Language teaching in blended contexts. Download [PDF] Language Teaching In Blended Contexts Free Online 2019-01-30

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Download [PDF] Language Teaching In Blended Contexts Free Online

language teaching in blended contexts

There is a mismatch between an increasing number of people teaching languages via video or audioconferencing tools, and the amount of research available to such teachers to guide their practice. Southgate delivered online, and some are delivered f2f. The proliferation of blended language learning programs in higher, further, and adult education contexts, driven by economic, social, and technological changes, has imposed new demands and challenges on language teachers. The ideas they present are therefore well-formed, tested and have been approached reflectively. Section 5: Teacher Development and Final ReflectionsChapter 15: Teacher Development for Blended Contexts; Chapter 16: Practical Approaches for Teacher Development; Chapter 17: Present and Future Contexts; Bibliography; Index; back cover; Untitled.

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Language Teaching in Blended Contexts

language teaching in blended contexts

These findings were discussed in light of the self-determination theory and relevant studies on language learning motivation. In doing so it applies principles to practice in ways demonstrated to facilitate the effectiveness of language learning materials. The edited volume offers a comprehensive overview of the key issues faced and of the developmental issues that may arise for teachers themselves and for those responsible for their professional development. Technologies, Innovation, and Change in Personal and Virtual Learning Environments presents a widespread collection of research on the growth, innovation and implementation of learning technologies for educators, technologists and trainers. Research in the field underpins the chapters to better inform and develop good practice. The ideas they present are therefore well-formed, tested and have been approached reflectively. They argue that positive understanding of learner diversity promotes learner agency, a necessary component for automatization.

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Language teaching in blended contexts (Book, 2011) [rentsetgo.co]

language teaching in blended contexts

It is also appropriate for those who might be well versed in online teaching, but are not specifically trained in language education. Section 3: Synchronous and Asynchronous Teaching in Blended ContextsChapter 7: Teaching in Synchronous and Asynchronous Modes; Chapter 8: Teaching by Telephone; Chapter 9: Planning and Preparing for Synchronous Online Teaching; Chapter 10: Delivering Synchronous Online Teaching; Chapter 11: Face-to-Face Teaching in Blended Contexts; Chapter 12: Asynchronous Online Teaching; Section 4: Community and Indigenous Celtic Languages; Chapter 13: Teaching Community Languages in Blended Contexts; Chapter 14: Teaching Celtic Languages in Blended Contexts. Additionally, while practical suggestions offered in the work are useful for language teachers in higher education, the K-12 context seems to have been overlooked. Intended, in particular, for staff development the book examines the impact of different learning environments on pedagogic practice and recognizes the particular socio-cultural, psycho-linguistic and cognitive issues that have to be taken into account when working with diverse adult language learners in flexible settings. Written by educators at the Open University with first-hand experience in the topic, it provides research-supported, practical guidance on program design, instructional quality, student outcomes, and professional development in blended language contexts. The handbook is structured around six themes: historical and conceptual contexts core issues interactive and collaborative technologies for language learning corpora and data driven learning gaming and language learning purpose designed language learning resources. Dunedin Academic Press Ltd 2011, 279 pp.

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Article

language teaching in blended contexts

The title under review is a thorough reference book that aims to offer an insight into the key discussion areas in blended language teaching. Its flexible design ensures it can be read either as a cohesive whole or its chapters and sections can be consulted independently. However, the veneer of language teaching might cause it to undersell itself to mainstream educators as it has great value for investigating and developing more generic blended learning contexts as well. The authors discuss important areas to consider in planning telephone teaching sessions e. How does the hybrid course affect student learning experiences? Many of them have also been responsible for the professional development of teaching teams working in varied blended models. The ideas they present are therefore well-formed, tested and have been approached reflectively.

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Language Teaching in Blended Contexts, ELT Journal

language teaching in blended contexts

Category: Education Author : Ng, Eugenia M. They highlight how instructional design choices i. Finally, in Chapter 17, Margaret Nicolson, Linda Murphy and Margaret Southgate identify and describe four principles about teaching in blended contexts that emerge throughout the book: responsiveness, creativity, openness, and pragmatism. It becomes clear from the outset that the authors advocate the sociocultural approach to learning with its emphasis on social interaction within a situated context, although the underlying theory is not elaborated upon. The edited volume offers a comprehensive overview of the key issues faced and of the developmental issues that may arise for teachers themselves and for those responsible for their professional development. Building on the considerable number of publications in this field, which have tended to focus on specific aspects of blended-language learning, this is one of the few books to offer a comprehensive examination of the many facets of language teaching in blended contexts. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

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Language teaching in blended contexts (Book, 2011) [rentsetgo.co]

language teaching in blended contexts

Nonetheless, the addition of more modern and emerging technologies to the discussions would have expanded the audience for the book. John focus on the delivery of synchronous online teaching sessions by exploring logistical and practical considerations; they also offer guidelines and practical examples for managing interactions, group work, task time, communication flow, and technology. The author explores ways in which tools like webcams and text chat functions can influence the quality of teaching and learning via online methods. The authors first describe which aspects of language teaching and learning are best served using asynchronous online tools. Research in the field underpins the chapters to better inform and develop good practice. Responsibility: edited by Margaret Nicolson, Linda Murphy and Margaret Southgate.

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Language teaching in blended contexts

language teaching in blended contexts

The authors draw on pioneering and innovative work carried out in the fifteen years since the inception of language courses at the Open University, where blended models have been modified and become more complex over the years. They also present examples of tasks that work well in that teaching mode and address practical assessment issues. Many of them have also been responsible for the professional development of teaching teams working in varied blended models. Language Teaching in Blended Contexts. In Chapter 11, Margaret Nicolson and Sylvia Warnecke outline considerations for planning face-to-face segments of blended courses e. The book examines the impact of different learning environments online, face-to-face, telephone on pedagogic practice and language learner support and recognises the particular socio-cultural, psycho-linguistic and cognitive issues that have to be taken into account when working with diverse adult language learners in blended settings. Language teachers, particularly those who teach adult learners at all levels, will find the book of immense value in enhancing their professional perspective, assisting the development of their own teaching practice and enabling them to make useful links between research and practice.

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Language teaching in blended contexts (Book, 2011) [rentsetgo.co]

language teaching in blended contexts

Overall, the edited volume is a valuable reference for language teachers who have limited experience teaching in blended contexts as it provides a good summary of the relevant issues. However, the veneer of language teaching might cause it to undersell itself to mainstream educators as it has great value for investigating and developing more generic blended learning contexts as well. Then, in Chapter 6, written by Maria-Rosa Amoraga-Piqueras, Anna Comas-Quinn, and Margaret Southgate, there is discussion of the use of assessment as a teaching tool. This study uses Conversation Analysis to compare lessons conducted by the same teacher-student dyads in audio and videoconferencing. A significant correlation was found between learners' stated goals and their expectations of their future teachers. The authors draw on pioneering and innovative work carried out in the fifteen years since the inception of language courses at the Open University, where blended models have been modified and become more complex over the years.

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Language Teaching in Blended Contexts

language teaching in blended contexts

There is a growing phenomenon of private online language tutoring worldwide, wherein learners hire language teachers via the Internet for one-to-one lessons. The contributors draw on a firm research base to better inform and develop good practice. Next, in Chapter 4, Linda Murphy and Stella Hurd focus on learner autonomy and motivation in blended language learning contexts. It is the only publication which views current developments in materials development through the eyes of developers and users of materials from all over the world. In this sense, the book can be considered a core text for understanding the fundamentals of blended learning and teaching while providing a valuable contribution to teachers' professional development. The authors also share ideas and resources such as web-based reading materials for teaching indigenous languages.

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Language Teaching in Blended Contexts

language teaching in blended contexts

This suggests that teachers need to be trained for conducting lessons via audio and video conferencing, and that teachers and teacher trainers need to identify specific pedagogical behaviours for each of these contexts. The book is likely to be of special interest to adult educators in community college and continuing education programs seeking to create, expand, or improve the quality of their blended language learning offerings. The edited volume offers a comprehensive overview of the key issues faced and of the developmental issues that may arise for teachers themselves and for those responsible for their professional development. In Chapter 8, Bärbel Brash and Margaret Nicolson explore the management and delivery of teaching via a traditional tool, the telephone. .

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