Resources Webinars April 2020 ALL London and Linguascope- Judith Rifeser (original) (raw)
Related papers
EXPLORING THE ADDED VALUE OF MACHINIMA IN LANGUAGE TEACHING AND LEARNING A CASE STUDY
Digital videos are used increasingly as preferred means of communication across all educational sectors; YouTube alone is generating billions of views every day. Taking into account that more and more videos are utilised for educational purposes to enhance users’ learning experience, this dissertation assesses the design and usability of machinima videos produced in 3D learning environments for language teaching and examines the impact the creation process of machinima has on teaching and learning. Based on the findings of the EU funded CAMELOT Project the first part of the research concentrates on the assessment of two teacher training courses, while the second part investigates different uses of machinima in the classroom, on the basis of four case studies. Furthermore, the study examines the effects machinima have on motivation and learning outcome and the impact immersion in 3D virtual worlds has on understanding the challenges and advantages of language learning in virtual environments. A special focus in this research is the use of machinima as a tool for analysis, reflection, and feedback. The main findings drawn from this research were that machinima could be identified as a powerful way to visualise learners’ experiences and to stimulate interaction and feedback during the process of creation. Additionally, the findings revealed that the most effective and rewarding machinima were the ones that involved the learners in the production process as this had a positive influence on course motivation and the learning outcome. The research was carried out through case studies using a mixed methods approach to collect data through interviews, focus group discussions and lesson observations and surveys. Keywords: machinima production; use of machinima; immersion in 3D virtual environments; learners’ involvement; machinima as a tool for feedback
French Heritage Language Program Annual Report 2014-2015
The French Heritage Language Program is an education program of FACE Foundation, in partnership with the Internationals Network for Public Schools and the French Embassy in the United States. The FHLP offers free French classes and empowering cultural projects to underserved K-12 public schools and community centers across the United States. Most of our students are English Language Learners from West Africa and Haiti who recently immigrated to the United States. The objective of the program is to help them keep strong bonds with their language and cultures, reinforce their literacy in the home language to accelerate their acquisition of English, and facilitate their integration at school and in the US society.
Peliculas de YouTube anotadas, Nov 2014, vol-2, issue-5
Playlist of Spanish-language movies on YouTube and links to related resources with reflections on SLA theory and pedagogical strategies. Updated bimonthly, this WORD doc is designed to help students develop a personalized life-long plan for learning Spanish. Links to blog showcasing best practices and forum space for global exchange & dialogue... (gmfonken.BlogSpot.com).
The English pronunciation teaching in Europe survey: selected results
Research in Language, 2012
This paper presents a subset of findings from a European-wide, on-line survey of English pronunciation teaching practices (EPTiES). Quantitative and qualitative data from seven countries (Finland, ) are presented, focusing on teachers' comments about the training they received to teach English pronunciation, about what they do inside the classroom and about what happens outside the classroom in terms of students' exposure to English. The results of EPTiES and of follow-up interviews reveal interesting phenomena across Europe. Most of the teacher-respondents were non-native speakers of English and felt they had little or no training in how to teach pronunciation, which raises the question of how teachers are coping with this key aspect of language teaching. Differences between countries are explored, especially via replies to open-ended questions and relevant contextual factors (e.g. language policy) allowing a more nuanced picture to emerge for each country. Suggestions are made for improving teacher training and for further research.
This paper presents a subset of findings from a European-wide, on-line survey of English pronunciation teaching practices (EPTiES). Quantitative and qualitative data from seven countries (Finland, ) are presented, focusing on teachers' comments about the training they received to teach English pronunciation, about what they do inside the classroom and about what happens outside the classroom in terms of students' exposure to English. The results of EPTiES and of follow-up interviews reveal interesting phenomena across Europe. Most of the teacher-respondents were non-native speakers of English and felt they had little or no training in how to teach pronunciation, which raises the question of how teachers are coping with this key aspect of language teaching. Differences between countries are explored, especially via replies to open-ended questions and relevant contextual factors (e.g. language policy) allowing a more nuanced picture to emerge for each country. Suggestions are made for improving teacher training and for further research.
Mass Media Literacy Reflections for Language Instructions
"You cannot teach a man anything, you can only help him find it within himself." Galileo Galilei Mass media forms thrive today. As development show itself scientifically, students experience various media forms through technologies. These flourishing materials shouldn't be ignored; it is the role of ESL teachers to keep abreast with the present day coinciding language instructions to mass media forms as springboards of originally planned language tasks in attuning the interests of students that the real-world situation is constantly exposing them. There exist a one-to-one
PDF copy--Peliculas de YouTube anotadas, Dec 2014, vol-2, issue-6
This is my main playlist again, frozen into a PDF file. Refer to abstract on previous WORD versions (Aug and Nov) for description. Viva Español! This document is now stable for viewing. Try it. Use the "find" key to locate your favorite title, film director, novelist, or country of origin,... Enjoy.
Películas de YouTube anotadas, Dec, 2014 vol-2, issue-6
This playlist is more current. I'll post the issue-7 soon, though, which will have the most recently-posted movies from YouTube. Every issue is annotated with related links that provide irresistible analyses which help students expand their listening and reading skills even further. Get the latest version. Some of you are still downloading the Aug issue!