scholarly journals Enseñar E/LE a la primera generación de nativos digitales

2017 ◽  
Author(s):  
Alicia Hernández Liechti
Keyword(s):  
Language Learning ◽  
First Generation ◽  
Teaching Practice ◽  
Digital Natives ◽  
Language Teachers ◽  
Palabras Clave ◽  
Impact Of Technology ◽  
Nativos Digitales ◽  
Spanish Teacher ◽  
New Situation

Resumen: Este artículo trata de la primera generación de verdaderos nativos digitales en Europa, nacidos en torno al año 2000 y que en la actualidad asisten a los institutos de secundaria. Son diferentes a los de generaciones anteriores debido sobre todo al impacto que la tecnología ha tenido en sus vidas, pero la mayoría sigue sistemas educativos desfasados, diseñados para alumnos del siglo pasado. Muchos profesores intentan adaptarse a la nueva situación incorporando las TIC en sus cursos. La autora analiza el proceso de creación de un telediario, actividad realizada en el marco de un proyecto piloto de uso de los Ipad en los cursos de E/LE. Este proyecto obtuvo el Primer Premio del concurso a la Mejor práctica docente de E/LE basada en las TIC convocado por la Editorial Difusión/Prolinter en 2017, con la colaboración del Instituto Cervantes y el patrocinio de SIELE y FEDELE.  Palabras clave:  E/LE con Ipads, nativos digitales, enfoque por proyectos, tarea final. Abstract: This article concerns the first generation of true digital natives in Europe, children born in 2000, who, today, attend colleges or secondary schools. They are different to the previous generations due to the important impact of technology on their lives. However, they are compelled to attend schools with an outdated educational system designed for the older generations. Some teachers try to adapt themselves to the new situation by incorporating the ICT. The Spanish teacher at the LFZ therefore analyzes in this article the elaboration process of a newscast, whilst using the school iPads with her students of second year of Spanish. This video was presented at a well-known contest amongst language teachers, where the best teaching practice of Spanish as a foreign language based on the use of ICT is selected, and won the first prize in March 2017.  Keywords: S/FL, digital natives, S/FL with Ipads, Task-based language learning.

scholarly journals Enseñar E/LE a la primera generación de nativos digitales

2017 ◽  
Author(s):  
Alicia Hernández Liechti
Keyword(s):  
Language Learning ◽  
First Generation ◽  
Teaching Practice ◽  
Digital Natives ◽  
Language Teachers ◽  
Palabras Clave ◽  
Impact Of Technology ◽  
Nativos Digitales ◽  
Spanish Teacher ◽  
New Situation

Resumen: Este artículo trata de la primera generación de verdaderos nativos digitales en Europa, nacidos en torno al año 2000 y que en la actualidad asisten a los institutos de secundaria. Son diferentes a los de generaciones anteriores debido sobre todo al impacto que la tecnología ha tenido en sus vidas, pero la mayoría sigue sistemas educativos desfasados, diseñados para alumnos del siglo pasado. Muchos profesores intentan adaptarse a la nueva situación incorporando las TIC en sus cursos. La autora analiza el proceso de creación de un telediario, actividad realizada en el marco de un proyecto piloto de uso de los Ipad en los cursos de E/LE. Este proyecto obtuvo el Primer Premio del concurso a la Mejor práctica docente de E/LE basada en las TIC convocado por la Editorial Difusión/Prolinter en 2017, con la colaboración del Instituto Cervantes y el patrocinio de SIELE y FEDELE.  Palabras clave:  E/LE con Ipads, nativos digitales, enfoque por proyectos, tarea final. Abstract: This article concerns the first generation of true digital natives in Europe, children born in 2000, who, today, attend colleges or secondary schools. They are different to the previous generations due to the important impact of technology on their lives. However, they are compelled to attend schools with an outdated educational system designed for the older generations. Some teachers try to adapt themselves to the new situation by incorporating the ICT. The Spanish teacher at the LFZ therefore analyzes in this article the elaboration process of a newscast, whilst using the school iPads with her students of second year of Spanish. This video was presented at a well-known contest amongst language teachers, where the best teaching practice of Spanish as a foreign language based on the use of ICT is selected, and won the first prize in March 2017.  Keywords: S/FL, digital natives, S/FL with Ipads, Task-based language learning.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals From pedagogically relevant corpora to authentic language learning contents

ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 47-64 ◽  
Author(s):  
SABINE BRAUN
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Major Aspect ◽  
Learning And Teaching ◽  
Linguistic Research ◽  
Corpus Design ◽  
Ready Availability ◽  
Authentic Language ◽  
The Web

The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this paper, I will argue that the shape of many existing corpora, designed with linguistic research goals in mind, clashes with pedagogic requirements for corpus design and use. Hence, a ‘pedagogic mediation of corpora’ is required (cf. Widdowson, 2003). I will also show that the realisation of this requirement touches on both the development of appropriate corpora and the ways in which they are exploited by learners and teachers. I will use a small English Interview Corpus (ELISA) to outline possible solutions for a pedagogic mediation. The major aspect of this is the combination of two approaches to the analysis and exploitation of a pedagogically relevant corpus: a corpus-based and a discourse-based approach.

scholarly journals Reflective Teaching Practice in an EFL Context: A Qualitative Study

2016 ◽  
Vol 6 (7) ◽  
pp. 48
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona T. Yazdi
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Affective Factors ◽  
Efl Context ◽  
Depth Interview ◽  
Efl Teachers ◽  
Cognitive And Affective Factors

<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’ motivation towards language learning in classroom. The results call for paying further notice to important role of theses reflective teachers in Iranian EFL context and there is a need to raise knowledge and awareness of all language teachers of the importance of reflecting on their teaching practice.</p>

scholarly journals THE OTHE SIDE OF THE DESK: UNDERSTANDING LANGUAGE TEACHERS’ COGNITIONS ON MOTIVATIONAL TEACHING PRACTICE

2021 ◽  
Vol 1 (193) ◽  
pp. 450-461
Author(s):  
Mairin Hennebry-Leung ◽  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Learner Motivation ◽  
Language Learning Motivation ◽  
Crucial Component ◽  
English Language Teachers ◽  
Motivational Practice ◽  
Pedagogical Frameworks

While the field of language learning motivation has progressed significantly in recent decades, there is still a considerable gap in our understanding about teachers ’ motivational practice. Specifically, the focus has been on descriptive accounts of the strategies teachers employ and their perceived effectiveness, but how teachers think about student motivation and their own motivational practice and why teachers do what they do is vastly under-researched. Understanding teacher cognitions on this phenomenon is a crucial component of moving the field forward into real classroom impact. Drawing on stimulated recall interview data, this paper explores the cognitions of English language teachers in Hong Kong, in relation to learner motivation. Findings point to diverse approaches to motivational practice dependent largely on the extent to which teachers’ conceptualisations of motivation are static or dynamic and the degree to which they recognize the agentive role of the teacher in shaping and directing motivation. The paper argues the need for an explicit focus on motivational teaching practice in teacher education programmes, equipping language teachers with the tools for socioculturally classroom responsive pedagogical frameworks.

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

2017 ◽  
pp. 130-151
Author(s):  
Andy D. Halvorsen
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Technology Use ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Social Networking Site ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teacher Interview ◽  
Use Of Technology

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

2020 ◽  
pp. 716-737
Author(s):  
Andy D. Halvorsen
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Technology Use ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Social Networking Site ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teacher Interview ◽  
Use Of Technology

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

scholarly journals Hábitos digitales de los estudiantes de Pedagogía en un ambiente de hipercomunicación

2014 ◽  
pp. 51
Author(s):  
Teresa Ayala Pérez
Keyword(s):  
Digital Technology ◽  
Digital Natives ◽  
Redes Sociales ◽  
School Students ◽  
Palabras Clave ◽  
Digital Generation ◽  
Nativos Digitales ◽  
Teachers Training ◽  
Competencias Digitales ◽  
The Way

Resumen La masificación de la tecnología digital ha provocado cambios sustanciales en el ámbito educativo que van desde la manera como se accede a la información hasta la forma en que las personas interactúan y se comunican. Dentro de este contexto, cabe preguntarse cuáles son las competencias y hábitos digitales de un importante grupo de jóvenes para las futuras generaciones: los estudiantes de pedagogía, quienes pertenecen a la generación digital (Tapscott, 1997, 2008) y comparten con los escolares las características de los nativos digitales (Prensky, 2001). Por este motivo, en 2011 se llevó a cabo un proyecto de investigación que intentaba obtener información respecto de los hábitos y competencias digitales de los futuros profesores con objeto de obtener datos que pudieran ser considerarlos en el proceso de formación inicial docente. En el presente trabajo, y desde la perspectiva del profesor de lenguaje, se intenta reflexionar respecto de la incesante comunicación a través de sistemas informáticos, de rasgos relevantes de la generación digital y también mostrar algunos resultados de dicha investigación. Palabras clave: comunicación digital, redes sociales, estudiantes de pedagogía, hábitos digitales Digital habits of pedagogy students in a hyper-communication environment   Abstract The popularisation of digital technology has led to substantial changes in education; such changes go from the way information is accessed to the way people interact and communicate with each other. In this context, the question remains, which are the skills and digital habits of a group of young people highly important for future generations, i.e.: pedagogy students who belong to the digital generation (Tapscott, 1997, 2008) and are digital natives as are school students as well (Prensky, 2001). In 2011, a research project was developed which intended to get information about the habits and digital skills of future teachers in order to obtain data which could be considered in the initial teachers training process. This paper, from the perspective of the language teacher, aims to reflect on constant communication through computer systems, relevant to the digital generation, and it shows some research results as well. Keywords: Digital Communication; Social Networks; Pedagogy Students; Digital Habits

scholarly journals Decolonizing Language Teachers’ Teaching Practices through a Postmethod Pedagogy

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Adriana Milena Avella Alvarado ◽  
Geidy Yohana León Lozada
Keyword(s):  
Decision Making ◽  
Language Learning ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Continuous Process ◽  
Language Teachers ◽  
Teaching Approach ◽  
Pedagogical Practices ◽  
Language Policies ◽  
Theoretical Reflection

This article presents a critical and theoretical reflection upon a pedagogical proposal which considers an EFL teaching practice. The target pedagogical experience relies on the first step to starting decolonizing language teachers’ teaching practices in the context they live in. Understanding that decolonizing teaching practices is a continuous process of reflection that involves decision-making, awareness of the students’ needs, and the context in which they are immersed. Firstly, the document will present some of the authors’ insights about language policies as the National Bilingual Program (PNB). Secondly, the manuscript addresses the teaching approach in which the proposed activities are embedded as a means to stress the necessity to start decolonizing pedagogical practices. Thirdly, the manuscript delves into Kumaravadivelu’s particular perspectives of Method and Post method pedagogy in language teaching. Finally, there will be some reflections about what language teachers do for engaging students in their own language learning providing meaningful practices, and what they have constructed about decolonization.  

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