Open educational practices in language teaching
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This document discusses open educational practices in language teaching, with a focus on telecollaboration. It provides an overview of beliefs about language teaching and learning, including ideas from Lightbown & Spada. Telecollaboration activities should focus on meaning over form, include information gaps, not pre-teach all language, and result in authentic use. Synchronous and asynchronous exchanges can be written or oral. Examples of projects integrating telecollaboration in secondary language learning are provided. Copyright considerations for open resources are also addressed.
Open educational practices in language teaching
- 1. A WINDOW ON THE WORLD Open educational practices in language teaching Shona Whyte, iTILT Multiplier Event, 13 January 2016, Nice
- 2. “… we cannot really teach language, we can only create conditions in which it will develop spontaneously in the mind in its own way … -Von Humboldt (1767–1835)
- 4. LIGHTBOWN & SPADA: HOW LANGUAGES ARE LEARNED. ➤ Languages are learned mainly through imitation. ➤ The earlier a second language is introduced in school programmes, the greater the likelihood of success. ➤ Most of the mistakes which second language learners make are due to interference from their first language. ➤ Teachers should use materials that expose students only to those language structures which they have already been taught. ➤ Learners' errors should be corrected as soon as they are made in order to prevent the formation of bad habits. ➤ When learners are allowed to interact freely (e.g., in pair or group activities), they learn each others' mistakes.
- 6. TASK CRITERIA ➤ focus on meaning (not form) ➤ information gap ➤ language not all pre-taught ➤ outcome authentic language use
- 8. telecollaboration professional networks copyright & permissions Tasks for language teaching and learning
- 9. TELECOLLABORATION ➤ what do we mean by tele- collaboration? ➤ why is it useful for language learning? ➤ what kinds of activities work best?
- 10. Technology in language learning/teaching: the contribution of telecollaboration
- 11. TELECOLLABORATION ➤ types of collaboration ➤ synchronous versus asychronous ➤ written versus oral ➤ tasks ➤ information exchange tasks ➤ comparison and analysis tasks ➤ collaborative tasks ➤ tools
- 12. “… telecollaborative tasks can be of an informal type, requiring learners to engage in general conversation with their partners about hobbies and interests, or they can be very structured in nature, requiring students to collaborate in the production of a particular document or product. Some telecollaborative tasks may involve a clear focus on linguistic form, while others may lead to greater reflection on cultural aspects of the foreign language. O’Dowd & Ware, 2009
- 13. SECONDARY EFL ➤ live communication ➤ French and Dutch pupils ➤ English as a lingua franca
- 14. Robert O’Dowd
- 17. COPYRIGHT & PERMISSIONS ➤ playing fair Creative commons licences ➤ playing safe permissions
- 20. CCO - NO ATTRIBUTION ➤ morguefile ➤ unsplash ➤ pixabay http://bit.ly/1Sh0ePW
- 21. PROFESSIONAL NETWORKS ➤ EU projects ➤ TILA ➤ INTENT ➤ http://www.scoop.it/t/telt/? q=telecollaboration ➤ Cyberlangues
- 22. REFERENCES ➤ Goodman, E. (2015). Teach me what I need to say. (Videocast) ➤ Kurek, M. & Skowron, A. (2015). Going open with LangOER. PDF ➤ UNESCO (2012). Paris OER declaration. PDF