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Marlene Johnshoy

On the attractiveness of social media for language learning: a look at the state of the... - 0 views

alsic.revues.org/2436

social language media

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: This paper sets the stage for the articles selected for the special issue "Language learning and social media: (r)evolution?". Starting with some definitions of mainstream terms like "social media", "web 2.0", "social web", "social networking sites (SNS)" and "web 2.0 language learning communities". The purpose is not to "reinvent the wheel" by suggesting new definitions, but to synthesize definitions of mainstream terms and juxtapose them to similar concepts from CALL literature. We then critically discuss three key features of web 2.0 technologies (user participation, openness and network effects). Despite the fact that these three features were present to some extent in technologies prior to social media, we examine whether they take on a radically different meaning in the social media era. Research insights are discussed in the last section of the paper.
Marlene Johnshoy

Online Second Language Acquisition - Continuum - 0 views

www.continuumbooks.com/...detail.aspx

online chat socialnetworking Tudini conversationanalysis

shared by Marlene Johnshoy on 16 Jul 12 - No Cached
  • Marlene Johnshoy on 16 Jul 12
     
    Tudini's new book takes a Conversation Analysis approach, which is new to online Second Language Acquisition. It provides observable, previously undocumented insights into how native speakers and learners pursue the learning of foreign language and culture during online text chat.
Barbara Garbin

The benefits benefits benefits of repe repe repetion : EFL 2.0 - Teacher Talk - 0 views

ddeubel.edublogs.org/...benefits-of-repe-repe-repetion

teaching language carla12sn2 blog resources

shared by Barbara Garbin on 19 Jul 12 - No Cached
  • Barbara Garbin on 19 Jul 12
     
    I like this blog because it has practical ideas and valuable insights. There is surely much more discussion in the EFL world, it is worth check it out.
mmegillespie

PBL in the TL: Seesaw Insight: Casting Call Selfies - 1 views

www.pblinthetl.com/...ight-casting-call-selfies.html

shared by mmegillespie on 27 Jul 17 - No Cached
    • mmegillespie
      mmegillespie on 27 Jul 17
       
      A nice idea on how to use this or VoiceThread or Flipgrid.
  • mmegillespie on 27 Jul 17
     
    Here is one activity that a teacher used with Seesaw.
Beth Kautz

Speak Everywhere - 6 views

speak-everywhere.com

elearning audio online tool

shared by Beth Kautz on 05 Apr 13 - No Cached
  • Beth Kautz on 05 Apr 13
     
    is an online oral practice/instruction/assessment platform for foreign language teaching. It dramatically increases your students' oral practice opportunities by making it possible to give speaking homework. developed at Purdue
  • nashwa25 on 17 Apr 13
     
    This looks great and it is reasonably priced! Have any of the group memebers used it and can give us an insight about it? Is it possible to purchase more storage?
anonymous

Die Engelsgeduld | Wort der Woche | DW.COM | 20.07.2015 - 2 views

www.dw.com/...a-18389293

CARLA language week 3 Group C

shared by anonymous on 23 Jul 15 - No Cached
  • dass man sich durch nichts aus der Ruhe bringen lässt
  • dass sie Frühstück für ihn mach
  • Als er die ganze Nacht feiern war und morgens verlangt,
  • ...1 more annotation...
    • anonymous
      anonymous on 23 Jul 15
       
      A great warm-up for students to find the "Nebensätze" in this short read that is also an insight into having "the patience of an angel."
  • anonymous on 23 Jul 15
     
    Word of the Week from DW.de. Highlighting & annotating for creating a lesson based on this material.
anonymous

"Role of CMC-Embedded Webquests in Enhancement of Online Students' Know" by Radhika Lothe - 1 views

scholarcommons.usf.edu/3215

carlatech15 week5 CMC

shared by anonymous on 07 Aug 15 - No Cached
marispi liked it
    • anonymous
      anonymous on 07 Aug 15
       
      So many students are so thrilled when you start talking about Germanic culture with them--as if they've been starving for it all along and are just waiting for those insights! Using some asynchronous and some classroom-based synchronous activities could be an excellent way to provide some of this information while concentrating in class on grammar, vocab, etc.
  • they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.
  • students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed
  • ...4 more annotations...
  • Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture.
  • synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners
  • higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions
  • culture, an often neglected aspect of FL instruction
Marlene Johnshoy

facebook for educators - 1 views

facebookforeducators.org

facebook educators guide

shared by Marlene Johnshoy on 06 Jul 11 - No Cached
  • Marlene Johnshoy on 06 Jul 11
     
    Downloadable educator's guide by Linda Fogg Phillips, written at Facebook's request.  The homepage says:   "Our commitment to you is to provide an easy way to stay updated as changes occur with Facebook.  We created this website to do just that, in addition to providing you with even more insights, guidance, and resources." but that still doesn't tell me much about what's in the guide...
mauritzenj

MovieTalk: Interpretive Listening Magic! - The Comprehensible Classroom - 5 views

martinabex.com/...k-interpretive-listening-magic

carlatech18 movie talk interpretive

shared by mauritzenj on 28 Jul 18 - No Cached
hharb01 and vaguevara liked it
  • Essentially, the teacher narrates a video that is projected for the class to see.
  • it links meaning between the language used by the teacher to the images on the screen.
  • music videos
  • ...3 more annotations...
  • they are just so dang fun and easy and I plop them into the middle of a unit for no reason at all!
  • Sometimes, I select MovieTalks because of their topic: the content relates to something that we are studying or discussing in class. Other times, I select MovieTalks because of the vocabulary: I know that I can talk about the video using the same words that I am working with in class with my students. And still other times, I select MovieTalks because
    • mauritzenj
      mauritzenj on 28 Jul 18
       
      I think that thinking with this sort of flexibility is really important and insightful. It might not be a bad idea to have a few of these for some brain breaks when kids are tired or to think of it for different functions like content or culture.
  • hharb01 on 29 Jul 18
     
    Your share of MovieTalk makes think of playposit tool: Play, Pause, discuss/interpret, repeat. I will definitely use to variety my practice.
nleisenheimer

Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students... - 1 views

www.tnstate.edu/...Asynchronous-Learning.pdf0.pdf

shared by nleisenheimer on 26 Jul 19 - No Cached
  • nleisenheimer on 26 Jul 19
     
    This is a very comprehensive report about how best to approach online discussion and blogging in a classroom
  • nataliemcruz on 31 Jul 19
     
    Thanks for sharing. I particularly found the article 'A plan for effective discussion boards' insightful and useful!
jyokokawa

Online Translators in Language Classes: Pedagogical and Practical Considerations - The ... - 6 views

fltmag.com/gical-practical-considerations

carlatech20

shared by jyokokawa on 08 Jul 20 - No Cached
spangomez, vallb001, and nurlider liked it
  • jyokokawa on 08 Jul 20
     
    This is a very helpful article about translators being used in assignments.
  • ...3 more comments...
  • greghutcheson on 25 Jul 20
     
    My first chance to read Florencia's article, made me realize that oftentimes students' OT use is driven by what they perceive to be our unrealistic expectations of them. She offers a very practical strategy for accommodating OT in the classroom while reducing student motivation to resort to it.
  • wcyode01 on 26 Jul 20
     
    An easily readable article with key insights into why forbidding OT is NOT the best practice after all!
  • nurlider on 26 Jul 20
     
    Absolutely loved this article, nice set of five questions to ask when designing assignments ina way that discourages student use of OTs.
  • spangomez on 27 Jul 20
     
    Great article!
  • vallb001 on 27 Jul 20
     
    I relate to approaches #1 and #2, but not really the rest. I haven't had many issues with OT anyway. What is your approach?
spangomez

Synchronous web-based collaborative writing: Factors mediating interaction among second... - 3 views

www.sciencedirect.com/...S1060374317301741

carlatech20

shared by spangomez on 30 Jul 20 - No Cached
  • hey collaboratively wrote a summary using Google Docs and text-chat (Task 1) and Google Docs and voice-chat (Task 2)
  • ack were the primary mediating factors on the qualities of collaboration. The findings may help explain why collaborative performance varies and may provide insights into how web-based collaborative writing activities can be designed and facilitated in L2 classes.
elenistef7

Música {and music videos} in the language classroom | Teaching a World Language - 10 views

srtanrodriguez.wordpress.com/...deos-in-the-language-classroom

carlatech15 week3 twitter eduCanon interpretive

shared by elenistef7 on 24 Jul 15 - No Cached
marispi liked it
    • ncsargo
      ncsargo on 24 Jul 15
       
      Using eduCanon to embed questions into music videos is far more convenient than answering questions with simple pen and paper. If you aren't an eduCanon fan at the very least these sites are great resources for Spanish language music for interpretive activities.
  • Next, my recent favorite, eduCanon.
    • ncsargo
      ncsargo on 24 Jul 15
       
      Silent videos can be used to create an interpretive activity for any language. Simon's cat is a good resource for silent videos, the following link also has many great silent videos that work with developing emotional intelligence and creative writing: http://ineverycrea.net/comunidad/ineverycrea/recurso/10-cortometrajes-para-trabajar-la-educacion-emocio/0f46341c-920e-48da-8147-0656407da4f1
  • ...5 more annotations...
    • ncsargo
      ncsargo on 24 Jul 15
       
      Here is a great interpretive activity; having students use Twitter to convey how a song makes them feel or to write a ministory in 140 characters or less!
    • ncsargo
      ncsargo on 24 Jul 15
       
      I found this idea particularly insightful because I feel students must understand the main idea of the video fairly well to condense the theme into 140 characters!
  • For #authres: Bilblioteca Musical: http://musicaenespanol.weebly.com/ LyricsTraining: http://lyricstraining.com/ Zambombazo {Cancionero}: http://zachary-jones.com/zambombazo/tag/cancionero/ TodoELE {Canciones}: http://www.todoele.net/canciones/Cancion_list.asp El Mundo Birch: http://elmundodebirch.wordpress.com/2014/03/30/spanish-music-database-updated/ Youtube {different channels}: https://www.youtube.com/ MTVTres: http://www.tr3s.com/ Los40: http://los40.com/ For non-natives/ELE: Rockalingua: http://www.rockalingua.com/ Senor Wooly: http://www.senorwooly.com/ Realidades I, II y III {Canciones de HipHop}
  • First, let’s talk resources; here are some of my “go-to” music websites for Spanish. Feel free to add your own comments with additional sources that you like to use.
  • This tool can be used in any discipline, with any grade. What a neat way to begin class, end class or assign as an independent practice activity. By embedding music videos into eduCanon, the teacher can pose questions about the actual video or the music lyrics that may appear. Here is a sample video I created in English using a great silent film source: Simon’s Cat
    • annalisaandre
      annalisaandre on 25 Jul 15
       
      I find this idea very interesting. I might use a collection of music videos in eduCanon to work with students about vocabulary related to emotional states.
    • elenistef7
      elenistef7 on 25 Jul 15
       
      I like the idea about using silent films like Simon Cat. Another source for silent films could be Charlie Chaplin.
  • -Have students describe how they feel when listening to the music, in #140charactersorless: write a mini story to go with the music & emotions, post to Twitter or a learning management site used {Edmodo, Schoology, Canvas, etc}, share their stories in small groups, collaborate using Google Docs to create a unique tale based on the music they hear, present their stories to the class {act it out, swap stories with another group, re-enact silently: have classmates reinvent the original story}
  • ncsargo on 24 Jul 15
     
    Great resource for using Spanish language music videos and silent videos for interpretive activities, check out my sticky notes for more resources!
  • annalisaandre on 25 Jul 15
     
    Great resource for using Spanish language music videos and silent videos in the classroom for interpretive activities with Twitter and eduCanon.
  • elenistef7 on 25 Jul 15
     
    I like the idea of using Simon Cat videos. Another option: Charlie Chaplin films
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