OpenLanguage provides language learning solutions for busy people using modern technologies. Their Tablet Textbook allows students to access language lessons on tablets and phones, with interactive features like translations, audio recordings, and flashcards. The Open Academy platform allows schools to manage students, assign courses, and monitor progress. OpenLanguage works with publishers to provide curriculum materials in various languages for professionals. Their goal is to make language learning more accessible through innovative online and mobile tools.
The document discusses the importance of using students' mother tongue in second language classrooms. It argues that using the mother tongue can help create a comfortable learning environment, transfer reading skills to help with learning the second language, and clarify vocabulary explanations. Specifically, it claims that the moderate use of the mother tongue in class can boost students' self-confidence, apply reading skills already learned in the first language to facilitate second language learning, and serve to explain confusing vocabulary more clearly than only using the second language.
This document discusses legal precedents for providing sheltered instruction and English language development to English learners. It outlines the dual obligations school districts have in law to both develop students' English proficiency through English language development, and provide meaningful access to academic content instruction through sheltered instruction. The document then defines sheltered instruction and English language development, explaining key differences and components of each. It emphasizes that both sheltered instruction and ELD are necessary to make content accessible to English learners and close persistent achievement gaps.
Ch.11 Listening for Multimedia Environmenttongsung2
The document discusses research on the use of multimedia and technology in second language listening pedagogy. It summarizes studies that have investigated how visual aids like captions, subtitles, and images impact listening comprehension. The research shows that visual support can help comprehension when it is congruent with the audio, but too many distracting visuals may be detrimental. Learner choice over playback controls is beneficial, but weaker learners may over-rely on aids instead of the audio. Overall, technology alone does not determine effectiveness; teachers must guide learners on developing metacognitive strategies for autonomous listening practice.
In most European countries, students begin learning second languages early on in school and most individuals, child or adult, are able to effectively communicate in their second language if not also in a third and fourth. In Canada, almost all of the provinces have total immersion programs set-up. Most people realize at this point that learning a second language is crucial, but for some reason, the United States has yet to significantly increase language programs.
This document discusses a study that examined the effects of using an interactive advance organizer activity prior to viewing an English language DVD on the listening comprehension of 95 intermediate university-level English language learners. The study tested four conditions: an advance organizer group, a captions group, a captions plus advance organizer group, and a control group. The study found that using advance organizers as an instructional strategy facilitated listening comprehension and reduced dependence on captions by 50% for initial comprehension. Participants also had a positive attitude towards the interactive advance organizer activity. The findings provide insight into teaching listening to language learners who typically have stronger reading skills than listening skills.
This document provides a rubric for evaluating the classroom environment based on 17 categories related to literacy. It focuses on the category of "Computers/Electronic Texts", which includes any texts accessed through electronic media like the internet, software programs, e-books, etc. The rubric evaluates factors like the quantity and variety of electronic texts, how engaging and accessible they are, and their appropriate challenge level for students. Examples of electronic texts that could be present are provided.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
The document provides a rubric to evaluate the classroom environment based on 6 categories related to literacy. The categories include computers/electronic texts, games/puzzles/manipulatives, instructional aids, trade books, reference materials, and student/teacher published work. Each category is rated on a scale of 1 to 5 based on quantity/variety, engaging qualities, accessibility, and challenge level. The rubric is intended to help teachers evaluate and improve their classroom's literacy environment.
The document discusses the importance of using students' mother tongue in second language classrooms. It argues that using the mother tongue can help create a comfortable learning environment, transfer reading skills to help with learning the second language, and clarify vocabulary explanations. Specifically, it claims that the moderate use of the mother tongue in class can boost students' self-confidence, apply reading skills already learned in the first language to facilitate second language learning, and serve to explain confusing vocabulary more clearly than only using the second language.
This document discusses legal precedents for providing sheltered instruction and English language development to English learners. It outlines the dual obligations school districts have in law to both develop students' English proficiency through English language development, and provide meaningful access to academic content instruction through sheltered instruction. The document then defines sheltered instruction and English language development, explaining key differences and components of each. It emphasizes that both sheltered instruction and ELD are necessary to make content accessible to English learners and close persistent achievement gaps.
Ch.11 Listening for Multimedia Environmenttongsung2
The document discusses research on the use of multimedia and technology in second language listening pedagogy. It summarizes studies that have investigated how visual aids like captions, subtitles, and images impact listening comprehension. The research shows that visual support can help comprehension when it is congruent with the audio, but too many distracting visuals may be detrimental. Learner choice over playback controls is beneficial, but weaker learners may over-rely on aids instead of the audio. Overall, technology alone does not determine effectiveness; teachers must guide learners on developing metacognitive strategies for autonomous listening practice.
In most European countries, students begin learning second languages early on in school and most individuals, child or adult, are able to effectively communicate in their second language if not also in a third and fourth. In Canada, almost all of the provinces have total immersion programs set-up. Most people realize at this point that learning a second language is crucial, but for some reason, the United States has yet to significantly increase language programs.
This document discusses a study that examined the effects of using an interactive advance organizer activity prior to viewing an English language DVD on the listening comprehension of 95 intermediate university-level English language learners. The study tested four conditions: an advance organizer group, a captions group, a captions plus advance organizer group, and a control group. The study found that using advance organizers as an instructional strategy facilitated listening comprehension and reduced dependence on captions by 50% for initial comprehension. Participants also had a positive attitude towards the interactive advance organizer activity. The findings provide insight into teaching listening to language learners who typically have stronger reading skills than listening skills.
This document provides a rubric for evaluating the classroom environment based on 17 categories related to literacy. It focuses on the category of "Computers/Electronic Texts", which includes any texts accessed through electronic media like the internet, software programs, e-books, etc. The rubric evaluates factors like the quantity and variety of electronic texts, how engaging and accessible they are, and their appropriate challenge level for students. Examples of electronic texts that could be present are provided.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
The document provides a rubric to evaluate the classroom environment based on 6 categories related to literacy. The categories include computers/electronic texts, games/puzzles/manipulatives, instructional aids, trade books, reference materials, and student/teacher published work. Each category is rated on a scale of 1 to 5 based on quantity/variety, engaging qualities, accessibility, and challenge level. The rubric is intended to help teachers evaluate and improve their classroom's literacy environment.
Technology to enhance curriculum & presentationnanharr28
Nancy Harris from the University of Phoenix presented on using iPod apps and BrainPOPs to enhance curriculum and instruction. The iPod can be used creatively to help students improve reading and writing skills. BrainPOPs is an animated educational resource that can be used across subjects to engage students. It was shown that iPods and BrainPOPs can be implemented in the classroom to differentiate instruction, accommodate different learning styles, and provide flexible learning opportunities for students.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
Chapter 6 second language learning in the classroomTshen Tashi
The document discusses different theories on how to promote second language learning in classrooms. It summarizes research on approaches like focusing on grammar rules early on, emphasizing listening and reading, promoting conversation, teaching both language and content, teaching based on learners' developmental levels, and combining meaning-focused and form-focused instruction. Overall, it finds that the most effective approach is to balance both form-focused and meaning-focused instruction within communicative language teaching, as purely focus on either form or meaning is insufficient for students to develop proficiency. More classroom research is still needed to better understand how to teach languages.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
Telecollaboration, lingua franca communication, and speaker satisfaction kohn...Kurt Kohn
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics:
- Reaching out beyond the traditional classroom
- Success in lingua franca communication
- Speaker satisfaction and communicative success
- Pedagogical implications
- TILA: “Telecollaboration for Intercultural Language Acquisition”
- TILA sessions in OpenSim and BigBlueButton
- Case study: ELF conversations 2.0
- User experience: pupils and teacher students
- Initial conclusions
Social skills public speaking 1 - 8 components of a great speechmselenateacher
The document outlines an educational lesson plan that teaches students the 8 components of an effective speech: choosing an appropriate topic, communicating a clear purpose, using appropriate supporting material, having an organized structure, using appropriate language, varying vocal delivery, proper pronunciation and grammar, and physical behaviors that support the message. The lesson includes activities where students explore public speaking, learn about the 8 components, apply them by grading a sample speech, and reflect on what they learned.
Cimini Five elements of a balanced literacy programccimini
This document discusses phonemic awareness and provides definitions, instructional strategies, and assessments related to teaching phonemic awareness. It defines phonemic awareness as the ability to identify and manipulate the sounds letters represent. It notes that phonemic awareness can be taught through activities like tapping out syllables, rhyming games, and using flashcards. Assessments mentioned include the Phonological Awareness Skills Test and PALS PreK assessment. The document emphasizes that phonemic awareness instruction is important for preventing reading difficulties.
First Nonfiction Reading is a brand new three-level reading series for young, emergent-level readers that helps studentes transition from phonics to reading. Each realistic fiction passage is based on a school subject and helps bridge fiction and nonfiction topics.
This document discusses various CALL (computer-assisted language learning) and MALL (mobile-assisted language learning) methods and tools. It provides pros and cons of apps like Duolingo, LiveMocha, and Anki. Ideas are presented for using smartphone features like texting, audio recording, photos, and videos in language learning. Specific mobile apps are also discussed, such as WordLens, MobiLibs, QR readers, and VoiceThread. The document concludes with an activity where teachers work in groups to design a lesson using one of the mobile learning methods.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
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.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
Cyber security and preventive measures to secure your pc. The online assignment contains a brief description on malwares and it's different types. Moreover, the assignment paper discusses various preventive measures to secure your pc. Apart from that, it contains a overall view on firewall and antivirus software. Firewall has two different types and it's is a important component in network security system.
This document provides information about an upcoming webinar on LIST 4373 being held on February 8th and 9th. It includes the login information for the webinar, an agenda of topics to be covered during the webinar such as introductions and an overview of course assignments, as well as instructions for participants on using the chat function and expectations during the webinar. The goals and objectives of the webinar are also outlined, focusing on building confidence with webinar tools and discussing key literacy concepts.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
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.
Technology to enhance curriculum & presentationnanharr28
Nancy Harris from the University of Phoenix presented on using iPod apps and BrainPOPs to enhance curriculum and instruction. The iPod can be used creatively to help students improve reading and writing skills. BrainPOPs is an animated educational resource that can be used across subjects to engage students. It was shown that iPods and BrainPOPs can be implemented in the classroom to differentiate instruction, accommodate different learning styles, and provide flexible learning opportunities for students.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
Chapter 6 second language learning in the classroomTshen Tashi
The document discusses different theories on how to promote second language learning in classrooms. It summarizes research on approaches like focusing on grammar rules early on, emphasizing listening and reading, promoting conversation, teaching both language and content, teaching based on learners' developmental levels, and combining meaning-focused and form-focused instruction. Overall, it finds that the most effective approach is to balance both form-focused and meaning-focused instruction within communicative language teaching, as purely focus on either form or meaning is insufficient for students to develop proficiency. More classroom research is still needed to better understand how to teach languages.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
Telecollaboration, lingua franca communication, and speaker satisfaction kohn...Kurt Kohn
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics:
- Reaching out beyond the traditional classroom
- Success in lingua franca communication
- Speaker satisfaction and communicative success
- Pedagogical implications
- TILA: “Telecollaboration for Intercultural Language Acquisition”
- TILA sessions in OpenSim and BigBlueButton
- Case study: ELF conversations 2.0
- User experience: pupils and teacher students
- Initial conclusions
Social skills public speaking 1 - 8 components of a great speechmselenateacher
The document outlines an educational lesson plan that teaches students the 8 components of an effective speech: choosing an appropriate topic, communicating a clear purpose, using appropriate supporting material, having an organized structure, using appropriate language, varying vocal delivery, proper pronunciation and grammar, and physical behaviors that support the message. The lesson includes activities where students explore public speaking, learn about the 8 components, apply them by grading a sample speech, and reflect on what they learned.
Cimini Five elements of a balanced literacy programccimini
This document discusses phonemic awareness and provides definitions, instructional strategies, and assessments related to teaching phonemic awareness. It defines phonemic awareness as the ability to identify and manipulate the sounds letters represent. It notes that phonemic awareness can be taught through activities like tapping out syllables, rhyming games, and using flashcards. Assessments mentioned include the Phonological Awareness Skills Test and PALS PreK assessment. The document emphasizes that phonemic awareness instruction is important for preventing reading difficulties.
First Nonfiction Reading is a brand new three-level reading series for young, emergent-level readers that helps studentes transition from phonics to reading. Each realistic fiction passage is based on a school subject and helps bridge fiction and nonfiction topics.
This document discusses various CALL (computer-assisted language learning) and MALL (mobile-assisted language learning) methods and tools. It provides pros and cons of apps like Duolingo, LiveMocha, and Anki. Ideas are presented for using smartphone features like texting, audio recording, photos, and videos in language learning. Specific mobile apps are also discussed, such as WordLens, MobiLibs, QR readers, and VoiceThread. The document concludes with an activity where teachers work in groups to design a lesson using one of the mobile learning methods.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
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.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
Cyber security and preventive measures to secure your pc. The online assignment contains a brief description on malwares and it's different types. Moreover, the assignment paper discusses various preventive measures to secure your pc. Apart from that, it contains a overall view on firewall and antivirus software. Firewall has two different types and it's is a important component in network security system.
This document provides information about an upcoming webinar on LIST 4373 being held on February 8th and 9th. It includes the login information for the webinar, an agenda of topics to be covered during the webinar such as introductions and an overview of course assignments, as well as instructions for participants on using the chat function and expectations during the webinar. The goals and objectives of the webinar are also outlined, focusing on building confidence with webinar tools and discussing key literacy concepts.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
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.
The Ease Of Language Learning through Digital Language LabSwathi Sarma
The document discusses various approaches to language teaching using technology. It describes how language is acquired versus learned, and how blended learning combines online and offline materials to provide flexibility. A core principle is delivering content through various channels to create an optimal blend for meeting learner needs. Technological aids can support communicative, theme-based, and task-based approaches. Blended learning allows for adaptability, contextualized learning, and intervention from teachers as needed. Various activity-based tools are described like discussions, reading practice, and model imitation to support skill development. Assessment and feedback are important for understanding learner progress.
Author of the No Nonsense Phonics Skills programme, Debbie Hepplewhite, provides a step-by-step introduction of the resources and how best to use them.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
Information and suggestions for systematic synthetic phonics blended teaching and learning with Wand Phonics, Phonics International and No Nonsense Phonics resources.
This document provides an overview and description of the No Nonsense Phonics Skills program. The program includes 9 pupil books that systematically teach phonics skills, as well as 9 teacher books with additional guidance. It is designed for mainstream classrooms, intervention, tutoring, and home education. The program is based on systematic synthetic phonics research and introduces sounds and letters in order of complexity. It includes daily phonics exercises, decoding practice, and spelling activities. The teacher books provide support for differentiated instruction, monitoring progress, and best practices for implementation.
The document describes a study where students learned course content by creating teaching materials for their peers in a Content and Language Integrated Learning (CLIL) course. Students found it difficult for one teacher to provide materials for many students. So students created multimodal teaching materials like audio recordings, slideshows and videos. Creating materials improved students' learning as they had to understand the content well enough to teach others. Evaluations found students preferred video and slideshow formats and enjoyed watching peer explanations. Lessons learned included providing clear guidelines and examples for creating materials and monitoring production progress.
This document discusses the use of dialogues in teaching English as a foreign language. It outlines several key points in teaching dialogues, including using them to present functional language, teach new vocabulary and structures, and engage students through activities like role playing. The document recommends that teachers first prepare students by setting the scene for the dialogue and pre-teaching any new words. It then suggests steps for presenting the dialogue, such as reading it aloud and having students listen, ask questions, and reconstruct it from key words. Finally, it stresses the importance of follow-up activities to encourage student involvement, such as continuing the dialogue or creating original dialogues.
1. Language Learning for Busy People
School Solutions
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
2. The OpenLanguage Solution
OpenLanguage partners with language schools to help them take
advantage of the best that modern web & mobile technologies can
provide. Students can study with the next generation of the language-
learning textbook, the Tablet Textbook, while teachers and
administrators can manage students & monitor activity in the
complimentary Open Academy learning management system.
Tablet Open Extensive
Textbook Academy Curriculum
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
3. Study Method
OpenLanguage encourages a ‘flipped classroom’ approach
where lectures and review are done before class, allowing
valuable classroom time to be used for practice and
coaching. The result is a more personalized and effective
learning experience. Partner schools provide the teachers.
• Introduction • Course test
• Placement test • Satisfaction survey
• Set up (materials & tech) • Student evaluation
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
4. The Tablet Textbook
The Tablet Textbook is the next generation of the textbook designed
for both teacher-led and self-directed students. Lessons include
multimedia input, extensive review activities, materials to guide
practice with a teacher and also post-class tasks. Students can save all
target language terms and review with flashcards.
Listen Prepare Practice Perform
(Lesson) (Tools) (Teachers) (Task)
*** Available in the iOS App Store & Google Play ***
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
5. A Convenient Student Experience
The Tablet Textbook is designed for busy professionals.
1. Listen to a lecture on the morning commute. 2. Study the lesson for a few minutes at work.
3. Practice in class or over Skype (OPTIONAL). 4. Review vocabulary on the way home.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
7. Platforms
The Tablet Textbook is available for the iPad, iPhone and
Android 4.0 devices. Students can also study on a computer.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
8. Tablet Textbook Springboard
After students download and login to the App they will see
the main menu on the springboard.
• Library: contains all the lessons
available
• Self-Study: contains lessons the
student saved from the Library
• Courses: a structured set of lessons
saved from the Library or assigned by
a teacher
• Vocabulary: decks of target language
terms that are saved from lessons
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
9. Library
The Library contains all the lessons available to the student
and is designed for self-study.
• Lessons can be searched by keyword,
academic level, publish date,
topic/function/grammar tag, or by
structured course.
• Lessons can be saved for future
review and will be available in Self-
Study.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
10. Courses
Courses are a structured set of lessons to help students
always know what their ‘next’ lesson is.
• Courses can be added in the Library
• Courses can be assigned by teachers
or learning consultants in the Open
Academy (see next section).
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
11. Lesson Media
The core of the lesson is a high-frequency dialogue that is
introduced by two teacher presenters in an audio or video
file.
• Students download and play the
media file
• After the file is downloaded it is
available on the device for offline
use, e.g. when on a plane
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
12. Dialogue
The Dialogue review tab allows the student to follow along
with the media file.
• Students can ‘tap’ each target-
language sentence to reveal
additional options to translate the
sentence, break down the sentence
into individual component terms,
play an audio file of a native speaker
pronouncing the sentence, record
themselves reading the sentence and
play back their own recording.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
13. Sentence Breakdown
The Sentence Breakdown option provides powerful features
for the student.
• In the Sentence Breakdown window the
student can browse all the component terms
of the sentence.
• Each term can be translated, played or saved
to the student’s personal vocabulary decks
for future review.
• Each term can also be looked up in the
glossary which contains sample sentences
from every other time the term was used.
• Students can record their own voice and
compare it to the native speaker
• Those sample sentences can also be broken
down, and so on…
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
14. Vocabulary
Just as in a textbook, Key & Supplementary Vocabulary are
available for the student to review.
• Target-language terms can be
translated, played or saved to the
student’s personal vocabulary decks.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
15. Expansion
Expansion takes the Key Vocabulary and provides sample
sentences to demonstrate other ways the terms can be
used.
• Sentence Review features are
available by ‘tapping’ on all target-
language sentences
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
16. Grammar
Key grammar points are explained and sample sentences
provided.
• Again, Sentence Review features are
available by ‘tapping’ on all target-
language sentences
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
17. Practice
To help get the most out of class time, practice materials are
available to help guide teachers and students.
• Only applicable for teacher-led
students
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
18. Task
At the end of every lesson, students have the option to
apply what they have learned with a related task.
• This task could be a written
assignment uploaded from their
computer or a recorded video
uploaded from their mobile device.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
19. Vocabulary Management
Students can save all target-language terms to their
vocabulary decks.
• Decks can be created, edited or
deleted.
• Students can organize the terms they
are studying into the deck of their
choice.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
20. Flashcard Review
Flashcards help the student reinforce the vocabulary from
their lessons.
• Students can ‘tap’ flashcards to reveal
hidden information
• Students can determine what
information they want to see before
and after ‘tapping’ in the Settings
section.
• Spaced repetition features will be
added.
• There is no need for a written
flashcard ever again!
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
21. Offline Mode
The “Offline Mode” of the Tablet Textbook allows students
to study previously downloaded materials in places where
there is no Internet access (e.g. on an airplane).
Green dots indicate if
content is available
offline for:
• Course data
• Lesson data
• Media files
• Term audio
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
22. Old & New Compared
The Tablet Textbook provides the value of a traditional
textbook and a lot more.
Traditional Textbook Tablet Textbook
Lesson Input √ √
Multimedia With tape, CDROM or √
language lab
Review Activities (dialogue, vocabulary, expansion, grammar, √ √
exercises)
Re-mixable Courses √
Sentence Review Features √
(translate, drilldown, native speaker audio, audio recording, audio
playback)
Support for Student Output (post-lesson Exercises & Tasks) √
Ability to Save Vocabulary & Integrated Flashcards √
Study History Data
(ability to power smart lesson recommendation engine, progress
tracking, etc.) √
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
23. The Flipped Classroom
The Tablet Textbook is designed to support “Flipped
Classroom” instructional models.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
24. Branding Options
We offer 3 different branding options for the Tablet Textbook
website and mobile apps.
Default Branding White-Label, Custom Interface
Default Interface
• Students use the default • Students use a • Partner school develops
OpenLanguage-branded standardized version of their own web interface &
Tablet Textbook web and the web interface and mobile apps that can
mobile apps mobile apps, but visual access the OpenLanguage
identity and branding is learning platform and
customized. learning materials (via API)
• Teachers use the • Teachers use the
OpenLanguage-branded OpenLanguage-branded
Open Academy Open Academy
No additional cost $20000 upfront, $4000 Development costs covered
annual maintenance fee by partner school
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
26. Student Management
Administrators can use the Open Academy features on the
OpenLanguage website to create and manage student
accounts.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
27. Course Assignment
Learning Consultants or Teachers can assign specific courses
to students.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
28. Study Activity
In the Open Academy, teachers track student activity and
provide feedback. These insights help teachers better
understand where students are succeeding and failing to
allow them to personalize their coaching efforts.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
29. Reporting
Administrators can monitor student usage with login &
session history. Progress can be tracked through scores for
lesson exercises and course tests. Student satisfaction
surveys are also available.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
31. English-Language Training Materials
Our ESL curriculum is designed to help white-collar
professionals enhance their English skills and cultural
awareness to be more effective global employees.
Highlights:
1. Practical courses to reflect high-frequency, real-life work contexts.
2. Coverage of 4 language skills – reading, writing, listening and speaking.
3. Alignment with Common European Framework (CEFR) levels.
4. General business English courses, as well as specialized courses targeting
specific skills (e.g. presentation skills).
5. Custom-made course development to meet clients’ specific needs on
demand.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
32. English-Language Training Materials
There are currently 5 professional courses available with
new courses developed every month.
Elementary Course Intermediate Course Upper-Intermediate Course
Presentation Course information contact HankInterviewhank.horkoff@openlanguage.com or +86 186 1681 7395.
For more Horkoff at
Course
33. Materials for English Speakers
In addition to English training, OpenLanguage has a number
of other partner publishers covering the instruction of
Arabic, Chinese, French, Italian, Russian & Spanish.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
35. About OpenLanguage
OpenLanguage was founded in January 2012 with the goal
of using technology to help busy people learn a new
language. We are ‘open’ to three industry stakeholders.
Students Schools Publishers
The Tablet Textbook The Open Academy The Publisher Zone
Students study their learning Schools can integrate learning Language experts produce
materials on their tablet, smart materials and study tools with modern learning materials that
phone or computer. their classrooms using free can be distributed to tablets,
learning management system smart phones & computers
(LMS) tools. Customized solutions around the world.
(e.g. white-labeling) are available
for an additional fee.
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.
36. Case Study #1 – Qasid Arabic Institute
Based in Jordan, Qasid uses the OpenLanguage Tablet
Textbook to provide learning materials for its students, while
using the Open Academy website features to maintain full
management control.
Marketing Website Arabic Lessons on the Open Academy
(independent of OpenLanguage Student Management
OpenLanguage) Tablet Textbook
For more information contact Hank Horkoff at hank.horkoff@openlanguage.com or +86 186 1681 7395.