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On his Wordlists page, @muranava has a curated selection of English wordlists, both general and subject-specific. Find information about the General Service Word List, the Academic Word List, as well as specific corpora and recent updates to available resources. @muranava teaches EFL in higher education (engineering, business) in Paris, so some lists reflect that… Via Shona Whyte 
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Antonio Pareja-Lora, Cristina Calle-Martínez, Pilar Rodríguez-Arancón. What are the real benefits of applying new technologies to teaching and/or learning? Are they actually also applicable to language teaching and learning? Are CALL, MALL, CLIL, LMOOCs, etc. , as effective as traditional models of language teaching and/or learning? Do they really help language learners? Will language teachers and researchers (or learners) who fail to adapt and apply ICTs to language teaching and/or research (or use ICTs for language learning) be neglected and left aside? The present volume tries to shed a light on these issues. For this reason, it has been divided into three different but fairly interrelated sections . The first aims at describing how information and language technologies are generally applied to language teaching and learning. Its different sections provide detailed information, for instance, about how ICTs are being used in the different levels of face-to-face language learning or in distance language learning and/or e-learning. The second section introduces some new trends in the application of ICTs to language learning, such as MALL or CLIL. Finally, the third section presents how language technologies , i.e. computational linguistics and language resources, are being applied to language teaching and learning. Via Shona Whyte
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I love this picture..they're all eggs, but just look at the variety. And it's the same in any class. Differentiation can be defined as: “….identifying and addressing the different needs, interests and abilities of all learners to give them the best possible chance of achieving their learning goals.” (Standards Unit, Improving differentiation in business education,… Via Shona Whyte
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Teacher workshop in Nice organised via iTILT (interactive teaching in languages with technologies).
Summaries of talks and workshops, links to slides and handouts, references. Via Shona Whyte
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In my previous review of podcasts I wrote "2014 was a great year for EFL podcasts with several sprouting up like veritable fungi". Well not only had I missed some, but also more soon sprouted up like...more fungi? Via Shona Whyte, Juergen Wagner
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In recent years there have been more discussions and research focusing on the importance of intercultural sensitivity and intercultural communicative competence. EFL teachers should not just draw learners’ attention to facts about other cultures, but they should teach in such a way as to make it clear that communication is more than the exchange of information and opinions. Effective intercultural communication requires empathy, respect, openness and sensitivity. It is very important first to raise students’ awareness of their own culture, and in so doing to interpret and understand the other cultures. Raising intercultural awareness implies the development of skills for successful communication, i.e. competent and peaceful interaction with people who are different from us. Such an approach assigns another important role to the foreign language teacher/learner: that of “intercultural mediator”, i.e. someone who is capable of critically reflecting on the relationship between two cultures. EFL teachers will be challenged to exploit this situation by creating opportunities for communication based on the values, cultural norms, and needs of learners, rather than on the syllabi and texts/textbooks developed in native-speakers communities. Most importantly, an intercultural language learning programme should help the learners to develop an “intercultural awareness” in order to “translate” culture in their own context (Guilherme, 2002). Via Shona Whyte
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Why should French teachers talk about teaching in English? After all, a good deal of professional discussion among French secondary school teachers of English will be with French colleagues: mentor teachers, peers, university tutors and inspectors. Via Shona Whyte
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Blogging (Dave Dodgson) Observation (Dale Coulter) Self-doubt (John Pfordresher) Things I wish I'd known (various) Code (Muralee Navaratnam) EMI (CLIL; Charlotte Giller) IATEFL information
Via Shona Whyte
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Transcript of syncronous discussion of innovation in language teaching via the IWB from the CERCLL hybrid symposium on digital literacy last fall.
Via Shona Whyte
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Following on from the excellent MaWSIG pre-conference event, I ended up going to quite a few more talks related to materials writing during the conference. Here are summaries of said talks. Via Shona Whyte
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Do you feel like you teach enough grammar in the classroom - too much or too little? Can we ever expect our English language learners to produce perfect grammar? Michael Swan, is a well-known ELT author, famous for his books on teaching grammar. Learn Michael Swan’s three ‘Ex’s for teaching grammar and how to include grammar in other language practice. Michael Swan looks at the theory and practice of grammar, and its role in the classroom. - See more at: http://englishagenda.britishcouncil.org/seminars/some-things-matter-grammar-teaching-and-some-things-dont#sthash.kUohUItw.dpufVideo Via Shona Whyte
Vanessa Nucera's curator insight,
January 11, 2015 12:51 PM
That's exactly the kind of worries I have so I'm sure it's yours too! 
Kris Arango Roman's curator insight,
February 17, 2020 2:58 PM
This is an interesting topic since it provides enough arguments about what could we expect from our students in terms teaching a language, how can we overcome mistakes and apply strategies to improve their skills during learning.
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Language interference on English- transfer on the vocabulary, tense and preposition use of freshmen Turkish EFL learners by Ali Erarslan and Devrim Hol
Intrinsic and Extrinsic Motivation for Learning English as a Foreign Language by Aleksandra Oletić and Nina Ilić
Mediation in Peer Interaction among Chinese EFL Learners by Pramod Kumar Sah
Teaching Collocations in a Second Language- Why, What and How by Zorana Vasiljević
Strategies of Metaphor Translation by Brankica Bojović
The Influence of Bilingualism on Cognition and Third Language Acquisition by Radmila Palinkašević
Developing Artistry in Teaching by Willy Cardoso
Teaching and Learning Financial English Vocabulary by Nina Kisin Via Shona Whyte
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We present iTILT’s currently available resources in teacher education and continuing professional development (Koenraad et al., 2013) and report on the interim results of the new project, including examples of technology-mediated language tasks. Via Shona Whyte, Javier Sánchez Bolado
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The other day, Jen Artan was asking me about finding authentic reading material for my class that wasn't too difficult.
Via Shona Whyte
Juergen Wagner's insight:
Very nice run-through of how to select and adapt authentic texts for lower-proficiency learners with links to the free tools you need.
ELVIRA POLO ESCOLANO's curator insight,
March 25, 2016 4:41 AM
Very nice run-through of how to select and adapt authentic texts for lower-proficiency learners with links to the free tools you need.
Genie Alva's curator insight,
March 25, 2016 9:07 AM
Very nice run-through of how to select and adapt authentic texts for lower-proficiency learners with links to the free tools you need.
Carmen Herrero's curator insight,
March 26, 2016 6:40 AM
Very nice run-through of how to select and adapt authentic texts for lower-proficiency learners with links to the free tools you need.
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An iTILT teacher training session at a primary school in Antibes, near Nice, this month involved primary teachers and teacher trainers involved with language education and technology training, as well as newly-qualified secondary EFL teachers. Via Shona Whyte
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In my previous review of podcasts I wrote "2014 was a great year for EFL podcasts with several sprouting up like veritable fungi". Well not only had I missed some, but also more soon sprouted up like...more fungi? Via Shona Whyte
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Commute – origin of the word from the Etymology dictionary mid-15c., “to change, transform,” from Latin commutare “to often change, to change altogether,” from com-, i… Via Shona Whyte
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Flipped lit from Marie-Hélène Fasquel Feel free to join the webinar on September 10, 2015 from 7 to 8.30 pm (CET). Link to attend the webinar (information and link). Via Shona Whyte
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Lecturer : Paul Nation
Via Shona Whyte, Inna Piankovska
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Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. The study highlights the advantages of collaborative action research for stimulating and supporting language teachers in innovative experimentation, and seeks to enhance our understanding of the challenges and opportunities inherent in this process. Utilising a framework which can inform further research into innovative practices with other interactive technologies, this book offers a research design and instruments suitable for assessing classroom adoption of the IWB. In this way, the study provides insights into general processes of technological innovation in language teaching and learning which is of relevance to further research and teacher development in today's new learning environments Via Shona Whyte
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This talk was by Jamie Keddie who's the author of Images (OUP, 2009) and Bringing Online Video into the Classroom (OUP, 2014). He is also the founder of two sites: Videotelling and Lessonstream. J... Via Shona Whyte
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Like a story, lessons deserve compelling beginnings and endings. From pop culture connections to finishing with a level-up, here are eight strategies for holding students' attention. Via Shona Whyte
CTD Institute's curator insight,
January 8, 2015 2:31 PM
Great insights from Brian about how to think about creating a lesson, and the importance of having both the beginning and the end, connected to the main message. 
Eugenia Papaioannou's curator insight,
January 14, 2015 4:32 PM
I agree that like a story, lessons deserve compelling beginnings and endings, but they also deserve good sessions between... |
