP) and issues around learner motivation, teacher competence, and assessment criteria. It explores debates between ESP proponents like Chris Kennedy who saw its benefits, and critics like Gerry Abbott who argued ESP's goals may not match learners' motivations and that its approaches overly reduced language teaching. The document also examines how content specialists evaluate language skills differently than applied linguists, prioritizing communication effectiveness over formal linguistic features. In summarizing indigenous assessment perspectives, it concludes communicative competence models should consider broader criteria than those of language testers alone.
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...
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PRELA symposium: Lyon 2019
Some key terms in L2 studies and didactique des langues: acquisition, learning, communicative competence
Programme Symposium PRELA 2019
This symposium aims to improve collaboration between French and English scholarly communities in applied linguistics by addressing differences in terminology and concepts. It will examine methodological challenges and applications in language education, focusing on key areas like corpus linguistics, language for specific purposes, language learning contexts, and language pedagogy. Interactive talks will highlight areas of cross-linguistic agreement and divergence within these topics. The goal is to foster discussion and identify open questions to further collaboration in this important field.
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3 ideas for second language teaching
- 1. SLA for FL teaching 3 key ideas about language learning & teaching
- 2. Interlanguage development •each learner reinvents their own mental grammar of the new language interlanguage: not my first language (L1) not my second language (L2) a different, idiosyncratic representation of L2 interlanguage development learning technology communicative competence
- 3. each learner reinvents their own mental grammar of the new language • subconscious learning (acquisition) • innate developmental patterns • differential progress interlanguage development learning technology communicative competence
- 4. if learning occurs subconsciously, teachers should reduce • grammar-translation • error correction • whole-class, lockstep teaching X interlanguage development learning technology communicative competence
- 5. if learning occurs subconsciously, teachers should provide • comprehensible input • opportunities for output • focus on form (reflection on grammar) interlanguage development learning technology communicative competence
- 7. Learning Technology “If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one interlanguage development learning technology communicative competence
- 8. “... would page two become visible, and so on, much that now requires personal instruction could be managed by print.” (Thorndike, 1923) interlanguage development learning technology communicative competence interlanguage development learning technology communicative competence
- 9. Edward Thorndike design instructionnel DESIGN INSTRUCTIONNEL 1923 “Si, par un miracle d’intelligence mécanique, un livre pouvait être agencé de telle manière que seul celui qui fait ce qui lui est demandé sur la première page . . . Enseignement des langues Compétences de l’enseignant La formation des enseignants
- 10. Edward Thorndike design instructionnel INSTRUCTIONAL DESIGN 1923 “... aura accès à la page suivante, et ainsi de suite, une bonne partie de ce que fait aujourd’hui l’enseignant pourrait être gérée par écrit.” •décentrage de la classe •l’autonomie de l’apprenant •enrichir et étendre l’apprentissage avec les TICE Enseignement des langues Compétences de l’enseignant La formation des enseignants
- 11. Language use •communicative competence •scaffolding •task-based learning interlanguage development learning technology communicative competence
- 12. Communicative competence not just linguistic knowledge (vocabulary, grammar) ability to use language in real time; spontaneously appropriately in a meaningful context interlanguage development learning technology communicative competence
- 13. scaffolding PROBLEM: learners need language support (pronunciation, vocabulary, grammar) for communicative activities interlanguage development learning technology communicative competence
- 14. feedback PROBLEM: it is difficult to provide useful feedback to numerous groups of learners interlanguage development learning technology communicative competence
- 15. Interaction/communication TASK-BASED LEARNING •pre-task, tasks, reflection •internet communication: mail, forums, social media •class exchanges: tandem/twinning projects, videoconferencing interlanguage development learning technology communicative competence
- 16. and so? interlanguage development input, interaction, reflection learning technology to foster learner autonomy communication and task-based learning interlanguage development learning technology communicative competence
- 17. Further reading on interlanguage instructional design communicative competence http://bitly.com/bundles/whyshona/5