Recent Changes

Tuesday, October 16

  1. page WiA2007 Proceedings edited ... Open Participatory Web Publishing Abstract Interaction in the target language has been trad…
    ...
    Open Participatory Web Publishing
    Abstract
    Interaction in the target language has been traditionally constrained by time, course book based, teacher controlled and limited to the physical or virtual classroom (LMS). Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    We
    In this article we will first
    Closed X Open
    Define/Compare/Contrast
    Pedagogy/methodology
    Discourse analysis, as described by Michael McCarthy “is ... fundamentally concerned with language and the contexts of its use.” Teachers should look at grammar and other aspects of language within a larger context of discourse.
    Ruth Wajryb states that "as they learn, students make many and varied and constantly changing hypotheses about language. These involve the learner
    Interaction in active decision-making about the target language. ... The hypotheses are tested outlanguage has been traditionally constrained by classroom time, course book based, teacher controlled and the results of each test - the feedback - are processed by the learner who then adjusts a current hypothesislimited either to accommodate the new data received. As a consequence, learning means constant flux: the language of the learner is always changing and this very instability is a sign of progress."
    David Nunan sees "second language acquisition more like a garden growing than building a wall. From such a perspective, learners do not learn one thing perfectly, one item at a time, but numerous things simultaneously (and imperfectly). The linguistic flowers do not all appear at the same time, nor do they all grow at the same rate. Some even appear to wilt, for a time, before renewing their growth."
    Examples
    Conclusion
    References
    Theoretical Part: Patricia
    What is learning? How do we learn?
    Today's students are students who
    physical or virtual classroom (LMS). Today's students, however, seek to
    ...
    virtual ones. Some of such
    Nowadays, blogs and other internet based
    social environments,platforms and tools have opened the most popular nowadays, include MySpace or Facebook. Thispossibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    This
    is an indication that today's studentslearners do not
    ...
    classroom but also extend their
    ...
    environments to in facilitating learning.facilitate learning.Some popular social environments for informal interaction include MySpace or Facebook.
    Students often prefer virtual social environments because their participation can encompass various multimodalities. These students express themselves not only with text but also with video, pictures, images, etc. This is very interesting because this is quite new from what we've had so far. We have students who express themselves with making videos.
    We have to acknowledge that and take this into consideration when we design our curriculum.
    ...
    Also, the idea of being an autonomous learner; one that can explore the language.
    You need to become independent and autonomous. They need to be able to look for things and be able to deal with these resources.
    Pedagogy/methodology
    Discourse analysis, as described by Michael McCarthy “is ... fundamentally concerned with language and the contexts of its use.” Teachers should look at grammar and other aspects of language within a larger context of discourse.
    Ruth Wajryb states that "as they learn, students make many and varied and constantly changing hypotheses about language. These involve the learner in active decision-making about the target language. ... The hypotheses are tested out and the results of each test - the feedback - are processed by the learner who then adjusts a current hypothesis to accommodate the new data received. As a consequence, learning means constant flux: the language of the learner is always changing and this very instability is a sign of progress."
    David Nunan sees "second language acquisition more like a garden growing than building a wall. From such a perspective, learners do not learn one thing perfectly, one item at a time, but numerous things simultaneously (and imperfectly). The linguistic flowers do not all appear at the same time, nor do they all grow at the same rate. Some even appear to wilt, for a time, before renewing their growth."
    Examples
    Conclusion
    References
    Theoretical Part: Patricia
    What is learning? How do we learn?

    Blogs and Other Social Tools
    Learning a language needs to happen in an authentic context with authentic tasks in a project-based approach. You can't just throw students into the online environment and tell them to talk or interact. They need to have a purpose and a goal.
    (view changes)
    6:46 am

Monday, October 15

  1. page WiA2007 Proceedings edited ... Theoretical Part: Patricia What is learning? How do we learn? [ Patricia - could you find t…
    ...
    Theoretical Part: Patricia
    What is learning? How do we learn?
    [ Patricia - could you find the papers and theory to sustain the arguments we are putting forward? ]
    When I think about my students, in general, and especially my ESL students, this is how I would characterize today's student. These
    Today's students are
    ...
    social ties and seek to be in real life social environments not only in real life but alsoas well as in virtual environments. I often get email from students inviting me to open an account or to be their friends be partones. Some of a specificsuch social network such as Facebook orenvironments, the most popular nowadays, include MySpace or other similar networks. I find it very interesting because it tells meFacebook. This is an indication that mytoday's students do not only want to meet meparticipate in class,socialization that takes place in a classroom but also wantextend their social environments into the virtual world where their participation takes on different forms of multimodal expression (e.g., video, text, image). Because today's students actively strive to establish ties and socialize with me outsidebe part of the classroom.
    Our students are students who are interested in being active
    such environments, educators should utilize this potential power of social environments to in facilitating learning.
    Students often prefer
    virtual social environments. This is something we need to facilitate.
    These
    environments because their participation can encompass various multimodalities. These students engage in multi-modal ways. They express themselves
    We have to acknowledge that and take this into consideration when we design our curriculum.
    I also believe that students learn through interaction with others. Students engage in language learning through social interaction. I learned English in Canada where I associated with a lot of people and having a lot of social interaction. Vygotsky has talked about it; his ideas on sociocultural learning are very valid, especially now.
    (view changes)
    6:23 pm

Friday, October 5

  1. page WiA2007 Proceedings edited ... http://www.iatefl.org.pl/call/j_article25.htm http://tesl-ej.org/ej41/int.html http://wrede…
    ...
    http://www.iatefl.org.pl/call/j_article25.htm
    http://tesl-ej.org/ej41/int.html
    http://wrede.interfacedesign.org/articles/weblogs_and_discourse.html
    (view changes)
    9:24 am
  2. page WiA2007 Proceedings edited ... Abstract Interaction in the target language has been traditionally constrained by time, cours…
    ...
    Abstract
    Interaction in the target language has been traditionally constrained by time, course book based, teacher controlled and limited to the physical or virtual classroom (LMS). Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    ...
    to promote the acquisition of soft skills and facilitate
    Closed X Open
    Define/Compare/Contrast
    ...
    Wajnryb, R. 1990. Grammar Dictation. Oxford: Oxford University Press: p. 11.
    Nunan, D. 1998 ‘Teaching grammar in context’. ELT Journal 52/2: p.102.
    http://in.rediff.com/getahead/2007/jan/08soft.htm
    http://en.wikipedia.org/wiki/Soft_skills
    http://incsub.org/blog/index.php?p=3

    http://www.danah.org/papers/Etech2006.html
    http://www.iatefl.org.pl/call/j_article25.htm
    (view changes)
    9:07 am

Thursday, October 4

  1. page WiA2007 Proceedings edited ... Abstract Interaction in the target language has been traditionally constrained by time, cours…
    ...
    Abstract
    Interaction in the target language has been traditionally constrained by time, course book based, teacher controlled and limited to the physical or virtual classroom (LMS). Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    First, weWe will first
    ...
    of closed versusenvironments and practices as opposed to open participatory webpublishingWeb publishing . We
    ...
    learnt/taught. Finally, we will draw attention to some of the most common issues interaction in open environments exposes all involved to issues such as internet etiquette and values, context, voice, privacy/disclosure and bullying.brings up . Specific examples
    ...
    been used within aduring conventional frameworklanguage courses to promote
    ...
    independent language learning while complementing regular language courses.learning.
    Closed X Open
    Define/Compare/Contrast
    (view changes)
    6:27 pm

Wednesday, October 3

  1. page WiA2007 Proceedings edited ... Abstract Interaction in the target language has been traditionally constrained by time, cours…
    ...
    Abstract
    Interaction in the target language has been traditionally constrained by time, course book based, teacher controlled and limited to the physical or virtual classroom (LMS). Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    ...
    involved to burning issues such
    ...
    and values, context, voice, privacy/disclosure
    ...
    language courses.
    Background

    Closed X Open (Compare/Contrast)
    Role/pedagogy/methodology

    Define/Compare/Contrast
    Pedagogy/methodology

    Discourse analysis, as described by Michael McCarthy “is ... fundamentally concerned with language and the contexts of its use.” Teachers should look at grammar and other aspects of language within a larger context of discourse.
    Ruth Wajryb states that "as they learn, students make many and varied and constantly changing hypotheses about language. These involve the learner in active decision-making about the target language. ... The hypotheses are tested out and the results of each test - the feedback - are processed by the learner who then adjusts a current hypothesis to accommodate the new data received. As a consequence, learning means constant flux: the language of the learner is always changing and this very instability is a sign of progress."
    (view changes)
    8:59 pm
  2. page WiA2007 Proceedings edited ... Open Participatory Web Publishing Abstract ... been traditionally constrained by time, c…
    ...
    Open Participatory Web Publishing
    Abstract
    ...
    been traditionally constrained by time, course book based, teacher controlled,controlled and limited to
    ...
    virtual classroom (LMS) and constrained by time.(LMS). Nowadays, blogs
    ...
    engage actively and responsibly with different
    ...
    language is learnt/taught as thislearnt/taught. Finally, interaction and opennessin open environments exposes all involved to reflect on burning issues
    ...
    and bullying. We also give specificSpecific examples will be given of how
    Background
    Closed X Open (Compare/Contrast)
    Role/pedagogy/methodology
    Discourse analysis, as described by Michael McCarthy “is ... fundamentally concerned with language and the contexts of its use.” Teachers should look at grammar and other aspects of language within a larger context of discourse.
    Ruth Wajryb states that "as they learn, students make many and varied and constantly changing hypotheses about language. These involve the learner in active decision-making about the target language. ... The hypotheses are tested out and the results of each test - the feedback - are processed by the learner who then adjusts a current hypothesis to accommodate the new data received. As a consequence, learning means constant flux: the language of the learner is always changing and this very instability is a sign of progress."
    David Nunan sees "second language acquisition more like a garden growing than building a wall. From such a perspective, learners do not learn one thing perfectly, one item at a time, but numerous things simultaneously (and imperfectly). The linguistic flowers do not all appear at the same time, nor do they all grow at the same rate. Some even appear to wilt, for a time, before renewing their growth."

    Examples
    Conclusion
    ...
    When a student joins a social environment online and discover that there is somebody else who has the same interests. This is very empowering.
    References:
    McCarthy, M. 1997 Discourse Analysis for Language Teachers. Cambridge University Press: p.10
    Wajnryb, R. 1990. Grammar Dictation. Oxford: Oxford University Press: p. 11.
    Nunan, D. 1998 ‘Teaching grammar in context’. ELT Journal 52/2: p.102.

    http://www.danah.org/papers/Etech2006.html
    http://www.iatefl.org.pl/call/j_article25.htm
    (view changes)
    8:49 pm
  3. page WiA2007 Proceedings edited Open Participatory Media Web Publishing Abstract ... engage actively and responsibly wit…

    Open Participatory MediaWeb Publishing
    Abstract
    ...
    engage actively and responsibly with different
    ...
    their learning.
    We

    First, we
    will first
    ...
    and contrast top-down closed environments like classrooms/ LMS to the "distributed network as a platform" andconcept of closed versus open participatory webpublishing . We will then argue that working in the latter asks for a change in the traditional rolefocus/perspective of teachers/learners andhow the pedagogical approachlanguage is learnt/taught as this interaction and methodology in these new environments should change.openness exposes all involved to reflect on burning issues such as internet etiquette and values, voice, privacy/disclosure and bullying. We also
    Background
    Closed X Open (Compare/Contrast)
    (view changes)
    11:33 am

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