Do The Math Web 2.0 + Esp = Esp 2.0!
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- The document discusses using Web 2.0 technologies like blogs, voice threads, and Flickr to enhance an English language class by developing students' knowledge of other cultures and allowing authentic communication in English. - Some challenges included lack of time, technical problems, and uneven work from students, but benefits included students creating meaningful content and learning new things through connectivity and collaboration. - The goal was to incorporate collaborative writing, reading, speaking and listening skills through interactive Web 2.0 platforms.
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Tesol chile conference newsletter 2009
This document discusses using a genre-based approach to teach academic writing to graduate students at the University of Michigan. It focuses on three key points:
1) A genre-based approach teaches students the conventions of academic writing by having them analyze example texts in a particular genre. This helps students acquire the functional language needed for that genre.
2) The author implemented this approach in an academic writing course for English pedagogy students in Chile. Students analyzed academic journal articles to learn the genre and practiced the writing process.
3) Web 2.0 tools can be effectively used in language teaching by encouraging student output, collaboration, and language awareness. Blogs allow writing practice, wikis facilitate collaborative projects,
Innovations2010
The document discusses using social media tools to engage students more effectively in learning. It provides examples of how the instructor incorporated social media like wikis, blogs, and photo sharing in two Spanish language courses. Surveys of students' digital skills showed variation within generations. Strategies included adapting assignments, providing technology choice, and discussing privacy/copyright. Benefits were more student control, personalized learning, and reflecting on digital literacy issues. Limitations included tool malfunctions and not all students addressing discussed topics.
Understanding New Learners and Reconsidering Learning Pathways - Teaching and...
This is a presentation for the ClipFlair conference organised by the Faculty of Letters (Babes-Bolyai University) in Cluj-Napoca, Romania, 9-10 May 2014.
Teaching English as a Foreign Language (EFL, ESL) is an attractive professional choice, with increasingly varied career and research options. Since the early 1960s, English for Specific Purposes (ESP) has gradually become one of its prominent areas, with various sub-fields gaining recognition and being subject of (interdisciplinary) research ranging from applied linguistics and communication to psycho- and sociolinguistics and intercultural studies. The provisions for the study of foreign languages, particularly English, in Romanian higher education, have followed closely or even preceded the developments needed to adjust to the changes affecting economy, society and education in the aftermath of the historical events in 1989 and the country’s admission in the European Union (2007).
The current paper describes the case of ESP in Babes-Bolyai University, by tracing its beginnings and coming of age and presenting the challenges raised by current issues of student internalisation, academic study/communication needs and the new perspectives growing from the emerging paradigm of lifelong learning and the integration of Information and Communication Technologies. The author’s personal experience in implementing a blended learning environment for teaching ESP is used to highlight the benefits and the challenges encountered in the process as well as directions for future developments. Finally, based on the view that ESP is a work-in-progress, founded on the continuous analysis of needs, means and institutional and cultural contexts, a curricular and research proposal is made that includes solutions for the development of learning skills needed in academic study, continuous language learning and lifelong learning.
Webquest 2.0 Presentation
The document discusses using Web 2.0 WebQuests to teach English language learners. WebQuests are inquiry-oriented activities where students gather information from online sources like podcasts, blogs and wikis. They allow for creative collaboration, information sharing and research opportunities to develop students' language and literacy skills. WebQuests simulate how students use technology daily and expand how ELLs can use English. Considerations for creating WebQuests include the context, students' language levels, learning objectives and goals, topic and purpose for using technology. Sample WebQuest topics and resources are provided.
Tesol 2010.
This document summarizes an experience integrating communication technologies to support language and cultural development for English language students in Colombia. Technology like Skype and a learning management system were used to connect students in Colombia with students learning Spanish in the US. Students participated in asynchronous forum discussions and synchronous chats on personal topics. They designed presentations about themselves and had video calls to interact directly. The experience motivated students and improved their language skills and cultural understanding through authentic interaction with peers abroad. Some challenges included technical issues and lack of experience with the technologies.
ENGLISH– equipping for life
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
Project template English-equipping for life
The project aims to establish an after-school English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games and workshops. By using English online and interacting with international partners, students can become more informed global citizens. The project involves surveying community members, researching best practices from other countries, developing a program, implementing regular meetings and workshops over the school year, and evaluating the project's impact through student feedback. The final products will include presentations, videos and a blog documenting the work.
EVALUATE PROJECT: The Role of English as a Lingua Franca in Virtual Exchange ...
Presentation at the AILA 2017 Conference in Rio as part of the ELF REN Symposium on the role of ELF in the EU Policy Experiment #EVALUATE_EU
The Advantages ofUsilng Technology inSecond Lanlguage E.docx
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
EFL 537 CALL Topic Presentation Slideshow
The document discusses the importance of considering culture in online course design. It notes that online courses that do not account for cultural differences among students are likely to fail. The key to creating a successful online course is cultural adaptation. The document provides examples of activities and assessments that can be adapted based on student culture, such as learning journals, blogging, and online discussions. It also includes links to additional resources on online course tools, cultural communication studies, and assessments.
Language learning resources
A presentation with relevant information about the nature, design, and use of language learning resources.
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Do The Math Web 2.0 + Esp = Esp 2.0!
- 1. Do the math: ESP + Web 2.0 = ESP 2.0! Ramona Bran University of the West Timisoara Department of Modern Languages and Social Informatics
- 2. Larry Ferlazzo http://larryferlazzo.edublogs.org/
- 9. RISE students talking about Romania, http://voicethread.com/share/88714/
- 11. Our group
- 13. Global Community of Practice www.flickr.com/photos/15373542@N00/19667746
- 17. Thank You! Questions? Email me at: [email_address]