The theme and abstracts for the 4 papers in our CALL teacher education symposium on designing courses for tomorrow's teaching contexts. EuroCALL conference, Thursday 21 August in Groningen, the Netherlands.
Hybrid course in English for translation practiceMENON Network
The document describes a hybrid English for translation course that combines technological innovation and tutor support to increase learner autonomy. The objective is to motivate learners, encourage collaboration, and develop learning strategies. The course provides authentic input and allows learner-selected materials. The tutor's role is to support both language acquisition and ICT skills. The practice started due to a challenging teaching context and technological opportunities, and was financed by the University of Nice Sophia Antipolis. Barriers included institutional constraints and the need for technology and learning strategy training. Creative solutions involved redefining learning needs and goals. In the future, the practice will be integrated into pre- and in-service teacher education courses and additional EU projects.
This document profiles Shona Whyte, a linguistics professor who specializes in foreign language acquisition, didactics, and interactive technologies. It summarizes her educational background, teaching positions, research interests, and publications. Her work focuses on designing educational resources, integrating interactive technologies into language classrooms, and video communication to support foreign language learning.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
Interactive Teaching in Languages with TechnologyShona Whyte
The document discusses a conference on technology-enhanced tandem learning. It describes several European projects focused on teacher education through collaboration and open resources. It highlights the Interactive Technologies in Language Teaching (ITILT) project which trains teachers in classroom technologies and task-based language teaching. The project develops online training materials and collects data on technology use through classroom videos and learner/teacher interviews. Overall, the aims are to improve teacher education through learning, foster collaboration through interaction, and promote openness through open educational resources and practices.
Open educational practices in language teachingShona Whyte
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.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Learning to Use Interactive Technologies for Language Teaching: Video Diarie...Shona Whyte
Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.
Transnational settings in CALL teacher educationShona Whyte
This document outlines the SoNetTE approach to transnational and multilingual computer-assisted language learning (CALL) teacher education. SoNetTE is an EU project involving nine countries, seven subject areas, and three target groups. It aims to create an international, multilingual community of practice for university lecturers, students, and in-service teachers. The approach emphasizes individualized, learner-centered education through open educational resources and guided study groups in transnational settings. Examples provided include a course on using YouTube in language teaching and developing intercultural competence through research-based collaborative tasks across institutions. Overall, the document discusses principles, examples, and lessons learned regarding multilingual CALL teacher education through a transnational collaborative approach.
Hybrid course in English for translation practiceMENON Network
The document describes a hybrid English for translation course that combines technological innovation and tutor support to increase learner autonomy. The objective is to motivate learners, encourage collaboration, and develop learning strategies. The course provides authentic input and allows learner-selected materials. The tutor's role is to support both language acquisition and ICT skills. The practice started due to a challenging teaching context and technological opportunities, and was financed by the University of Nice Sophia Antipolis. Barriers included institutional constraints and the need for technology and learning strategy training. Creative solutions involved redefining learning needs and goals. In the future, the practice will be integrated into pre- and in-service teacher education courses and additional EU projects.
This document profiles Shona Whyte, a linguistics professor who specializes in foreign language acquisition, didactics, and interactive technologies. It summarizes her educational background, teaching positions, research interests, and publications. Her work focuses on designing educational resources, integrating interactive technologies into language classrooms, and video communication to support foreign language learning.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
Interactive Teaching in Languages with TechnologyShona Whyte
The document discusses a conference on technology-enhanced tandem learning. It describes several European projects focused on teacher education through collaboration and open resources. It highlights the Interactive Technologies in Language Teaching (ITILT) project which trains teachers in classroom technologies and task-based language teaching. The project develops online training materials and collects data on technology use through classroom videos and learner/teacher interviews. Overall, the aims are to improve teacher education through learning, foster collaboration through interaction, and promote openness through open educational resources and practices.
Open educational practices in language teachingShona Whyte
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.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Learning to Use Interactive Technologies for Language Teaching: Video Diarie...Shona Whyte
Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.
Transnational settings in CALL teacher educationShona Whyte
This document outlines the SoNetTE approach to transnational and multilingual computer-assisted language learning (CALL) teacher education. SoNetTE is an EU project involving nine countries, seven subject areas, and three target groups. It aims to create an international, multilingual community of practice for university lecturers, students, and in-service teachers. The approach emphasizes individualized, learner-centered education through open educational resources and guided study groups in transnational settings. Examples provided include a course on using YouTube in language teaching and developing intercultural competence through research-based collaborative tasks across institutions. Overall, the document discusses principles, examples, and lessons learned regarding multilingual CALL teacher education through a transnational collaborative approach.
Developing digital communicative strategies in the training of language tea...Joan-Tomas Pujola
This document discusses developing digital communicative strategies in language teacher training. It defines digital communicative competence as the ability to communicate effectively in a digital environment. Key strategies discussed are multimodality, hypertextuality, and interaction. A teaching proposal involves tasks to raise awareness of these strategies, reflect on their aspects, and put them into action. Examples of strategies and a workshop materials are provided to publish for language teachers.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
SHOUT4HE ebooks: teacher education in higher ed contextsShona Whyte
The document discusses ebooks created as part of the SHOUT4HE project. It provides links to four ebooks available on the SHOUT4HE library website covering topics like sharing open education practices using technology in higher education. The ebooks contain thematic compilations of teaching examples and commentary from teacher educators. The document also discusses concepts like communities of practice and their role in supporting innovation in higher education pedagogy through informal knowledge sharing among educators.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online collaboration. It provides benefits for both students and teachers, allowing them to work on partnership projects together across borders. For students, it improves language skills like English, develops digital skills, and fosters intercultural understanding. For teachers, it enables professional development and collaboration with other European educators. The program has been running since 2005 and provides a modern way for schools to partner online without bureaucracy.
Video in Modern Language Education Revisited. Presented by Ton Koenraad (TELLConsult) and Patrick de Boer (Penta College, CSG J. van Liesveldt) at the
Dutch bi-annual National EFL 2015 Conference. Ede, Netherlands
The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
Bridging the gap between schools and universities through informal educationUp2Universe
The Up2U project aims to bridge the gap between secondary schools and universities through informal education. It develops an ecosystem to facilitate more open, effective, and efficient co-design of digital content, tools, and services adapted for personalized and collaborative learning for secondary students preparing for university. The project provides educational applications, project-based and peer-to-peer learning scenarios, and facilitates international interaction between secondary schools across Europe. It creates a virtual environment where students can learn at their own pace through social interactions and exchange of multimedia content in a private and secure way. An initial focus is adopting and customizing a learning management system with basic functions and Learning Tools Interoperability interfaces.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
This document discusses Content and Language Integrated Learning (CLIL), a method of teaching subjects in a foreign language to support both content learning and language acquisition. It proposes using FreeMind mapping software to connect students from different countries in collaborative storytelling projects. This could increase student motivation in CLIL classrooms while also promoting intercultural awareness and language skills like fluency. Possible research questions are posed around measuring the impact of this approach on motivation, cultural understanding, and language development.
1. The document discusses a research project called NIFLAR that used virtual environments like video conferencing and Second Life to facilitate language learning through social interaction.
2. Over 400 students from several European universities participated in pilot activities in these virtual environments. Tasks focused on having natural conversations about topics like student life and travel plans.
3. Preliminary results found that the virtual interactions provided rich language input and practice, promoted learner-centeredness, and improved students' intercultural communication competence and willingness to communicate in the target language.
Enhancing teaching and learning of less used languages through Open Education...Web2Learn
Presentation of LangOER project at the EUROCALL 2015 conference, Padova, Italy, 26-29 August. Joint presentation by Linda Bradley, Gosia Kurek and Katerina Zourou
Eurocall2015 enhancing teaching and learning of less used languages through o...LindaBradley35
This document summarizes the LangOER network project which aims to enhance teaching and learning of less used languages through open educational resources (OER) and practices (OEP). The network involves 9 partners across Europe. It addresses how OER can benefit less used languages and foster linguistic diversity. It conducted research, teacher training, and engaged stakeholders of regional languages. The training course for teachers exceeded expectations by providing useful resources, feedback, and inspiration for using and contributing OER to support language learning.
This document summarizes a project aimed at developing digital literacies for staff and students in UK higher education. The project is funded by JISC for £1.5 million over two years from July 2011 to July 2013. The project involves 12 partner institutions and professional organizations. The objectives of the project include gaining understanding of students' digital literacies, evaluating current provision, reviewing institutional readiness for change, implementing four pilot programs across contexts, exploring staff needs, and developing exemplar strategies for digital literacies as a post-graduate attribute. The document outlines focus groups conducted with PGCE, Masters, Doctoral and distance students to understand their technology uses and identities. It also discusses next steps such as multimodal journaling and staff interviews
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
This document summarizes the results of a study on an online course on ICT for English language teaching. The study found that students generally found the course a positive experience and enjoyed sharing ideas and resources online. While students liked learning about tools like Hot Potatoes, they disliked repetitive forum posts. For future iterations, the instructor plans to start with interactive activities, require students to initiate discussions, and explore alternative discussion formats.
Developing digital communicative strategies in the training of language tea...Joan-Tomas Pujola
This document discusses developing digital communicative strategies in language teacher training. It defines digital communicative competence as the ability to communicate effectively in a digital environment. Key strategies discussed are multimodality, hypertextuality, and interaction. A teaching proposal involves tasks to raise awareness of these strategies, reflect on their aspects, and put them into action. Examples of strategies and a workshop materials are provided to publish for language teachers.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
SHOUT4HE ebooks: teacher education in higher ed contextsShona Whyte
The document discusses ebooks created as part of the SHOUT4HE project. It provides links to four ebooks available on the SHOUT4HE library website covering topics like sharing open education practices using technology in higher education. The ebooks contain thematic compilations of teaching examples and commentary from teacher educators. The document also discusses concepts like communities of practice and their role in supporting innovation in higher education pedagogy through informal knowledge sharing among educators.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
The document discusses the eTwinning program, which connects over 147,000 teachers across Europe through online collaboration. It provides benefits for both students and teachers, allowing them to work on partnership projects together across borders. For students, it improves language skills like English, develops digital skills, and fosters intercultural understanding. For teachers, it enables professional development and collaboration with other European educators. The program has been running since 2005 and provides a modern way for schools to partner online without bureaucracy.
Video in Modern Language Education Revisited. Presented by Ton Koenraad (TELLConsult) and Patrick de Boer (Penta College, CSG J. van Liesveldt) at the
Dutch bi-annual National EFL 2015 Conference. Ede, Netherlands
The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
Bridging the gap between schools and universities through informal educationUp2Universe
The Up2U project aims to bridge the gap between secondary schools and universities through informal education. It develops an ecosystem to facilitate more open, effective, and efficient co-design of digital content, tools, and services adapted for personalized and collaborative learning for secondary students preparing for university. The project provides educational applications, project-based and peer-to-peer learning scenarios, and facilitates international interaction between secondary schools across Europe. It creates a virtual environment where students can learn at their own pace through social interactions and exchange of multimedia content in a private and secure way. An initial focus is adopting and customizing a learning management system with basic functions and Learning Tools Interoperability interfaces.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
This document discusses Content and Language Integrated Learning (CLIL), a method of teaching subjects in a foreign language to support both content learning and language acquisition. It proposes using FreeMind mapping software to connect students from different countries in collaborative storytelling projects. This could increase student motivation in CLIL classrooms while also promoting intercultural awareness and language skills like fluency. Possible research questions are posed around measuring the impact of this approach on motivation, cultural understanding, and language development.
1. The document discusses a research project called NIFLAR that used virtual environments like video conferencing and Second Life to facilitate language learning through social interaction.
2. Over 400 students from several European universities participated in pilot activities in these virtual environments. Tasks focused on having natural conversations about topics like student life and travel plans.
3. Preliminary results found that the virtual interactions provided rich language input and practice, promoted learner-centeredness, and improved students' intercultural communication competence and willingness to communicate in the target language.
Enhancing teaching and learning of less used languages through Open Education...Web2Learn
Presentation of LangOER project at the EUROCALL 2015 conference, Padova, Italy, 26-29 August. Joint presentation by Linda Bradley, Gosia Kurek and Katerina Zourou
Eurocall2015 enhancing teaching and learning of less used languages through o...LindaBradley35
This document summarizes the LangOER network project which aims to enhance teaching and learning of less used languages through open educational resources (OER) and practices (OEP). The network involves 9 partners across Europe. It addresses how OER can benefit less used languages and foster linguistic diversity. It conducted research, teacher training, and engaged stakeholders of regional languages. The training course for teachers exceeded expectations by providing useful resources, feedback, and inspiration for using and contributing OER to support language learning.
This document summarizes a project aimed at developing digital literacies for staff and students in UK higher education. The project is funded by JISC for £1.5 million over two years from July 2011 to July 2013. The project involves 12 partner institutions and professional organizations. The objectives of the project include gaining understanding of students' digital literacies, evaluating current provision, reviewing institutional readiness for change, implementing four pilot programs across contexts, exploring staff needs, and developing exemplar strategies for digital literacies as a post-graduate attribute. The document outlines focus groups conducted with PGCE, Masters, Doctoral and distance students to understand their technology uses and identities. It also discusses next steps such as multimodal journaling and staff interviews
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
This document summarizes the results of a study on an online course on ICT for English language teaching. The study found that students generally found the course a positive experience and enjoyed sharing ideas and resources online. While students liked learning about tools like Hot Potatoes, they disliked repetitive forum posts. For future iterations, the instructor plans to start with interactive activities, require students to initiate discussions, and explore alternative discussion formats.
This document provides feedback on a presentation about pronunciation and grammar. It includes notes on word stress, pronunciation of specific sounds and letters, vocabulary used to describe images, common expressions, grammar points like pluralization, and tips for effective communication such as making eye contact and pacing. Examples are given throughout to illustrate different linguistic concepts and recommend alternatives for clearer expression.
The document discusses the key elements of a good presentation: delivery, content, slides, and overall effect. For delivery, speakers should consider volume, pace, and attitude. For content, the amount of information, complexity level, and organization are important. Effective slides are readable, aesthetic, and balanced in their use of text, illustrations, and colors. The overall effect of a presentation should be easy to follow and interesting for the audience.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
The document discusses the evolution of the internet and how it has changed the way online marketers connect with consumers. It notes that the original internet allowed only one-way communication through organized files and pages (Web 1.0), but that the internet now enables two-way dialogue through various forms of communication (Web 2.0). Over 1.6 billion people are now online, comprising nearly 1 in 4 people globally. The proliferation of voices online has changed marketing rules - online marketers must listen to consumers, who now have a voice, and engage with them through dialogue in order to understand them and stay ahead of trends.
The document summarizes a presentation about using curation and social networking to support the development of pre-service language teachers. It discusses the challenges of pre-service CALL (computer-assisted language learning) teacher education, and describes a course at Nice University where students created curation websites using Scoop.it and Google sites. The students curated resources on language teaching and learning topics. Their sites attracted other teachers and remained active after the course. Student feedback indicated the course helped them learn new tools and resources, but some had concerns about privacy, security and tool appropriateness for learners.
This document discusses the importance of professional development for teachers. It provides examples of ways teachers can engage in professional development activities such as collaborating with other teachers through videoconferencing projects, attending workshops, and sharing the results of educational research. The document also lists some competencies teachers should develop through self-reflection, getting advice from others, and applying the results of analyzing their teaching practice. It recommends journals, teacher associations, conferences, and personal learning networks as resources for professional development and provides specific journal, association, conference, and blog examples. The document encourages teachers to start small with their professional development by reading, writing, and getting feedback.
This document outlines the topics, skills, and content areas that will be covered in a language teaching course. It discusses reading, writing, pronunciation, pragmatics, and culture. For each area, it lists relevant scholars and theories. It also provides examples of teaching ideas and online resources. The document concludes by explaining the course requirements, which include designing and implementing a course component individually or in groups, and writing a reflective paper. Students are instructed to prepare topics and teaching ideas on listening, speaking or culture to discuss in the next class.
This document summarizes Shona Whyte's presentation at the 17th International CALL Research Conference in Tarragona exploring how novice teachers design tasks for both technologically mediated and non-technological classroom activities. It discusses the context of pre-service teacher education in France and challenges novice teachers face in implementing innovative teaching methods. It also describes a study conducted with 25 first-year MA students who worked in groups to design, implement, and reflect on a common classroom activity. The groups rated proposed tasks and received feedback. Observations of task implementation in the classroom showed variability in technology use and learner participation. Peer observation and self-reflection revealed differences between task design and real-world implementation.
This document discusses analyzing errors in learner language, known as interlanguage. It explains that learner language develops its own systematic rules as learners learn a new language, rather than just being a collection of mistakes. The document outlines the procedure for analyzing learner errors, which involves identifying errors in recordings or writing, reconstructing what a native speaker would have said, and explaining the causes of errors, such as transfer from the native language or developing rules of the new language. The goal of this error analysis is to better understand a learner's rule system as their interlanguage develops.
Live communication using interactive technologies for young learners: a Frenc...Shona Whyte
This document summarizes research on using interactive whiteboards (IWBs) and video conferencing to support communication between young French and German English language learners. Two tandem sessions were conducted: in the first, learners introduced themselves while constructing identity cards on the IWB; in the second, they described drawings of "funny animals" while assembling animal bodies on the IWB. Analysis found that teacher support and structured activities facilitated interaction, but left less room for learner autonomy. Technical difficulties also impacted the exchanges. The researchers aim to design more integrated, open-ended small group activities to foster interaction over the school year.
1) The document discusses a study that examined teachers' awareness of strategic planning and its potential benefits for language learning.
2) The study interviewed less and more experienced English teachers about a speaking task that involved strategic planning.
3) The findings showed that teachers were generally not very aware of strategic planning and its potential to improve fluency and accuracy. Even prompting did not show the more experienced teachers having greater awareness than less experienced teachers.
This document outlines the syllabus for a sight translation course. It discusses different types of interpreting, including consecutive, simultaneous, and liaison interpreting. Sight translation is described as translating a written text orally, combining elements of written translation and interpreting. The course will focus on improving oral translation skills and analyzing translations. Students will practice translating current events, work in groups, and record individual sentence translations for analysis. Evaluation will consist of writing reports transcribing and analyzing class translations.
This document discusses several key concepts in second language acquisition (SLA) research including cognitivism, constructivism, interlanguage, Krashen's monitor model, noticing, Piaget's concepts of assimilation and accommodation, Vygotsky's zone of proximal development and Bruner's scaffolding. It also defines task-based language teaching and discusses features of tasks according to Ellis and Skehan, including using language for a communicative purpose or goal. The concepts covered provide an overview of general learning theories and SLA research frameworks.
This document discusses project BMELTET, which aimed to blend MOOCs into an English language teacher education program with telecollaboration activities. The project's objectives were to engage students in an integrated curriculum involving a MOOC and virtual exchange, discuss intercultural issues, and explore challenges of blended learning. Initial outcomes were positive in terms of learning about blended approaches and developing intercultural awareness. However, students found telecollaboration anxiety-inducing and difficult due to lack of technology experience. Future iterations aim to address these issues through gamification, improved platforms, and community building.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
A Curriculum-Based Approach To Blended LearningNancy Ideker
This document describes the use of blended learning at the University of Siena Language Centre. It discusses how blended courses were first introduced in 2002 and the adoption of the Moodle platform in 2005 to better support blended courses. It details how blended learning grew to serve both university students and adult professionals, with adults being the primary users from 2006-2007. Comparative data from 2014-2015 shows higher pass rates and lower failure rates for blended English courses compared to traditional classroom courses. The blended approach provides flexibility while maintaining a curriculum-based design.
This document discusses the changing role of teachers with the integration of new technologies and distance learning. It notes that teachers' practices are now more openly observed and they must adapt to teaching online. It also explores challenges teachers face, including increased workload, technical skills requirements, and need for professional development. The role of the teacher is shifting from sole content deliverer to facilitator and manager of online spaces and tools to support different learning styles.
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
The document discusses virtual schooling for K-12 education. It notes that blended learning, which combines face-to-face and online learning, is becoming more common in virtual schools. XYZ school district in Maryland has seen declining dropout rates after implementing a virtual school program developed by an education consultant. The consultant explored policies, structure, funding, course development and potential barriers for the new virtual school program.
A way for blending vle and face to-face instruction by Gulden ILINsuhailaabdulaziz
This document discusses a study that explored blending a Teaching English to Young Learners course with both face-to-face instruction and the Moodle online platform. 100 student teachers participated in a 14-week blended course. Data was collected through a readiness scale, questionnaire, and interviews. Results found that students were ready and comfortable with online learning. They viewed the blended course positively and found it motivating and valuable for their education as language teachers. Students appreciated the flexibility to engage with course content and provide feedback to peers online in their own time.
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
This study aims to determine the relationship between teaching methodology and the academic performance of internal auditing students at Jose Rizal Memorial State University. Specifically, it will examine students' profiles, their ratings of different teaching methods (online distance learning, modular distance learning, blended learning), academic performance levels, and how these variables are impacted by family income and home location. The study is grounded in theories of blended synchronous teaching and learning. It seeks to identify the most effective teaching methodologies to support student learning during the challenges of distance education amidst the COVID-19 pandemic. The results could help teachers, students, and parents identify approaches that best suit their needs and contexts.
7th CBLA SIG Symposium Programme ´Language Assessment and Learning Differences´Eleftheria Pigro
This document provides the program for the 7th CBLA SIG Symposium on "Language Assessment and Learning Differences" hosted by the University of Cyprus. The program includes 4 presentations on topics related to assessing learners with dyslexia and other learning difficulties. It also includes 2 workshops on using formative assessment and peer assessment to help identify and address learning difficulties. The event will take place on November 19, 2015 at the University of Cyprus and includes speakers from Poland, Spain, Greece, and Cyprus.
The TYYNE project focused on working life as a future learning environment. It found that learning is transforming from an individual activity to a community-based one, where informal learning and networks will play a bigger role. Communities of practice and open sharing of learning resources are important. New technologies will make learning possible anywhere and anytime. Leadership must support shared, experimental learning in work communities. The project recommended supporting learning networks, communities of practice, competency-based qualifications, and new leadership models to promote versatile, lifelong learning in evolving work environments.
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
This document outlines a project at CEPA El Fontán in Oviedo, Spain to address learner diversity and prevent dropouts through adaptive teaching methods. The project aims to 1) increase learner attendance and prevent dropouts, 2) address diverse learner needs through flexible teaching, 3) improve academic performance, and 4) connect learners to the job market. Teachers will develop flexible lessons, apply adaptive teaching, connect learners to the local employment agency, and design new e-learning materials. The project involves secondary and adult education students and teachers from various subject areas.
This document summarizes an ongoing project to support online collaboration between students in vocational education programs in Scotland and Finland. The collaboration aims to raise intercultural awareness through meaningful tasks that can be integrated into existing course structures. Initial findings suggest mixed experiences for learners, with some benefiting and others facing challenges in starting collaboration. Key lessons identified include the need to: commit to supporting each other's course outcomes; encourage engagement through developing a sense of belonging; design manageable and relevant activities; and continually encourage and monitor progress. Future areas for improvement include better preparing learners for the activity, creating a stronger online learning community, and balancing structured support with open-ended tasks.
The document discusses plans for the AILA 60th anniversary celebration, including video interviews with influential figures in AILA's history. The interviews will focus on definitions of applied linguistics, connections between AILA and its local affiliates, collaboration and networking, and visions for the future. The videos will be edited and published on AFLA's YouTube channel in preparation for AILA's anniversary events in 2023 in Europe, 2024 in Asia, and 2025 in the Americas.
The document summarizes Shona Whyte's presentation on bridging gaps between didactique des langues (DDL) and second language acquisition (SLA) research through 12 key terms. It discusses how the terms have been defined in key texts from 1967 to the present across French and English sources. Some conclusions are that while there are few differences in how terms are defined, French sources favor learning in Krashen's sense, the term "foreign language," and inclusion of grammar and culture in teaching. English SLA sources maintain a learner perspective. The purpose is to facilitate communication between those concerned with understanding second language learning in instructional contexts.
This document discusses the contribution of language specialists to innovation in higher education pedagogy. It notes that English teachers are needed for both language support and interactive pedagogy. It also discusses how linguists can take content lecturers' interests into account in English medium instruction. The document then examines connections between language and non-language pedagogy through various teaching practices used by language and other subject specialists, such as blended learning on Moodle, blogging, videoconferencing, making videos, and project-based learning.
A Golden Age of ESP teaching: 20th century practiceShona Whyte
This document discusses the history of English for Specific Purposes (ESP) teaching and teacher education in the 20th century. It focuses on four key figures in British ESP from the 1970s-1980s: John Swales, Tim Johns, Tony Dudley-Evans, and Jack Ewer. These pioneers prioritized developing tailored ESP teaching materials and collaborative practices between language and content teachers. However, there was less focus on learner needs, language acquisition theory, and evaluating learning outcomes. More recently, ESP didactics has aimed to address these gaps by taking a more learner-centered approach and drawing on theories of second language acquisition.
This document provides a summary of Shona Whyte's background and areas of teaching and research. It indicates that Shona Whyte is a native English speaker from Scotland who holds a BA in Languages from Heriot-Watt University and a PhD in Linguistics from Indiana University. Her areas of teaching include oral English, translation, applied linguistics, language teacher education, and English for Specific Purposes. Her research focuses on interactions in second language classrooms, Computer-Assisted Language Learning, English for vocational studies, and open educational resources.
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...Shona Whyte
This document discusses English for Specific Purposes (ESP) and issues around learner motivation, teacher competence, and assessment criteria. It explores debates between ESP proponents like Chris Kennedy who saw its benefits, and critics like Gerry Abbott who argued ESP's goals may not match learners' motivations and that its approaches overly reduced language teaching. The document also examines how content specialists evaluate language skills differently than applied linguists, prioritizing communication effectiveness over formal linguistic features. In summarizing indigenous assessment perspectives, it concludes communicative competence models should consider broader criteria than those of language testers alone.
This symposium aims to improve collaboration between French and English scholarly communities in applied linguistics by addressing differences in terminology and concepts. It will examine methodological challenges and applications in language education, focusing on key areas like corpus linguistics, language for specific purposes, language learning contexts, and language pedagogy. Interactive talks will highlight areas of cross-linguistic agreement and divergence within these topics. The goal is to foster discussion and identify open questions to further collaboration in this important field.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
1. CALL teacher education for tomorrow's world:
designing courses for future teaching contexts
EuroCALL Teacher Education SIG Symposium
EuroCALL 2014, Groningen Thursday 21 August, 15:45-17:15, A900
2. Designing teacher education courses
for future CALL teaching contexts
Organisers: Shona Whyte and Euline Cutrim Schmid
(co-chairs of Teacher Education SIG)
Technologies are transforming language learning and teaching in
classroom, distance, blended and mobile learning situations, and
seem set to continue to do in ways which are hard to anticipate.
Learning opportunities are expanding, but in many contexts teaching
methodologies fail to keep pace. The symposium brings together
research from Finland, France and Ireland on novice and experienced
language teachers in schools and universities to ask how CALL
teachers respond to these challenges and how they may best be
prepared for further change.
3. Papers
Course design for pre-service secondary
teachers: collaboration and reflection in a short,
multilingual CALL course!
Shona Whyte, Université Nice Sophia Antipolis!
!
Current and imagined practices: language
students and teachers making sense of CALL
tomorrow!
Leene Kuure, Tuomo Koivisto, Maritta Riekki;
University of Oulu, Finland!
!
Learning to teach for the future: a careful blend
of action and reflection!
Muriel Grosbois & Cédric Sarré, ESPE Paris!
!
Continuous Professional Development through
Reflective Practice for Experienced TESOL
Professionals: the place of off and on-line
activities!
Fiona Farr & Elaine Riordan, University of Limerick!
4. Course design for pre-service secondary teachers:
collaboration and reflection in a short, multilingual CALL
course
Shona Whyte
Université Nice Sophia Antipolis, France
CALL courses for novice language teachers should cover techno-pedagogical
competences and future professional development requirements, but while
integrated approaches applied across the curriculum are frequently advocated
(Hubbard & Levy, 2006; Kessler, 2006), institutional constraints may favour stand-
alone modules. This study investigates pre-service teachers of various L2s in a
short CALL course at a French university. It examines the extent to which
constructivist principles can inform effective course design, and how teachers
can acquire techno-pedagogical skills, filter online content, and work
collaboratively in the light of ongoing teaching practice. Data include blogs,
wikis, and social media use, as well as reflective comments; analysis focuses on
the process and products of this form of CALL teacher education.
5. Current and imagined practices: language students and
teachers making sense of CALL tomorrow
Leene Kuure, Tuomo Koivisto, Maritta Riekki
University of Oulu, Finland
Affordances for (inter)action provided by technology are today abundant and
rhizomatic, providing a multilingual “habitat” for people from an early age. (e.g.,
Pachler, Cook & Bachmair, 2010). Pedagogic practices need to change and teacher
education needs to support language students in entering the transforming field
with new kinds of professional expertise. Change seems difficult, however, and
there are still great differences between schools as for CALL resources available
and pedagogic practices (Häkkinen & Hämäläinen, 2012). This paper discusses
efforts in facilitating pre-service teachers’ sense-making in relation to the CALL of
the future, and includes the perspectives of teachers in the field, using nexus
analysis (Scollon & Scollon 2004) and multiple types of data from university
courses for language students and teachers with their pupils.
6. Learning to teach for the future: a careful blend of action
and reflection
Muriel Grosbois & Cédric Sarré
ESPE Paris, France
To integrate ever-evolving technologies to foster L2 development, pre-service
teachers need to reflect upon CALL's added value while designing and implementing
pedagogically relevant activities (Bertin & Narcy-Combes, 2007). Often both "digital
immigrants" and novices in pedagogy, unable even to draw on personal language
learning experience with technologies, they do learn early in their careers that digital
practice is not a mere add-on to pedagogical practice. In this study pre-service EFL
teachers participate in action and reflection-based ICT projects - computer
supported collaborative writing, and online tutoring - to develop competences likely
to be beneficial for their students and themselves. Since no "recipe" can possibly
be applied, combining action and reflection may help pre-service teachers be
creative, flexible, and open-minded: agents of change for tomorrow’s world.
7. Continuous Professional Development through Reflective
Practice for Experienced TESOL Professionals: the place of
off and on-line activities
Fiona Farr & Elaine Riordan
University of Limerick, Eire
This paper explores the impact of Reflective Practice (RP) with a
group of experienced ELT professionals from a range of international
contexts following a structured PhD programme in TESOL. In an RP
module teachers revisit their professional reflective practices in a
semi-structured learning environment (cf Zwozdiak-Myers, 2012). A
corpus of group discussions, reflective blogs and e-portfolios is
investigated quantitatively and qualitatively using corpus analysis
software and discourse analysis frameworks, providing evidence
from experienced teachers on reflective beliefs and practices.