Best Practices: Library Instruction for Diverse Learnersguestf87bb2
An overview of best practices for library instruction for second language learners, those with special needs, those with cultural differences, and those with different learning styles.
Best Practices: Library Instruction for Diverse Learnersguestf87bb2
An overview of best practices for library instruction for second language learners, those with special needs, those with cultural differences, and those with different learning styles.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Technology In Modern Foreign Languages A Practitioners PerspectiveJosé Picardo
Originally published as a series of blog posts titled Technology in Modern Foreign Languages, this collection of articles explores how teachers are successfully incorporating the use of new technologies into their classroom practice with a focus on enhancing teaching and learning.
Technologies such as blogging, microblogging, web 2.0, wikis, sound recording and videoconferencing have all found their way into our classrooms and harnessing them effectively is at the heart of 21st century pedagogy.
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Technology and English Learners: A New Language, or Universal?kristinlems
presentation by Kristin Lems and Jason Stegemoller, professors at National Louis University, at the 2014 STEMTech conference in Denver, Colorado organized by theleague.org.
LANGO - mobile language learning project (EDEN Conference, Oslo, June 2013)Alan Bruce
The LANGO project is funded by the EU Lifelong Learning Program. It creates a mobile language learning tool in four lesser taught languages in Europe: Maltese, Greek, Bulgarian, Russian. It uses a calendar based course of short daily lessons - 365, one per day of the year. partners in the project come from Bulgaria, Cyprus, Malta and Ireland.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Technology In Modern Foreign Languages A Practitioners PerspectiveJosé Picardo
Originally published as a series of blog posts titled Technology in Modern Foreign Languages, this collection of articles explores how teachers are successfully incorporating the use of new technologies into their classroom practice with a focus on enhancing teaching and learning.
Technologies such as blogging, microblogging, web 2.0, wikis, sound recording and videoconferencing have all found their way into our classrooms and harnessing them effectively is at the heart of 21st century pedagogy.
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Technology and English Learners: A New Language, or Universal?kristinlems
presentation by Kristin Lems and Jason Stegemoller, professors at National Louis University, at the 2014 STEMTech conference in Denver, Colorado organized by theleague.org.
LANGO - mobile language learning project (EDEN Conference, Oslo, June 2013)Alan Bruce
The LANGO project is funded by the EU Lifelong Learning Program. It creates a mobile language learning tool in four lesser taught languages in Europe: Maltese, Greek, Bulgarian, Russian. It uses a calendar based course of short daily lessons - 365, one per day of the year. partners in the project come from Bulgaria, Cyprus, Malta and Ireland.
Bildband "Der asiatische Blick | The Asian View"Malte Clavin
Der asiatische Blick | The Asian View is a small format pictorial book (42 pages, 8 x 8 inch | 20 x 20 cm, hardcover) with portraits from Bali, Burma, Cambodia, Laos and Vietnam, each complemented with an aphorism.
The printed edition is limited to 50 copies in German language. I also offer an unlimited digital version.
Der asiatische Blick | The Asian View can be ordered at www.clavin-photo.com
The English version is planned for publication in 2010.
Resources at the Interface of Openness for Academic EnglishAlannah Fitzgerald
Presentation given at the Global OER Graduate Network (GO-GN) Research Track at the OpenCourseWare Consortium Global Conference 2014 in Ljubljana, Slovenia on April 24, 2014.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
7. TPACK in World Languages TPCK P SLA, Teaching Methods T Computer Assisted Language Learning C L2 Syntax, Semantics, Pragmatics, Phonology, Culture,
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12. World Languages Activity Types: Listening Activity Type Brief Description Possible Technologies Listen to a story Students listen to a story written and read aloud in L2. CD; Web; YouTube Listen to a broadcast Students listen to a broadcast in L2 (e.g., radio, television, news, performance). Web radio; YouTube
13. World Languages Activity Types: Speaking Activity Type Brief Description Possible Technologies Create a audio/video recording Students create a recording (e.g., a commercial for an invented or real product; “how to do it” demonstrations; a song or rap). Audio recording/ video recording; podcast Have an informal debate Students debate an issue in L2. Audioconference/ videoconference; audio recording
14. World Languages Activity Types: Reading Activity Type Brief Description Possible Technologies Read a diary/journal Students read entries from peers’ diaries/journals posted online. Web; blog; wikis Read a comic (e.g. for children; political cartoon) Students read a comic and relate it to the cultural and/or political reality/realities represented (e.g., “Mafalda,” “Maitena,” “Asterix,” “Ramón”). Web
15. World Languages Activity Types: Writing Activity Type Brief Description Possible Technologies Create a comic Students create a comic strip to apply functions, culture, grammar, and/or vocabulary related to a given topic. Word processor; drawing program; comic creation software; Photoshop Create a newspaper/newsletter/news magazine/brochure Students synthesize information from textbooks, encyclopedias, and/or websites and develop a print-based or electronic periodical. Word processor; desktop publishing software; Web authoring software; wiki
16. World Languages Activity Types: Viewing Activity Type Brief Description Possible Technologies Watch a performance Students attend a live performance or watch a recorded event (e.g., DVD of Ballet Folklórico de México, concert, play). Web; DVD; YouTube; streaming video View an exhibit Students take physical or virtual field trips (e.g., to an art museum, cultural artifacts, other students’ works, school exhibition). Web; Web-based virtual fieldtrip; videoconference
17. Combining Activity Types “Our Home and Class Dictionary” Activity Type Possible Technologies Label objects Word processor; drawing program; concept mapping software Define terms Word processor; concept mapping software, wiki Create an Illustration accompanied by text Drawing software; concept mapping software; presentation software Create a book Word processor; drawing software; presentation software; Web authoring software
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Editor's Notes
In addition to researchers’ lengthy and fruitful discussions, professional associations such as ACTFL and TESOL in collaboration with NCATE have proposed documents that provide guidelines as to what should constitute the knowledge base of world language teacher education. Interestingly enough, neither ACTFL/NCATE or TESOL/NCATE Professional Standards for Teacher Preparation have a stand alone standard that makes the case for meaningful integration of technology in the field. For the purpose of this presentation, I will provide an overview of CK and PCK as they pertain to WL before looking into the TPACK framework as conceptualized by Mishra & Koheler and sharing some examples with you.
What does it entail knowing a language? What are the contents that we need to achieve in order to be able to communicate in another language? Knowing and being able to communicate in another language entails more than being able to label objects or concepts. When we think about communicating with people who speak another language and belong to a culture different than ours, we need to take into consideration verbal and non-verbal communication, language use in context, etc.
The blending of pedagogy and content knowledge is articulated in WL to empower students to communicate across cultures. According to Richards, WL need to know theories of teaching, possess specific teaching skills, and develop their own pedagogical reasoning framed in their content area. In all, WL teachers need to be well-versed in theories of SLA, general theories of learning, age-appropriate teaching methods and their theoretical underpinnings, in order to empower their students to communicate across linguistic and cultural borders.
Computer Assisted Language Learning has taken an important place in the field of world language education. However, bringing technology into the world language classroom is not enough. As Mishra and Koheler (2006) put it, thoughtful pedagogical uses of technology require development of a complex situated form of knowledge. In the case of WL, we look at how teachers connect in pedagogically sound ways what they know about the target language and its culture to technology. A principled approach to teaching with technology requires understanding of SLA and developmental theories, emerging technologies and how they can advance present knowledge, and linguistic and cultural concepts .
One way to help teachers integrate technology effectively is to focus upon instructional planning. Research indicates that teachers plan instruction primarily according to students’ curriculum content-based learning needs. Plans for lessons, projects, and units are organized and structured with content-based learning activities . Our approach to helping teachers better integrate educational technologies into curriculum-based instruction is based upon the results of this research. Quite simply, we suggest matching technology integration strategies to existing lesson planning methods, rather than asking teachers to plan instruction that exploits the opportunities offered by particular educational technologies.
The new (conceptual) tool that can assist with technology integration is a comprehensive set of learning activity types for each curriculum area, with specific educational technologies that can best support the types of learning done within each activity. We have organized the many learning activity types into subcategories, so that each content-based collection of learning activity types forms an informal taxonomy. Once teachers have determined the learning goals for a particular lesson, project, or unit, they review the activity types for that content area, selecting and combining the learning activities that will best help students achieve the selected learning goals. Teachers may choose from the many educational technologies listed for each learning activity type to support the lesson plan in sensible, practical, and usable ways. We consider this as “grounded” technology integration, since it is based in content, pedagogy, and how teachers plan instruction. I wonder if, in each of the content articles, we should note the focus of the particular articles but also make reference to the other content articles as well?
The process of learning to communicate in a foreign language involves three modes of communication: (a) interpersonal, (b) interpretive, and (c) presentational. Since these communication modes require students to develop multiple skills that span these three modes of communication, we have organized the world languages activity types into five genres that address different skills : (a) listening, (b) speaking, (c) reading, (d) writing, and (e) viewing. Currently, we have identified 56 different activity types for world languages teaching and learning. Due to space constrains, we can’t share all of them in this article; however, readers can find the complete taxonomies on the Activity Types Wiki (http://activitytypes.wmwikis.net). The tables below provide examples of activity types in each of the five genres with a brief description and illustrations of the technologies that can be used to support each one. I don't know if these changes are any better. I was just trying to more clearly tie the 3 modes with the 5 genres.
Although each of these activity types could be used independently in a lesson plan, when combined, they offer a myriad of resources to help world language teachers make language learning more efficient and engaging. By combining activity types in a lesson plan, teachers can address the five organizing principles (Communication, Cultures, Connections, Comparisons, and Communities) of the ACTFL National Standards while attending to the three communicative modes (interpersonal, interpretive, and presentational) . The number of activity type combinations will depend on the complexity of the lesson plan/thematic unit and the language proficiency level of the learners. Below is an example of a combination that can be used for all languages in foreign language programs in elementary schools (FLES).