The document discusses key concepts from sociocultural theory, including Vygotsky's zone of proximal development (ZPD), Bruner's concept of scaffolding, and theories around participation and collaborative dialogue. The ZPD refers to the distance between a learner's actual development level and their potential development when assisted by a teacher or peer. Scaffolding involves simplifying tasks and marking critical features to help students problem solve. Participation theories view learning as arising through interactions rather than direct instruction, and collaborative dialogue examines how learners provide assistance to each other.
Presentation by Svetlana Dembovskaya, Loyola University Chicago, and Liudmila Klimanova, University of Iowa, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
As integration of Internet-based social networking sites (SNSs) becomes increasingly popular in foreign language classrooms, the use of SNSs is particularly critical in the context of teaching less commonly taught languages, where students' exposure to the target language and its users is usually limited or even minimal. A foreign language educator, however, should be cautioned against the seemingly culturally unbiased nature of social networking environments. Recent studies show that, in online community spaces, cultural values and norms are established using methods similar to those of offline communities (see, for example, Hanna & de Nooy, 2003, 2009; Pasfield-Neofitou, 2011). We designed a project spanning two semesters that brought a rich and authentic target language social networking community, VKontakte, into Russian beginning and intermediate college-level classes. At the same time, we provided continuous structured guidance and regular opportunities for American students to reflect individually and in groups on their emerging insights into culturally determined uniqueness of the VKontakte online community. The students created their own profile pages, worked with students in partner universities in Russia and the Ukraine to complete weekly communicative tasks in Russian, and participated in online discussion forums. Analysis of students' weekly reflections and interactions with keypals appears to show that, over the course of the project, students developed more sensitivity to culturally salient features of the Russia-based social-networking community. Yet, the instructor's guidance was instrumental in developing culturally appropriate interpretation of Russian online culture. In conclusion, we will discuss the rewards and challenges of integrating social networking projects into foreign language classroom instruction.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
There are various methods of teaching English.Through those methods students are getting interested in English learning.These are through games,songs and even video films .These ways are not only structural and giving information by words but by miming and acting.
A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.
Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism
Useful, possibly to syllabus designers of such materials
Useful to teachers who are looking for ways to enhance their own language knowledge and performance
If looking for such a course, please have a look at the course at my centre:
http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
Presentation by Svetlana Dembovskaya, Loyola University Chicago, and Liudmila Klimanova, University of Iowa, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
As integration of Internet-based social networking sites (SNSs) becomes increasingly popular in foreign language classrooms, the use of SNSs is particularly critical in the context of teaching less commonly taught languages, where students' exposure to the target language and its users is usually limited or even minimal. A foreign language educator, however, should be cautioned against the seemingly culturally unbiased nature of social networking environments. Recent studies show that, in online community spaces, cultural values and norms are established using methods similar to those of offline communities (see, for example, Hanna & de Nooy, 2003, 2009; Pasfield-Neofitou, 2011). We designed a project spanning two semesters that brought a rich and authentic target language social networking community, VKontakte, into Russian beginning and intermediate college-level classes. At the same time, we provided continuous structured guidance and regular opportunities for American students to reflect individually and in groups on their emerging insights into culturally determined uniqueness of the VKontakte online community. The students created their own profile pages, worked with students in partner universities in Russia and the Ukraine to complete weekly communicative tasks in Russian, and participated in online discussion forums. Analysis of students' weekly reflections and interactions with keypals appears to show that, over the course of the project, students developed more sensitivity to culturally salient features of the Russia-based social-networking community. Yet, the instructor's guidance was instrumental in developing culturally appropriate interpretation of Russian online culture. In conclusion, we will discuss the rewards and challenges of integrating social networking projects into foreign language classroom instruction.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
There are various methods of teaching English.Through those methods students are getting interested in English learning.These are through games,songs and even video films .These ways are not only structural and giving information by words but by miming and acting.
A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.
Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism
Useful, possibly to syllabus designers of such materials
Useful to teachers who are looking for ways to enhance their own language knowledge and performance
If looking for such a course, please have a look at the course at my centre:
http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
Lev Vigotsky's sociocultural theory - Willma ViallePsicologiaPUCP
Presentación del taller presentado por la Dra. Willma Vialle en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Vialle's presentation at the event "Psychology at the PUCP aligned with the world psychology". 27.04.2017
Write a summary.Describe the main points of the article and how it.docxsyreetamacaulay
Write a summary.
Describe the main points of the article and how it relates to the week's course and text readings.
Evaluate the article on the basis of your own thoughts and perspectives on the topic covered.
Article 1
KRISTEN HAWLEY TURNER
Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing.
Lily: heyyyy (:
Michael: waszgud B.I.G.?
Lily: nm, chillennn; whatchu up too?
Michael: Watchln da gam3
Lily: mm, y quien ta jugandoo?
Michael: Yank33s nd naTi0naLs.
Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii
Michael: i n0e, th3y suCk.
Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee.
Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3.
Lily: AHA, naw gee thats easy $ for youu ! =p
Michael: loliwaSplAylnG wl y0u. =D
Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (;
Michael: iight pe3cE
As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong.
When I first encountered “computer-mediated language” (Crystal
2001
: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting.
The Journey of a “Grammar Guru”
I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom.
When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.
Classroom integration of interactive technologies to support learner autonomyShona Whyte
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390
Also blog post here: http://bit.ly/19VK0T2
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
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.
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.
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.
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.
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.
3. ZPD
Vygotsky defined the ZPD as:
“the distance between the actual developmental level as
determined by independent problem solving and the
level of potential development as determined through
problem solving under adult guidance or in collaboration
with more capable peers” (1978: 86).
6. Using language fluently (without conscious effort)
Using language reasonably fluently (with conscious effort)
(self-regulated learner)
ZPD
Using language with assistance from teacher or peer
(other-regulated learner)
Language too difficult for learner
ZPD forms in situations; it is NOT in someone’s head
7. Scaffolding
The six features of scaffolding:
1. Recruiting interest in the task
2. Simplifying the task
3. Maintaining pursuit of the goal
4. Marking critical features and discrepancies between
what has been produced and the ideal solution
5. Controlling frustration during problem solving
6. Demonstrating idealized version
8. Participation
“learners are not wholly under the control of the teacher, [and] that
they have some freedom concerning the nature and extent of their
participation in class” (Allwright, 1980, p. 166).
Participation arises from:
Teacher, context, peers, task, previous knowledge etc
Learner contributions / interpretations / improvisations
Individual cognitive and social dynamics
Temporal / knock-on effects
task-as-plan
vs.
task-in-action
9. Student’s written output
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Wy are you late to school Eric.
Ehmmh… im… went to the wrong school Yeh! thats right
Eric!!! How did you manage to go to the wrong school.
Eh… wel
Answer me!!!!!!
I lent map and my compas to a friend on that school
But you said that you did go to the wrong school
I did go to the wrong school befor I went to the other school
to pick up my map
I GIV UP
Well… let my take a look on your homework
I dident do my home work
WYE
Well… eh… becouse i… eh… my mom diddent come home last
night and I was to wory to do my homework
Oh, I GIVE UP! Well... class, the lesson is over Take a brake
10. Collaborative Dialogue
Morten:
my mom --
Tim:
W-O-R-Y <L1 we write L1>@
Tim:
didn't
Morten:
so worry
(2)
Tim:
I was too worry
Morten:
come (1) home (...) last night
Tim:
<L1 du you want to include this? L1>
Morten:
<L1 let’s only do one more L1>
well ehm --
Tim:
<L1 yes, like this L1>
Morten:
(12 second pause)
and
and I --
(1) last night
(2) and I ehm --
and I was worry
and I --
last (.) NIGHT
(..) forget --
(2)
forgot to do my homework
Morten:
and (.) I was worry?
(2)
Tim:
I was --
Tim:
Morten:
(...) too worry to do my home work
Morten:
(.) too worry to do my
homework?
ja
(1.5) <L1 how do you write L1>
worry?
too worry
Tim:
do (..) my (.) homework
11. References – Sociocultural theory
Cameron, L. (2001). Teaching languages to young learners. Cambridge, Cambridge
University Press.
Donato, R. (1994). Collective scaffolding in second language learning. Vygotskian
approaches to second language research. J. P. Lantolf and G. Appel. Norwood, NJ,
Ablex: 33-56.
Gallimore, R. & Tharp, R. (1990). Teaching mind in society (pp. 175-205). In
L. Moll (Ed.). Vygotsky and education: Instructional implications and social
applications of sociohistorical psychology. New York: Cambridge University
Press.
Mercer, N. (1995) The Guided Construction of Knowledge: talk amongst teachers and
learners. Clevedon: Multilingual Matters
Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing
Just One. Educational Researcher 27: 4-13.
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological
processes. Cambridge, MA, Harvard University Press.
13. For Next Week
Read the Sue Palmer article
Read the EBL handout
Diary – identify some key entries / points
Reflect on what you might want to look into during
the EBL phase
