scholarly journals In This Together: Teachers’ Experiences with Transnational, Telecollaborative Language Learning Projects Edited by M. Dooly and R. O’Dowd (2018)

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Francesca La Russa
Keyword(s):  
Language Learning ◽  
Teachers Experiences ◽  
Learning Projects

In This Together: Teachers’ Experiences with Transnational, Telecollaborative Language Learning Projects Edited by M. Dooly and R. O’Dowd (2018) Bern: Peter Lang International Academic Publishers, 230pp.

Open Up the Classroom

2018 ◽  
pp. 22-46
Author(s):  
Hélène M. Andrawiss-Dlamini ◽  
Donata Puntil
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Teaching ◽  
Visual Media ◽  
Language Teachers ◽  
Effective Learning ◽  
Video Clips ◽  
Teachers Experiences ◽  
Language Courses ◽  
Language Instructors

Language instructors strive to provide students with a language learning environment that is authentic and contextualised. This chapter encourages teachers to step out of the textbook and integrate audio visual media in language courses. It highlights the pedagogical benefits of these resources and addresses the possible challenges language instructors may face. Bringing examples from two languages (French and Italian), the chapter aims at providing guidance to all language teachers in using film excerpts and video clips in their teaching. With a focus on lower levels (A.2 to B1), it showcases how these tools can be implemented, detailing the criteria to take into consideration in planning the lessons. Three detailed examples are provided with the objective of enabling effective learning. The last section of the chapter reflects on the use of audio visual media in language teaching and offers insights from the learners as well as the teachers' experiences.

scholarly journals Autonomy in the transition from foreign language learning to foreign language teaching

2008 ◽  
Vol 24 (spe) ◽  
pp. 421-439 ◽  
Author(s):  
Phil Benson ◽  
Jing Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Teacher Autonomy ◽  
Professional Freedom ◽  
Learning Projects

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.

scholarly journals The Phenomenological Confidence of the Teacher in Conducting Learning Projects

2020 ◽  
Vol 9 (9) ◽  
pp. 1
Author(s):  
Rosa Ines Rondinel Carrillo ◽  
Victor Hilario Tarazona Miranda ◽  
Freddy Antonio Ochoa Tataje ◽  
Ricardo Guevara Fernandez ◽  
Linda Shardin-Flores ◽  
...  
Keyword(s):  
Qualitative Approach ◽  
Central Theme ◽  
Phenomenological Method ◽  
Project Development ◽  
Teacher Confidence ◽  
Interpretive Paradigm ◽  
Teachers Experiences ◽  
Thematic Units ◽  
Learning Projects

The present research intends to capture in essence the meaning of teachers' experiences in relation to confidence in the management of learning projects, deepened through the hermeneutical phenomenological method, the qualitative approach and the interpretive paradigm. The sample was made up of teachers who were successful in the implementation of learning projects. They were asked to narrate an anecdote, used with a conversational interview as an instrument for collecting their experiences. From the analysis and interpretation of the data, individual thematic units emerged, such as individual physiognomy, motivation, values, confidence, mistrust, frustration, reflection, satisfaction, vocation, teamwork, autonomy and commitment. After categorization, the central theme or group physiognomy 'teacher confidence' reflected in the phenomenological text was conceived. It is concluded that, in environments of trust and security, comprehensive values are developed to optimize learning and project development.

Output-Oriented Language Learning With Digital Media

2009 ◽  
pp. 42-59 ◽  
Author(s):  
Bernd Rüschoff
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Knowledge Construction ◽  
Best Practice ◽  
Approaches To Learning ◽  
The Internet ◽  
Current Thinking ◽  
Media And Technology ◽  
Output Hypothesis ◽  
Learning Projects

Current thinking in SLA methodology favours knowledge construction rather than simple instructivist learning as an appropriate paradigm for language learning. Within this context, project-based and taskoriented scenarios have often been regarded as the real forte of digital media and technology-enhanced tools. Such approaches to learning are also rooted in the output hypothesis, which argue that learners should actively engage themselves in the creation of “comprehensible output” in order to develop linguistically and cognitively. Following the apparent upgrade of the Internet to Web 2.0, expectations are running high as to the innovative potential of this (supposedly) new platform for Technology Enhanced Language Learning. This chapter will discuss the principle of output orientation in language learning and consider some of the tools the “new” Internet has to offer in such an approach. It will also present a few ideas for learning projects and samples of best practice in order to show how the use of digital media can contribute both to the quality and quantity of product.

scholarly journals Cooperative Learning Projects to Foster Reading Skills

2020 ◽  
Vol 21 ◽  
pp. 119-139
Author(s):  
Marian Lissett Olaya ◽  
Gladys Marta Elena González-González
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Reading Skills ◽  
Engineering Students ◽  
Research Study ◽  
Public University ◽  
English Classes ◽  
English Reading ◽  
Participation Motivation ◽  
Learning Projects

Abstract This paper reports an action research study on cooperative learning projects for engineering students at a public university. The study is aimed at improving reading skills through the use of four cooperative learning projects implemented during the English classes. Information gathered from a survey, a group’s interviews, and the teacher’s journal was collected and analyzed to determine the categories after being coded. Findings suggest that students significantly enhanced their reading skills by working cooperatively. Conclusions also highlight the notion that cooperative learning strengthens English reading skills and fosters leadership, decision making, communication and problem-solving abilities. Additionally it increases participation, motivation and goal achievement in Students language learning process.

scholarly journals Can web series improve language learning? A preliminary discussion

2020 ◽  
pp. 309-313
Author(s):  
Talia Sbardella ◽  
Valentino Santucci ◽  
Chiara Biscarini ◽  
Giacomo Nencioni
Keyword(s):  
Language Learning ◽  
Interactive Learning Environments ◽  
Digital Platforms ◽  
Web Series ◽  
E Learning ◽  
Flipped Classrooms ◽  
Expected Benefits ◽  
The University ◽  
Digital Landscape ◽  
Learning Projects

The use of innovative language in education is a current and pressing issue in a digital landscape where knowledge and skills are acquired in much more complex and fragmented ways than in the past (Di Blas, 2016; Selvaggi, Sicignano, & Vollono, 2007). We are experiencing a lot of interest in flipped classrooms, interactive learning environments and serious games, MOOCs platforms, and e-learning projects, which universities are increasingly adopting. The web series is a highly effective format, characterized by short episodes that can also be enjoyed individually, low budget, and a serialized and therefore potentially engaging narrative identity, and is particularly suitable for use on digital platforms. The aim of this paper is to preliminarily present the expected benefits of an interactive web series made by the University for Foreigners of Perugia for a B1 online Italian Language course, before deeper investigation of their suitability for language learning.

BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS

2021 ◽  
Author(s):  
Angela James ◽  
Keyword(s):  
Biological Sciences ◽  
Service Learning ◽  
Research Question ◽  
Data Gathering ◽  
Community Members ◽  
Teachers Experiences ◽  
Service Learning Projects ◽  
Pre Service Teacher ◽  
Learning Projects

The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community. Keywords: biological sciences, case study, COVID-19 pandemic, pre-service-teacher education, service-learning

scholarly journals Oral conversations online: Redefining oral competence in synchronous environments

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 520-538 ◽  
Author(s):  
MARIE-NOËLLE LAMY
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Computer Conferencing ◽  
Interactional Linguistics ◽  
New Type ◽  
The Uk ◽  
Oral Interaction ◽  
Learning Projects ◽  
Qualitative Discussion

In this article the focus is on methodology for analysing learner-learner oral conversations mediated by computers. With the increasing availability of synchronous voice-based groupware and the additional facilities offered by audio-graphic tools, language learners have opportunities for collaborating on oral tasks, supported by visual and textual stimuli via computer-conferencing. Used synchronously with real-time voice-based work, these tools present learners with the challenge of learning a new type of oral interaction, and researchers with the need for developing methodologies for redefining L2 oral competence in these environments. In this paper we address the latter. We examine approaches from the interactionist branch of Second Language Acquisition research, and we question the ability of this model of language learning to fully account for the processes that take place when learners are interacting with machines while talking to each other. To complement the socio-cognitive insights of that school, we look to interactional linguistics and to social semiotics. Building on findings from these fields, we offer a qualitative discussion of the discourses evidenced in conversational data from two distance-learning projects that use synchronous voice in conjunction with other stimuli, in an intermediate French programme at the UK Open University. We then present detailed conclusions about the methodological challenges involved in analysing the oral competence of students who use these tools.

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