Vicky Saumell | Freelancer - Academia.edu (original) (raw)
Papers by Vicky Saumell
Unit 1 Relationships Unit 2 In the media Unit 3 Home sweet home Unit 4 Wealth Unit 5 Spare time U... more Unit 1 Relationships Unit 2 In the media Unit 3 Home sweet home Unit 4 Wealth Unit 5 Spare time Unit 6 Travel tales Unit 7 Lifelong learning Unit 8 Making changes Unit 9 On the job Unit 10 Memories of you
IATEFL 2014 Conference Selections, 2014
results then shared in pairs or small groups. In each case an example text, an example of 'real' ... more results then shared in pairs or small groups. In each case an example text, an example of 'real' language, was shown/read, then the underlying structure/grammatical framework revealed. Next, participants selected at random a word or words from a list, and incorporated these into a piece of their own invention.
New language can be introduced in different ways, and there has been a long standing debate on ho... more New language can be introduced in different ways, and there has been a long standing debate on how to do it best. Most approaches fall within the deductive / inductive classifi cation. Guided Discovery takes the best from both in a way that makes it work for a variety of settings and contexts, and as a tool to introduce diff erent aspects of language at all levels. The purpose of this article is to provide theoretical background and a practical 4-step framework for implementation of Guided Discovery.
BrazTESOL newsletter, 2021
This article will try to articulate why and how we can explore the Sustainable Development Goals ... more This article will try to articulate why and how we can explore the Sustainable Development Goals (SDGs) in the ELT classroom.
Teaching Engish Reflectively with Technology, 2017
Digital storytelling has become a realistic option for many teachers who wish to develop integrat... more Digital storytelling has become a realistic option for many teachers who wish to develop integrative language learning tasks using new technologies meaningfully. This paper aims at defining digital storytelling, briefly reviewing the existing research, describing a process of implementation of digital storytelling in a school setting with teenagers (16-18 year-olds), and providing a detailed account of the perceived benefits and challenges met in the process. The focus of this paper is on students' involvement in content creation and many of its related aspects.
CLIL has often been mainly identified as a way to teach content through language. This time I wil... more CLIL has often been mainly identified as a way to teach content through language. This time I will focus on how it can be the perfect springboard to dive into cultural issues.
Blended Language Learning: International Perspectives on Innovative Practices, 2019
In this chapter, the authors discuss two case studies in diverse teaching contexts (a private hig... more In this chapter, the authors discuss two case studies in diverse teaching contexts (a private high school in Argentina and a first-year Canadian university foundation program) where its teachers have begun using social media platforms (Edmodo and Facebook) for the purpose of blending face-to-face classroom instruction with computer-mediated communication to enhance and extend teacher and learner interaction regarding class concepts . They first situate the use of social media in a blended learning environment through a review of a Community of Inquiry framework for online learning, established by Garrison, Anderson, and Archer (2000). Then, they narrow focus to one particular aspect included in this framework, ‘teaching presence’, which they argue is particularly valuable in assessing the efficacy of social media platforms and successful participant use of communication on these platforms, as well as learner satisfaction. In essence, the authors suggest that despite small challenges in initially implementing an online component within a predominantly face-to-face learning context, the thoughtful use of ‘teaching presence’ is required for effectively blending social media communication within a f2f language learning environment in order to both bridge the gap between the two types of interactions and establish equitable and authentic communication between participants.
IATEFL Voices, 2019
IATEFL member Vicky Saumell talks about her life and work
Authenticity in ELT Selected Papers from the 42nd FAAPI Conference, 2018
In many classrooms today, teachers try to use digital materials to supplement language materials.... more In many classrooms today, teachers try to use digital materials to supplement language materials. However, they tend to substitute print materials for ready-made digital ones which do not always suit their students’ needs nor meet their teaching aims. Cultural awareness issues and the intertwined concepts of global and local play an important role as well. In this paper, we will explore ways of developing materials for language learning with technology in meaningful and creative ways.
Modern English Teacher, 2016
This article aims at analysing the complex issue of technology integration for language learning ... more This article aims at analysing the complex issue of technology integration for language learning and developing a set of principles that can aid teachers in the decision-making process of integrating new technologies in different contexts, with a strong focus on pedagogical implications. It will include a brief description of existing models and seven principles outlined and analysed.
Modern English Teacher, 2015
Using digital technology tools in the primary classroom can raise a few concerns, but has a lot o... more Using digital technology tools in the primary classroom can raise a few concerns, but has a lot of potential if considered thoughtfully. A good starting point is thinking about the
following.
- What is a set of useful tasks for the primary classroom? That is, what kind of tasks do we usually do in a primary language learning setting?
- What can technology allow you to do? And how?
Unit 1 Relationships Unit 2 In the media Unit 3 Home sweet home Unit 4 Wealth Unit 5 Spare time U... more Unit 1 Relationships Unit 2 In the media Unit 3 Home sweet home Unit 4 Wealth Unit 5 Spare time Unit 6 Travel tales Unit 7 Lifelong learning Unit 8 Making changes Unit 9 On the job Unit 10 Memories of you
IATEFL 2014 Conference Selections, 2014
results then shared in pairs or small groups. In each case an example text, an example of 'real' ... more results then shared in pairs or small groups. In each case an example text, an example of 'real' language, was shown/read, then the underlying structure/grammatical framework revealed. Next, participants selected at random a word or words from a list, and incorporated these into a piece of their own invention.
New language can be introduced in different ways, and there has been a long standing debate on ho... more New language can be introduced in different ways, and there has been a long standing debate on how to do it best. Most approaches fall within the deductive / inductive classifi cation. Guided Discovery takes the best from both in a way that makes it work for a variety of settings and contexts, and as a tool to introduce diff erent aspects of language at all levels. The purpose of this article is to provide theoretical background and a practical 4-step framework for implementation of Guided Discovery.
BrazTESOL newsletter, 2021
This article will try to articulate why and how we can explore the Sustainable Development Goals ... more This article will try to articulate why and how we can explore the Sustainable Development Goals (SDGs) in the ELT classroom.
Teaching Engish Reflectively with Technology, 2017
Digital storytelling has become a realistic option for many teachers who wish to develop integrat... more Digital storytelling has become a realistic option for many teachers who wish to develop integrative language learning tasks using new technologies meaningfully. This paper aims at defining digital storytelling, briefly reviewing the existing research, describing a process of implementation of digital storytelling in a school setting with teenagers (16-18 year-olds), and providing a detailed account of the perceived benefits and challenges met in the process. The focus of this paper is on students' involvement in content creation and many of its related aspects.
CLIL has often been mainly identified as a way to teach content through language. This time I wil... more CLIL has often been mainly identified as a way to teach content through language. This time I will focus on how it can be the perfect springboard to dive into cultural issues.
Blended Language Learning: International Perspectives on Innovative Practices, 2019
In this chapter, the authors discuss two case studies in diverse teaching contexts (a private hig... more In this chapter, the authors discuss two case studies in diverse teaching contexts (a private high school in Argentina and a first-year Canadian university foundation program) where its teachers have begun using social media platforms (Edmodo and Facebook) for the purpose of blending face-to-face classroom instruction with computer-mediated communication to enhance and extend teacher and learner interaction regarding class concepts . They first situate the use of social media in a blended learning environment through a review of a Community of Inquiry framework for online learning, established by Garrison, Anderson, and Archer (2000). Then, they narrow focus to one particular aspect included in this framework, ‘teaching presence’, which they argue is particularly valuable in assessing the efficacy of social media platforms and successful participant use of communication on these platforms, as well as learner satisfaction. In essence, the authors suggest that despite small challenges in initially implementing an online component within a predominantly face-to-face learning context, the thoughtful use of ‘teaching presence’ is required for effectively blending social media communication within a f2f language learning environment in order to both bridge the gap between the two types of interactions and establish equitable and authentic communication between participants.
IATEFL Voices, 2019
IATEFL member Vicky Saumell talks about her life and work
Authenticity in ELT Selected Papers from the 42nd FAAPI Conference, 2018
In many classrooms today, teachers try to use digital materials to supplement language materials.... more In many classrooms today, teachers try to use digital materials to supplement language materials. However, they tend to substitute print materials for ready-made digital ones which do not always suit their students’ needs nor meet their teaching aims. Cultural awareness issues and the intertwined concepts of global and local play an important role as well. In this paper, we will explore ways of developing materials for language learning with technology in meaningful and creative ways.
Modern English Teacher, 2016
This article aims at analysing the complex issue of technology integration for language learning ... more This article aims at analysing the complex issue of technology integration for language learning and developing a set of principles that can aid teachers in the decision-making process of integrating new technologies in different contexts, with a strong focus on pedagogical implications. It will include a brief description of existing models and seven principles outlined and analysed.
Modern English Teacher, 2015
Using digital technology tools in the primary classroom can raise a few concerns, but has a lot o... more Using digital technology tools in the primary classroom can raise a few concerns, but has a lot of potential if considered thoughtfully. A good starting point is thinking about the
following.
- What is a set of useful tasks for the primary classroom? That is, what kind of tasks do we usually do in a primary language learning setting?
- What can technology allow you to do? And how?