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Alyssa Rutherford

Free Technology for Teachers: Verbling - Practice and Learn a Language with a Partner - 0 views

www.freetech4teachers.com/...actice-and-learn-language.html

Partner free technology teachers practice language conversation onlinelearning

shared by Alyssa Rutherford on 09 Jul 11 - No Cached
  • Alyssa Rutherford on 09 Jul 11
     
    Practice and learn a language with a partner in reciprocal conversations
Amy Uribe

Conversation Exchange - Language learning with native speakers - 1 views

www.conversationexchange.com

learning Skype google hangout conversation exchange languages partners socialnetworking CARLA web2.0 resources technology education

shared by Amy Uribe on 11 Aug 13 - Cached
  • Amy Uribe on 11 Aug 13
     
    Want to find conversation partners?  Check this out.  Yes, it's free.  I haven't tried it, but it's worth a look.
Marlene Johnshoy

Language Learners' "Willingness to Communicate" through Livemocha.com - 0 views

alsic.revues.org/2437

social communicate livemocha language

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: This case study is based on an investigation into the use that a group of language learners made of Livemocha.com, a Social Networking Site through which language exchange is enabled via social media applications. The learners created profiles in the website and proceeded to interact with speakers of their target languages, reporting back on their experiences over a 10-week period. As communication between language partners can take place through several different channels, and can be asynchronous or synchronous, written or spoken, it was considered that the preferences of learners with different personality types (as indicated by responses to a Myers-Briggs Type Indicator questionnaire) might be accommodated. Several studies have suggested that the anxiety that some language learners feel when communicating in L2, especially when speaking, is reduced in online environments. Under the premise that a reduction in anxiety may lead to an increased "willingness to communicate" (MacIntyre et al., 1998), the principal objective of this project was to examine the type and frequency of online interactions that the participants engaged in with other speakers of their target languages in the Livemocha language learning community.
Diane Nordin

How to teach a young introvert | ideas.ted.com - 4 views

ideas.ted.com/how-to-teach-a-young-introvert

shared by Diane Nordin on 21 Jul 15 - No Cached
    • Alyssa Ruesch
      Alyssa Ruesch on 21 Jul 15
       
      Apps to participate through electronic devices: Socrative, Kahoot, NearPod, TodaysMeet
    • Marlene Johnshoy
      Marlene Johnshoy on 22 Jul 15
       
      Plickers might be interesting for quick multiple choice responses.
  • giving them opportunities to contribute to a class blog or something where their classmates will get to see their hearts and minds in this other forum. I think that really opens things up.
  • But Cain particularly feels for one group of introverts: the quiet kids in a classroom.
  • ...18 more annotations...
  • Our most important institutions, like schools and workplaces, are designed for extroverts,
  • why is it that kids who prefer to go off by themselves or to work alone are seen as outliers?
  • How about the very definition of “class participation?”
  • how best to cultivate the talent of those students.
  • a student who has one or two or three friends, and prefers to go deep with their friendships instead of being one of a big gang, there’s nothing wrong with that at all, in terms of it being a predictor for adulthood.
  • If the kid is perfectly happy the way they are, they need to get the message that the way they are is cool.
  • make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read.
  • maximize choice.
  • less group work in general.
  • do more work in pairs, which is a way that both introverts and extroverts can thrive.
  • challenge teachers to rethink what they mean by class participation and start thinking of it as classroom engagement instead.
  • account the research of Anders Ericsson, who invented the concept of “deliberate practice.”
  • tools that allow students to participate through their electronic devices as opposed to raising their hand.
  • Apps that allow students to contribute to class discussions, sometimes anonymously and sometimes not.
    • Diane Nordin
      Diane Nordin on 22 Jul 15
       
      I agree this statement of "Number one would be to make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read." Question: As a classroom teacher, I am with my students 42 minutes per day, how can I take almost half of this time for reading? Shouldn't this issue be addressed as a whole school wide??
    • Alyssa Ruesch
      Alyssa Ruesch on 22 Jul 15
       
      I agree with you Diane - that would be way too much time for reading in just your class. In some classes, I do a 5 - 10 minute "free-writing" exercise that is individual. It seems like you'd need to scale the time so that it's appropriate for your class. 
  • A lot of students who might be reticent at first will feel emboldened by having first discussed it with a partner.
    • Diane Nordin
      Diane Nordin on 22 Jul 15
       
      Think-Pair-Share
  • Small-scale socializing. Socializing in pairs and small groups.
    • Diane Nordin
      Diane Nordin on 22 Jul 15
       
      My groups are mostly formed in 3 to 4 students, so it is easier to form a think-pair-share and compare best answer for their group.
  • e introverts of the world. In th
  • anonymous on 02 Aug 15
     
    Wow, just imagine how much calmer the world could be if classrooms were set up to allow for multiple temperaments as well as learning styles?! Also, the think-pair-share concept is fantastic; I've been using the "alone-paired-large group" sequence for language learners in groups since I got my CELTA certification and it's been hugely successful. Nobody wants to be wrong in public, and when learners have a chance to discuss it with a partner first, they are more likely to share their ideas.
Caroline Switzer Kelly

Crowdsourcing Drives Latest Disruptive Tech in Online Language Learning - 1 views

www.forbes.com/...2

shared by Caroline Switzer Kelly on 07 Aug 15 - No Cached
  • Caroline Switzer Kelly on 07 Aug 15
     
    WeSpeke is an app that enables students in US language classes to be matched with a native speaker anywhere in the world. It is a curated program, with special privacy safeguards built in at the HS level.
  • ncsargo on 09 Aug 15
     
    iTalki has been my go to for finding language exchange partners but the fact that there are safeguards built in for the HS level makes this an attractive option to use at the secondary level, thanks for sharing this!
  • marispi on 09 Aug 15
     
    Good resource. This is definitely an aspect of my teaching that needs more work, especially in lower-level classes.
ncsargo

Skype and Skype in the Classroom: Options for Language Teaching and Learning - 4 views

www.tesl-ej.org/...ej65m1

carlatech15 skype classroom

shared by ncsargo on 05 Aug 15 - No Cached
marispi liked it
  • Skype in the classroom Skype in the classroom, launched in March 2011, is a website especially designed for educational purposes. It is a platform where teachers and students can disseminate information about their classes, share educational resources, and find partners to start classroom projects.
  • Language teachers and learners may find the “Languages” category especially useful because they can search for Skype language lessons that meet their needs (see Figure 4 for some examples of Skype language lessons). These lessons provide opportunities for learning another language or practicing language via language exchanges.
  • Language teachers and learners can enroll in any language lesson according to their needs and interests
  • ...8 more annotations...
    • ncsargo
      ncsargo on 05 Aug 15
       
      This seems like a great way to expand your PLN and collaborate with other language teachers
  • advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.
    • ncsargo
      ncsargo on 05 Aug 15
       
      There is a cost for premium features.
  • Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.
    • ncsargo
      ncsargo on 05 Aug 15
       
      It is important to keep these limitations in line for any web based interpersonal activity.
  • Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.
    • ncsargo
      ncsargo on 05 Aug 15
       
      As we saw in our synchronous class session Skype just like Adobe Connect can be used to deal with problem-based activities.  Through creating contexts in which certain language is required we can simulate an immersion environment for students online.
  • The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?
Leslie Phillips

How to Connect Your Foreign Language Students with the World | Edutopia - 1 views

www.edutopia.org/connected

CARLA6 Skype globaleducation ACTFL epals twitter wikis voxopop

shared by Leslie Phillips on 26 Jul 11 - No Cached
  • Leslie Phillips on 26 Jul 11
     
    If you're looking for a school or classroom for your students to partner with, there's no place like the World Wide Web. "People need to get out there and form an online presence," says high school French teacher Toni Theisen. There are online communities everywhere just waiting to be blasted with your callout for a sister classroom.
senora heebsh

50 Awesome Ways to Use Skype in the Classroom - 4 views

mobiletechlearning.tumblr.com/...-to-use-skype-in-the-classroom

carlatech groupb week5 skype

shared by senora heebsh on 21 Jul 11 - No Cached
Alyssa Ruesch liked it
  • Margaret Bolar Boly on 24 Jul 11
     
    I liked how the teacher videotaped the skype conversation with a flipcam in order to replay it for her students. Then, they could focus on parts of the conversation in more detail.
  • Daniel Castaneda on 24 Jul 11
     
    I like the idea of the flipcam as well. I also like how she manages to have those kids skype, which is a difficult tasks to do. This is a very good example on how a whole group can skype with another located in another part of the world.
  • Leslie Phillips on 26 Jul 11
     
    At our school there is a phenomenal social studies teacher who uses Skype to talk to students in the Middle East. I would love to chat with students from Mexico or another Spanish speaking country, but am unsure about how to get started. Does anyone have any tips about how to find a partner school and set up interaction? I think this is essentially part of 'ePals'. Does anyone use this? Share your experiences, please, if you have!
hharb01

WhatsApp in the classroom to foster listening and speaking | TeachingEnglish | British... - 7 views

www.teachingenglish.org.uk/...room-foster-listening-speaking

#carlatech18 carlatech18share carlatech18 whatsapp interpretivemode languages technology smarphone

shared by hharb01 on 24 Jul 18 - No Cached
  • mobile technology can help teachers to find new ways to improve students’ language/content learning.
    • hharb01
      hharb01 on 24 Jul 18
       
      Ask school to supply a phone and apps installed to overcome giving your personal phone number to students.
    • norikofujiokaito
      norikofujiokaito on 25 Jul 18
       
      Some of my students use LINE (similar to WhatsApp) to talk with their conversation partners in Japan to practice Japanese and learn about Japanese culture. Mobile phones play a great role in foreign language courses now.
  • WhatsApp in your classroom with the purpose of improving students’ oral skills.
    • hharb01
      hharb01 on 24 Jul 18
       
      Mainly for speaking and writing, can be used for both representational and interpretive modes.
  • Mobile Phone Operator they contacted offered them a cheaper phone rate than the one they had. We could say they killed two birds with one stone.
    • hharb01
      hharb01 on 24 Jul 18
       
      Ask Principal about the likelihood of going this route.
  • ...17 more annotations...
  • allow their use with a clear pedagogical use and under the supervision of a teacher
    • hharb01
      hharb01 on 24 Jul 18
       
      check cell phone use policy and advocate for pedagogical use.
  • assessed
    • hharb01
      hharb01 on 24 Jul 18
       
      be clear with deadlines assessment what they have to do
  • describe the project
  • WhatsApp recordings of presentations should be just another tool
    • hharb01
      hharb01 on 24 Jul 18
       
      One app to be used and not the only one
  • engaged very easily and they enjoy listening to each other’s presentations
  • overcome their anxiety by being able to prepare an audio file on their own
  • very useful with large classrooms
  •   Assign each student a topic
  • Hand out a task to each of the students
  • Tell students the deadline
  • Share the assessment criteria
  • on-line pronouncing dictionaries
    • hharb01
      hharb01 on 24 Jul 18
       
      Find online dictionaries with speech tools.
  • listen to them and mark them according to the assessmen
  •  Prepare a handout for students with a list of questions
  • let them listen to all students' recordings and ask them to answer the questions in the handout
  • need of a good Internet connection
  • will help students who feel anxious in public to relax and it will also create an atmosphere of concentration which is key to effective listening
  • hharb01 on 24 Jul 18
     
    Examples on how to use Whatsapp in the language classroom
  • ...1 more comment...
  • hharb01 on 24 Jul 18
     
    with highlights and sticky notes
  • norikofujiokaito on 25 Jul 18
     
    The use of Whatsapp in the language classroom to promote conversation in the target language
  • Marlene Johnshoy on 25 Jul 18
     
    This one worked! and I can see your highlights! =)
tkozhanova

Le Droit à l'Education: A Unit for Intermediate Mid/High (IB) French Students... - 2 views

madameshepard.com/?p=1450

carlatech18 FLE Droit  à l'éducation

shared by tkozhanova on 26 Jul 18 - No Cached
hharb01 and vaguevara liked it
  • a video from UNICEF to the class
  • The students then read an infographic
  • nother UNICEF video, for wh
  • ...20 more annotations...
  • another
  • UNICEF
  • ompleted a comprehension guide.
  • Six Thinking Hats technique
  • “Give One, Get One”
  • a letter to the benefactor of their choice in which they asked for a donation to help children in Mali go to school.
  • Highlighter
  • Highlight
  • Highlighter
  • e students took an interpretive assessment
  • iscussing a video and an infographic as a class
  • comprehension guide
  • comprehension
  • omprehension guide
  • reading one of two articles and sharing the information with a partner who had read the other article.
  • presentational writing assessments
  • n interpersonal speaking
  • Google Slides
  • discussion post on Schoology,
  • They would then have commented on each other’s posts.
  • hharb01 on 29 Jul 18
     
    Finally a unit fro French teacher. Merci Beaucoup!
  • vaguevara on 29 Jul 18
     
    Great activity ideas! Loved seeing the appreciative comments and shares from the French teachers in the comment loop-- Aren't we lucky to live in an age where we can share great ideas from near and far-- Encouragement for us all to add to the web of resources and share out what we are doing as well (note to self).
cwelton

(PDF) Exploring the affordances of WeChat for... - 2 views

www.researchgate.net/...-synchronous_language_exchange

carlatech18 web2.0 synchronouslearning education language socialnetworking

shared by cwelton on 09 Aug 18 - No Cached
afarachnps liked it
  • Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users
  • there is a longer time lag between sending and receiving text messages or audio files via the chat facility, although both parties are online at the same time. We thus coined a new phrase to capture the speed of such interaction, semi-synchronous, which is under investigation in this research.
    • cwelton
      cwelton on 09 Aug 18
       
      'semi-synchronous' engagement for language learning seems highly useful, to allow students time to formulate responses and even research vocabulary or grammar structures that they need to use before production in TL.
  • there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
  • ...6 more annotations...
  • It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.
  • facilitated the development of their speaking proficiency.
  • more feedback and more accurate output emerged,
  • check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.
  • suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.
  • the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation
    • cwelton
      cwelton on 09 Aug 18
       
      of course, but this doesn't mean the semi-synchronous activities weren't perhaps the best for their actual language learning...
claire_mitchell

Virtual reality narratives in foreign language pedagogy | Harvard Initiative for Learn... - 0 views

hilt.harvard.edu/VRnarratives

carlatech18

shared by claire_mitchell on 13 Aug 18 - No Cached
  • The video project allowed students to engage in four brief VR tours of Parisian quarters.
    • claire_mitchell
      claire_mitchell on 13 Aug 18
       
      I think this is a great idea for using virtual reality in the classroom and can be adapted for any language.
  • The team will expand upon the initial pilot by hiring five Parisians from different neighborhoods to document and share their lives with a VR camera over the course of one to two months.
    • claire_mitchell
      claire_mitchell on 13 Aug 18
       
      I'm trying to figure out how to do this for my own classroom; I wonder if one day we could develop an exchange where we work with partners in other countries to gather video for each other for these types of projects.
  • Awardees hypothesize that virtual reality will allow language learners to have perceptual, empathetic, and culturally immersive experiences in multiple sensory modalities (visual, auditory, tactile, etc.) that will enhance their vision, perceived value of language and culture learning, and willingness to communicate.
    • claire_mitchell
      claire_mitchell on 13 Aug 18
       
      This is really exciting to me as a way to use VR!
janayalf

Technology Provides Foreign-Language Immersion at a Distance - 3 views

www.chronicle.com/...nguage-immersion-at-a-distance

shared by janayalf on 01 Aug 20 - No Cached
spangomez liked it
    • janayalf
      janayalf on 01 Aug 20
       
      I think this is something that we forget about on the virtual stage: we can still observe through body language and backgrounds about culture and cultural differences.
  • The students not only get to talk to one another but also can see how their partners react to questions, how they look, and how they live.
  • “It’s not knowing only a language,” he says, “but also knowing how to behave and acknowledge differences—cultural differences, behavioral differences.”
  • janayalf on 01 Aug 20
     
    I like this article even though it's from 6 years ago because it talks about the benefits to teletandem communication. I hope you are able to read it because it's from the Chronicle of Higher Education and you might need to sign up.
  • vallb001 on 02 Aug 20
     
    It sounds interesting but I can't read the article because it prompts me to log in or create an account. I've always been interested in what I call "The cultural dimension of FL teaching".
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