Vitall: Video Ideas for Teaching and Learning Langauges
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This document describes the Vitall Project, a partnership between education organizations in Ireland to create an online archive of short videos showing innovative language teaching practices in real classrooms. The goals are to support professional development for pre-service and in-service language teachers, encourage active teaching methodologies, and provide a forum for teachers to reflect on practices. Teachers will be recorded with their consent and the videos will be edited for the archive. This aims to link language teachers, define innovative practices, and facilitate critical reflection on teaching.
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![Who? Education Department, NUI Maynooth; Post-Primary Languages Initiative (PPLI); Professional Development Service for Teachers Languages Section (PDST); PortlaoiseEducation Centre; National Digital Learning Repository (NDLR) [project funding support]; Language teachers & learners.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Internationalisation and the initial teacher education curriculum’
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
OER: insights into a multilingual landscape
Talk on OER in a multilingual Landscape was given by Marit Bijlsma (Fryske Akademy), at the international conference Bilingualism in Education, which took place at Bangor University, North Wales, on 10-12th June 2016.
Building Sustainability into an EAP Course
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Open resources for Science education
This project was funded by the European Commission to promote the use of open educational resources (OER) for less commonly taught languages. The LangOER network involved 9 partners across Europe working from 2014-2016 to enhance language teaching and learning through OER. The project developed an inventory of OER for 22 languages, conducted policy workshops, produced recommendations to encourage government support for OER in lesser-used languages, and provided teacher training on finding, using, and creating OER. While some national initiatives were identified, challenges remained in developing sustained OER programs and incentivizing teachers due to issues regarding resource sharing and copyright.
Staff development 0810
This document discusses disciplinary literacy in teaching mathematical literacy. It notes that only 50% of learners take mathematics, and many do not pass, which led to the new curriculum including mathematical literacy. Mathematical literacy focuses on everyday numeracy, technology, and authentic real-world contexts. There is a gap between reading word problems and finding solutions, as reading is under-emphasized. The document proposes filling this gap by explicitly teaching reading strategies, modeling metacognition, focusing on subject language, and facilitating discussion. The outcome would be a scaffolded reading program integrated across subjects, staff training, multilingual glossaries, and a handbook to support disciplinary and academic language development.
HITESOL Conference 2016.02.13
In this presentation, I provided a brief review of Project-Based Learning in second language teaching and calls for a more thorough examination of project based language learning (PBLL) as a holistic approach to English language education. First, PBLL is discussed in terms of PBL underlying principles and elements and how these components are compatible with key findings of SLA and different approaches and methods in English language teaching. Second, PBLL will be examined in practice through curriculum development and syllabus design. Finally, a number of activities will be demonstrated to illustrate how PBLL can be implemented in the language classrooms, particularly how cultural aspects can be integrated.
Bridging language acquision and language policy
Presentation by Sylvi Vigmo at the Centre for Languages and Literature, Lund University, 17-18 June, 2015
Open Educational Resources (OER) for Less Used Languages – Calling for Policy Collaboration
Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Mod...
Accessibility of OERs for Diverse Learners and Guidelines for Dyslexia in Modern Language Learning
Join us for this webinar discussion on issues relating to accessibility of OERs for learners with diverse abilities. The discussion will focus on a number of questions such as: Is accessibility support in OERs ‘required’ or just ‘nice to have’? How can we achieve full inclusion of OERs without stifling openness and innovation? This will be set in the wider environment such as legal context, pedagogic agendas, and technical issues.
Results from the Dyslexia in Modern Language Distance Learning staff development project will also be shared. Highlights include publishing the Guide to Good Practice as an OER and the project’s impact on tutor’s engagement with open educational practices and online collaboration.
Presenters:
Dr. Chetz Colwell, Learning & Teaching Development Manager for Accessibility, The Open University
Una Daly, MA, Community College Outreach Director, OpenCourseWare Consortium
Dr. Mathilde Gallardo, Staff Tutor Languages, The Open University
Dr. Andy Lane, Professor of Environmental Systems, The Open University
Towards personalisation or collaborative learning?
This document discusses e-learning and mobile learning approaches for teaching modern foreign languages. It presents the Flexi-Pack project developed by the Centre of Excellence in Teaching and Learning for Languages of the Wider World at SOAS-UCL. The Flexi-Packs provide specially tailored self-study materials for various languages that can be accessed online, on mobile devices, or printed. They aim to facilitate flexible learning, learner autonomy, and both personalised and collaborative learning approaches. Student feedback indicates the Flexi-Packs meet these goals and provide a useful resource for language study.
London International Conference in Education2015
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
Sumar Proiect Duiven Calafat Eng.
The document outlines an educational innovation project between schools in Duiven, Netherlands and Calafat, Romania. The project aims to promote European awareness, cultural awareness, communication skills, use of information technology, social skills, study skills, European literature, and teacher professional development. It establishes teams to organize sports, culture, technology, and nature activities. Progress will be monitored and results disseminated. The process emphasizes involvement of teachers, flexibility, and mobilizing stakeholders over control.
eTwinning-the impact
This document discusses eTwinning, a program that connects teachers and students across Europe for online collaboration. It provides information on how eTwinning works, its benefits for students and teachers, and examples of projects between schools. Key points include that eTwinning allows teachers to find partners in other countries, develop projects in any subject area, and gives students opportunities to improve skills like communication and cultural awareness while working with international peers. The document encourages teachers to register and provides instructions on starting projects through the eTwinning portal.
Summary of 2015 British-Irish Council IML languages conference.
Rapporteur summary of BIC conference for Indigenous, Minority, and lesser Used languages (Promoting Our Languages Through Technology).
Sustainability in OER for less used languages
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
2011 TPA Generalist Academic Advisors' Report
The Te Puna Ako academic advisors provided various supports to teachers and departments at Unitec in 2011, including workshops on curriculum design, assessment, and teaching skills; mentoring for individual staff; and support for communities of practice. They also contributed to initiatives related to the strategic plan, living curriculum, eLearning strategy, and quality assurance processes. The advisors evaluated the impact of their work through various metrics and continued their own scholarship of teaching and learning.
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Vitall: Video Ideas for Teaching and Learning Langauges
- 1. Vitall Project Video Ideas for Teaching & Learning Languages A partnership approach to professional development of language teachers Céline Healy, Kevin McDermott Angela Rickard & Karen Ruddock ESAI Conference: 15th April 2011
- 2. Who? Education Department, NUI Maynooth; Post-Primary Languages Initiative (PPLI); Professional Development Service for Teachers Languages Section (PDST); PortlaoiseEducation Centre; National Digital Learning Repository (NDLR) [project funding support]; Language teachers & learners.
- 3. What? Open online archive of short video recordings language teaching ideas real classrooms in Ireland.
- 4. Why? Professional development of pre-service and in-service Modern Languages teachers Links to other language teachers (esp. lesser taught languages) Encourage & support innovative, active methodologies Capturing authentic classroom practice Provide a focus for reflection & discussion of teaching & learning
- 5. How exactly? Agreed broadly the themes & list of teachers to be approached (based on ‘insider knowledge’) Schools contacted, times agreed, etc. Teachers’ ‘thinking about language teaching’ Living Theory Appreciative inquiry Recordings, edits, discussions, revisions… Raising questions about what is ‘innovative’…
- 6. A forum for cooperation & dialogue: within and between different language associations & subject depts. in schools Link pre-service and in-service language teachers and methodology lecturers Establishing links among methodology lecturers across different Schools of Education Students Lecturers Professional development of TP supervisors Concrete samples of good practice Value to other subjects/disciplines
- 7. Questions emerging? How is innovative practice supported and encouraged in schools? How is this captured and, indeed, who defines innovative practice in the first place? What informs the choice of topic for recording? How do we reckon success or the educative value of the classroom interactions? How are teachers facilitated to become critics of their own practice?