This document discusses open educational practices in language teaching, with a focus on telecollaboration. It provides an overview of beliefs about language teaching and learning, including ideas from Lightbown & Spada. Telecollaboration activities should focus on meaning over form, include information gaps, not pre-teach all language, and result in authentic use. Synchronous and asynchronous exchanges can be written or oral. Examples of projects integrating telecollaboration in secondary language learning are provided. Copyright considerations for open resources are also addressed.

1. A WINDOW ON THE WORLD
Open educational practices in language teaching
Shona Whyte, iTILT Multiplier Event, 13 January 2016, Nice

2. “… we cannot really teach language,
we can only create conditions in
which it will develop spontaneously
in the mind in its own way …
-Von Humboldt (1767–1835)

3. BELIEFS
ABOUT
LANGUAGE
TEACHING AND
LEARNING
Quiz

4. LIGHTBOWN & SPADA: HOW LANGUAGES ARE LEARNED.
➤ Languages are learned mainly through imitation.
➤ The earlier a second language is introduced in school
programmes, the greater the likelihood of success.
➤ Most of the mistakes which second language learners make are
due to interference from their first language.
➤ Teachers should use materials that expose students only to
those language structures which they have already been taught.
➤ Learners' errors should be corrected as soon as they are made
in order to prevent the formation of bad habits.
➤ When learners are allowed to interact freely (e.g., in pair or
group activities), they learn each others' mistakes.

6. TASK CRITERIA
➤ focus on meaning (not form)
➤ information gap
➤ language not all pre-taught
➤ outcome
authentic language use

8. telecollaboration
professional
networks
copyright &
permissions
Tasks for language teaching and learning

9. TELECOLLABORATION
➤ what do we mean by tele-
collaboration?
➤ why is it useful for language
learning?
➤ what kinds of activities work
best?

10. Technology in language learning/teaching: the contribution of telecollaboration

11. TELECOLLABORATION
➤ types of collaboration
➤ synchronous versus asychronous
➤ written versus oral
➤ tasks
➤ information exchange tasks
➤ comparison and analysis tasks
➤ collaborative tasks
➤ tools

12. “… telecollaborative tasks can be of an informal type,
requiring learners to engage in general conversation with
their partners about hobbies and interests, or they can be
very structured in nature, requiring students to collaborate
in the production of a particular document or product. Some
telecollaborative tasks may involve a clear focus on linguistic
form, while others may lead to greater reflection on cultural
aspects of the foreign language.
O’Dowd & Ware, 2009

13. SECONDARY EFL
➤ live communication
➤ French and Dutch pupils
➤ English as a lingua franca

14. Robert O’Dowd

15. INTENT PROJECT:
UNICOLLABORATION
http://uni-collaboration.eu/

16. TILA: EU PROJECT
http://tilaproject.eu/

17. COPYRIGHT & PERMISSIONS
➤ playing fair
Creative commons licences
➤ playing safe
permissions

18. Odd one out?
x
copyright
x
x

20. CCO - NO ATTRIBUTION
➤ morguefile
➤ unsplash
➤ pixabay
http://bit.ly/1Sh0ePW

21. PROFESSIONAL NETWORKS
➤ EU projects
➤ TILA
➤ INTENT
➤ http://www.scoop.it/t/telt/?
q=telecollaboration
➤ Cyberlangues

22. REFERENCES
➤ Goodman, E. (2015). Teach
me what I need to say.
(Videocast)
➤ Kurek, M. & Skowron, A.
(2015). Going open with
LangOER. PDF
➤ UNESCO (2012). Paris OER
declaration. PDF