FRINCOM: Framework of Intercomprehensionclaudiamewald
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.
Create a Communicative Language Classroom: Designing Listening and Speaking ...Transparent Language, Inc.
Language teachers understand that 21st century students must be able to communicate effectively with diverse people from many different cultures. In order to meet this challenge, teachers should emphasize communicative skills when instructing foreign languages. Students are required not only to understand, but also to produce language in oral and written forms. This webinar series will cover how to plan instructional activities that align with the three ACTFL modes of communication (Interpersonal, Interpretive, and Presentational), as they relate to listening, speaking, reading, and writing.
In this session, we'll discuss speaking and listening activities.
2015 ICELT The art of language learning is old school acquistion at the coreStephen j Hall
digital literacy, English language teaching, Aps for language learning
The Art of language learning applications are old school acquisition at the core
Learning a language through thousands of differing applications can now be done anywhere, anytime, whether you are on or off line. With language learning aps we can compare newly learnt language with recordings of those who speak it every day and be rated for accuracy. We can match pictures to words which suits visual learners or socialise with other learners. Learners can swap language learning across languages in on-line communities, often for free. The language learning itself in the aps system is usually organised in colourful digestible chunks, moving from simple to complex.
There is much innovative creativity as digital literacy multiplies. The paper will therefore be grounded in a survey of popular language learning applications but will argue that most language applications are really old school at the core. Delivery differs but the process of what happens in our brain when we learn new languages has been known for decades. New capabilities abound, but in essence how language learning aps work is the same as how an effective teacher helps learners acquire another language. Analysis will show how language learning applications use fundamental ideas known to any teaching today or in the last fifty years.
FRINCOM: Framework of Intercomprehensionclaudiamewald
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.
Create a Communicative Language Classroom: Designing Listening and Speaking ...Transparent Language, Inc.
Language teachers understand that 21st century students must be able to communicate effectively with diverse people from many different cultures. In order to meet this challenge, teachers should emphasize communicative skills when instructing foreign languages. Students are required not only to understand, but also to produce language in oral and written forms. This webinar series will cover how to plan instructional activities that align with the three ACTFL modes of communication (Interpersonal, Interpretive, and Presentational), as they relate to listening, speaking, reading, and writing.
In this session, we'll discuss speaking and listening activities.
2015 ICELT The art of language learning is old school acquistion at the coreStephen j Hall
digital literacy, English language teaching, Aps for language learning
The Art of language learning applications are old school acquisition at the core
Learning a language through thousands of differing applications can now be done anywhere, anytime, whether you are on or off line. With language learning aps we can compare newly learnt language with recordings of those who speak it every day and be rated for accuracy. We can match pictures to words which suits visual learners or socialise with other learners. Learners can swap language learning across languages in on-line communities, often for free. The language learning itself in the aps system is usually organised in colourful digestible chunks, moving from simple to complex.
There is much innovative creativity as digital literacy multiplies. The paper will therefore be grounded in a survey of popular language learning applications but will argue that most language applications are really old school at the core. Delivery differs but the process of what happens in our brain when we learn new languages has been known for decades. New capabilities abound, but in essence how language learning aps work is the same as how an effective teacher helps learners acquire another language. Analysis will show how language learning applications use fundamental ideas known to any teaching today or in the last fifty years.
Create a Communicative Language Classroom: Designing Reading and Writing Act...Transparent Language, Inc.
Language teachers understand that 21st century students must be able to communicate effectively with diverse people from many different cultures. In order to meet this challenge, teachers should emphasize communicative skills when instructing foreign languages. Students are required not only to understand, but also to produce language in oral and written forms. This webinar series will cover how to plan instructional activities that align with the three ACTFL modes of communication (Interpersonal, Interpretive, and Presentational), as they relate to listening, speaking, reading, and writing.
In this session, we'll discuss reading and writing activities.
Discover the easiest way ever to teach literacy skills! Through literacy centers, small group games, supporting books, songs, and art projects-- learn how to easily increase early literacy development at school and at home by creating print-rich environments.
Presentation given by Dr. Charles Browne of Meiji Gakuin University in Japan at the METU Conference in Ankara Turkey. Explains why EnglishCentral is a great solution for learning and teaching English.
Audiovisual Translation for Foreign Language Learning: New Multimodal ApproachesStavroula Sokoli
This presentation focuses on the use of Audiovisual Translation in foreign language learning and it presents ClipFlair, a web platform specifically designed for this purpose.
Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.
Pop-culture & Technology in Language LearningBrittany Don
Using technology for language learning isn't just a good idea, it is the future. Language education lags behind in taking advantage of all that is modern technology and trends. This slideshare will show you why pop-culture and technology have a place in language learning and some concrete ways you can apply it.
Create a Communicative Language Classroom: Designing Reading and Writing Act...Transparent Language, Inc.
Language teachers understand that 21st century students must be able to communicate effectively with diverse people from many different cultures. In order to meet this challenge, teachers should emphasize communicative skills when instructing foreign languages. Students are required not only to understand, but also to produce language in oral and written forms. This webinar series will cover how to plan instructional activities that align with the three ACTFL modes of communication (Interpersonal, Interpretive, and Presentational), as they relate to listening, speaking, reading, and writing.
In this session, we'll discuss reading and writing activities.
Discover the easiest way ever to teach literacy skills! Through literacy centers, small group games, supporting books, songs, and art projects-- learn how to easily increase early literacy development at school and at home by creating print-rich environments.
Presentation given by Dr. Charles Browne of Meiji Gakuin University in Japan at the METU Conference in Ankara Turkey. Explains why EnglishCentral is a great solution for learning and teaching English.
Audiovisual Translation for Foreign Language Learning: New Multimodal ApproachesStavroula Sokoli
This presentation focuses on the use of Audiovisual Translation in foreign language learning and it presents ClipFlair, a web platform specifically designed for this purpose.
Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.
Pop-culture & Technology in Language LearningBrittany Don
Using technology for language learning isn't just a good idea, it is the future. Language education lags behind in taking advantage of all that is modern technology and trends. This slideshare will show you why pop-culture and technology have a place in language learning and some concrete ways you can apply it.
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
2. What is the ultimate aim of most language learners
in terms of speaking?
Native-like production
Exposure to realistic interaction as wide-range models for learners‘ own speech
Awareness raising aimed at interactive language
Plenty of speaking practice aimed at acquiring interactive language and at
achieving a degree of idiomaticity
3. (video drama is) the nearest thing most foreign-language students have to real-
life experience of spoken meaning. (…) Language learners need video drama
because they need to understand people speaking to each other and they need
extensive exposure to realistic interaction as wide-range models for their own
speech. Jane Sherman, Using Authentic Video in Language Classroom
Why don‘t teachers tap into this resource more often?
Lack of control over the cinematic text
4. The easiest route to interactive language in video drama
leads through interactive transcript
5. • Division into chunks makes the bulk
manageable
• Student is less overwhelmed
• Teacher can navigate the movie more easily
A Mooveez-movie is divided
into lessons
6. • Bi-lingual transcript with Mooveez features
• Absolutely complete, including interjections and fillers
• Maximizes understanding of and learning through the
movie
• Enables close work with language detail thanks to the
scroll&tap option
• Perfect for voice acting activities
• Scene re-enactment activities
• Pronunciation drills
MOOVEEZ interactive transcript
7. • Easy, instant language setting
• Multiple study and teaching options
Blotter can cover either part
of the „Tap Dialogues“
8. • Mooveez “insights“ = cultural, linguistic and cinematic
notes
• Marked with a star in the dialogues and by the „avatar“
• Can be turned off after initial viewing
Wow! Insights
9. Audio flashcards
• Bi-lingual audio flashcards
• Self-created by student from the transcript
• Original sound
• Simple self-recording tool in development
1. 2. 3. 4.
10. • Easy practising tools:
• Sort | Shuffle | Order | Setting the language on top | Easy re-creation |
“Marked as mastered” feature
• Cues for storytelling
• Pronunciation drill
• Home assignments
Flashcard section
11. • Quizzes based on the language within each Mooveez
lesson
• Instant feedback
• Various types :
• comprehension check | dictation | matching, etc.
• Home assignments...
Quizzes
12. • Watching the movie „as it is“
• Instant feedback after each lesson
• Test – Teach – Test tool
Movie in fullscreen
14. STUDENT
TEACHER
Theoretical sources:
Sherman, J. (2003). Using Authentic Video in the Language Classroom. Cambridge University Press.
Thornburry, S. (2005). Ho to Teach Speaking. Pearson.
Limburg Loučková, M. (2017). How to use film dialogue in the classroom, in Voices.
https://www.britishcouncil.org/voices-magazine/how-use-movie-dialogue-classroom
Thank you!
Martina Limburg, DOS at Stories language school & trainer and didactic
consultant to MOOVEEZ Company a.s.
Get in touch with us via www.mooveezforteachers.com | teacher@mooveez.com
More info about Mooveez app: www.mooveez.com, www.facebook.com/mooveezglobal
16. • 3 main pricing options:
• Club (1/3/12 months subscription with 1 week of free trial)
• Premium (pay-per-title / download to own)
• Free (trial without commitments)
• A broad portfolio of top rated movies, documentaries and TV series
• Movies are graded (easy/ medium/ hard)
• Various genres and formats to suit all tastes
• The offer is continuously growing, varies by the market
• Additional 4 learning languages will be added shortly (GER, FRE,
RUS, ESP)
Shop
17. Whyare films used in ELT?
• for their own sake
• for comprehension
• for culture
• as a moving picture book
• as a language model:
• source of vocabulary, grammar, syntax
• up-to-date resource of accents
• they contain various kinds of discourse/ speech acts
• unique source of interactive language (video drama is for foreign
language students often the main source of IL)
18. Task-based route to autonomy with Mooveez
A RECOMMENDED PIVOTAL PROCEDURE, IN 3 STEPS:
STEP 1: perform
Ss. do the task (e.g. telling sb. off) with the language means they have
STEP 2: observe & become aware of new language
Ss. listen to “expert speakers” in the film and study the transcript noting features
they want to incorporate in their re-performance
STEP 3: re-perform
Ss. do the task again, this time incorporating the new language
19. Zooming in on step 2 and 3:
How can target language in a film be made
available for use?
a. AWARENESS
(= being aware of useful language)
by viewing a scene, then reading the transcript and selecting useful phrases
NB: the assistance of a teacher is essential here as students are often indiscriminate!
b. APPROPRIATION
(= integrating the relevant phrases)
by adopting a character and reading their lines aloud, by doing re-enactment activities and
pronunciation drills
c. AUTONOMY
(= learning to use the new language in real-time conditions)
by doing role plays whilst incorporating the new language
20. How do the Mooveez features fit in?
AWARENESS (= being aware of useful language)
• introduce the scene in MOOVEEZ FULLSCREEN
• listen & read the transcript in MOOVEEZ SPLIT SCREEN
• make MOOVEEZ FLASHCARDS with target language
• read and discuss MOOVEEZ WOW! INSIGHTS
21. How do the Mooveez features fit in?
APPROPRIATION (= integrating the relevant phrases)
• drill pronunciation with selected MOOVEEZ FLASHCARDS
• adopt a character and read their lines aloud in MOOVEEZ SPLIT SCREEN
• rehearse scenes with a set of MOOVEEZ FLASHCARDS during re-enactment
activities
• do dubbing activities in MOOVEEZ SPLIT SCREEN
22. How do the Mooveez features fit in?
AUTONOMY (= learning to use the new phrases in real-time conditions)
• do voice acting activities; make spoofs in MOOVEEZ FULL SCREEN
• use MOOVEEZ FLASHCARDS as cues in role plays where the student
incorporates self-selected phrases from the scene
23. Let's have a closer look at awareness raising
with Mooveez
(now: demo with School of Rock, a scene from lesson 8)
24. BASIC PROCEDURE, WITH MULTIPLE VIEWING:
1. activate background knowledge
(e. g. by summing up the plot so far)
1st VIEWING (FULL SCREEN):
2. check gist (e.g. What happens here between the two characters? What
does Dewey do with his words?)
2nd VIEWING (FULL SCREEN):
3. check details (e.g. Why is Dewey upset? How does Freddy feel about it?)
3rd VIEWING (SPLIT SCREEN):
4. listen & read the transcript
5. resolve residual lang. problems (focusing on MOOVEEZ WOW! INSIGHTS
first)
6. focus on target language (e.g. by What pep talk language is used in this
scene? In what language does Dewey reprimand Freddy?) and create
FLASHCARDS
(backup slides: demo with School of Rock,
a scene from lesson 8, 0:55:29)
25. What kinds of features should
we focus on when raising awareness with film?
speech acts
• (telling sb. off; talking back; giving a pep talk)
various lexical chunks
• (what’s the big deal; you had me worried sick; I was hanging out with real
rockers; rock ain’t about getting loaded and acting like a jerk; this is serious
business here, one great rock show can change the world)
communication strategies
• e.g. vague language (it's a kind of tool…), or the use of fillers (huh, man, dude,
like)
sentence stress (You had me worried sick, man.)
Představit aplikaci sakumprásk (lessons/cvičení)
TAKÉ poslech (více pokusů, můžete jít do detailu, atd.)
“říct B” -> dalším rokem v plánování takové lekce je analýza filmu (funkce, gramatika, atd.)-> mooveezforteachers, máme metodicky zprac.filmy, LPS GET IN TOUCH
Různé úrovně (díky materiálům a 3 úrovním Mooveez filmů)
Tracking the knowledge
Movies are graded (easy/ medium/ hard)
Various genres and formats (movies, series, documentaries) to suit all tastes
Our offer is continuously growing
Various types of cinematic text to suit all needs and various levels
Often this means learning stuff by heart
Dewey tells Freddy off, at the same time it’s a motivational speech
Dewey tells Freddy off, at the same time it’s a motivational speech
