2,602 research outputs found
SpeakApps 2 : speaking practice in a foreign language through ICT tools
Full text linkSpeakApps 2 is a project with support of the Lifelong Learning Programme, Accompanying Measures. It follows up on the work and results reached during the KA2 project “SpeakApps: Oral production and interaction in a foreign language through ICT tools”. The overarching aim of SpeakApps 2 is to further enhance Europeans’ language learning skills through both self-directed learning and purposeful, teacher-designed materials that can leverage an evergrowing body of Open Educational Resources (OER). SpeakApps 2 targets not only HE educators and teacher trainers, but also those in VET and Secondary Education, and aims to widen the pool of resources for building language teaching skills via scalable trans-European collaborations and innovation using ICT and mobile technologies. SpeakApps 2 now takes further steps to diffuse the results in new countries and to synchronize efforts in European language teaching, in particular using OER. To achieve this, SpeakApps 2 has the objectives of a) integrating five new languages and including new education sectors, and b) developing a scalable digital framework able to bring in more languages, while spreading SpeakApps 2’s methodologies and mobile solutions through a series of workshops, targeting the interests of open source communities and other projects for the sharing of resources and future innovations
Sustainability and Inter University Collaboration in Higher Education:Capacity Building for English for Specific and Academic Purposes (ESAP)
No full textHow can students and scholars in higher education gain ground and confidence to professionally communicate in English in a global perspective? In a symposium on sustainability and inter university collaboration, the underpinning of this growth by various stakeholders, with both successes and pitfalls, is illustrated by means of practical cases in order to feed an ensuing round table discussion on the leading questions: how can networking guarantee sustainability of cooperation projects? What role do online environments and platforms play in setting up sustainable networks and in supporting joint projects during and beyond their life span? The presentations covered Capacity Building in International Cooperation (Lut Baten), Faculty Identity and FL Planning (Liliana del Pilar Gallego) Assessment Literacy and Certification (Ivonne PeñaCollada and Claudia Harsch) Developing Intercultural Communicative Competence (Ana Vivian Fernández Peraza) , Virtual Exchange & social entrepreneurship) (Sake Jager). The symposium paved the way to launching LatinCALL, an association for sustainment and promotion of networking forCALL in Latin and Central America
Integrating CALL in ESOL classrooms: Understanding teachers' perspectives and meeting students' needs
Full text linkIn line with the needs of the 21st century learners and dramatic
improvements in schools’ technological infrastructures, it is expected that the
integration of digital tools into language learning courses would take a quicker pace
and a smoother path. However, current research indicates that although this might
be the case for foreign language learning courses, the situation differs for English
Speakers of Other Languages (ESOL) classes in New Zealand schools. Despite the
availability of various technologies, there is not much tendency for the integration
of Computer Assisted Language Learning (CALL) tools into ESOL classrooms.
Hence, this ongoing study explores the factors that contribute to the foregoing
situation from ESOL teachers’ perspectives in a New Zealand context. A series of indepth
interviews were conducted with a group of secondary school ESOL teachers.
The initial thematic analysis of the data suggested that any meaningful integration
of IT into ESOL environments requires active involvement of teachers, students,
and policy makers. Such factors as teachers’ professional identity, teacher education
and professional development programs, school and ministry policies, and students’
demography and their needs impacted ESOL teachers’ choice in IT adoption. The
findings of this study have significant implications for teachers, teacher educators,
and policy makers alike as a more specialized focus on such challenging situations
should be taken into consideration when educating ESOL teachers on the integration
of CALL
Raising metacognitive genre awareness in L2 academic readers and writers
Full text linkMetacognitief genrebewustzijn verhogen bij academische L2 lezers en schrijvers Deze dissertatie richt zich op de ontwikkeling van metacognitief genrebewustzijn, een concept geïntroduceerd door Negretti en Kuteeva (2011) dat genrebewustzijn koppelt aan metacognitie (zie ook Johns, 2008 en Devitt, 2004). Het is aangetoond dat metacognitief genrebewustzijn van belang is bij het ontwikkelen van het vermogen van leerders om academische teksten te lezen en te produceren (zie Negretti & Kuteeva, 2011). Door gebruik van een multi-method benadering – een combinatie van kwantitatieve en kwalitatieve methoden – onderzochten wij de ontwikkeling van metacognitief genrebewustzijn en de mate waarin dit bijdraagt aan academisch lezen en schrijven bij Engelsetaalleerders in een TEFL (Teaching English as a Foreign Language) programma in Honduras. De onderzoeksresultaten laten zien dat L2 leerders voor het grootste deel declaratief en procedureel genrebewustzijn ontwikkelen, in ruime mate en op verschillende manieren. L2 leerders hebben echter moeite met het ontwikkelen van conditioneel genrebewustzijn, dat wil zeggen het flexibel toepassen van kennis van genre-gebaseerde kenmerken en retorische aspecten bij andere academische taken en situaties. L2 leerders demonstreren de transfer van metacognitief genrebewustzijn bij de interpretatie van academische teksten. Eveneens vertonen ze een hogere mate van declaratieve en procedurele kennis in vergelijking met conditionele kennis van genre-baseerde kenmerken. Met betrekking tot de productie van academische genres, laten de L2 leerders transfer zien van metacognitief genrebewustzijn, in verschillende mate en op verschillende manieren, en ook nu wordt minimale conditionele kennis gedemonstreerd in de overdracht van genre-gebaseerde kennis naar complexe taken. De studie benadrukt de noodzaak voor verder onderzoek naar genrebewustzijn en wat de invloed ervan is op academische lees- en schrijfvaardigheid van L2 leerders
Teacher Competences for Telecollaboration: The Role of Coaching.
No full textThis paper explores the role of coaching in enhancing teachers’ key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring coaching satisfaction and a second one tackling teacher competences. The results show that teachers highly value coaching to integrate complex pedagogical innovations in their teaching. Participants reported that coaching contributed to an improvement of key competences necessary to implement TC exchanges successfully
The sake yeast is a culture of Japanese sake It is only Japan that can isolate the sake yeast (Saccharomyces sake)
Full text link清酒酵母(S. sake)の特異性を見出しているが,外国では清酒酵母は分離されていない。この理由は外国に清酒酵母(S. sake)が存在しないのではなく,日本に存在する清酒もろみ(米・蒸米・水)が外国では造られていないからである。従って,外国では清酒酵母が優位に生息できないのである。逆に,清酒酵母(S. sake)は清酒もろみに優位に生息する性質があるため,日本においてのみ清酒酵母が分離される。清酒醸造を行なう日本においてのみ分離できる清酒酵母(S. sake)こそが,日本酒の文化である。The sake yeast is not isolated in any other country though in Japan the author found the characteristics of sake yeast (S. sake). It is not that the sake yeast (S. sake) does not existing abroad, but it is just that sake mash (koji mold, steamed rice, and water) existing in Japan is not made abroad. As a whole, the sake yeast cannot live dominant abroad. Inversely, the sake yeast (S. sake) has the characterics of living dominant in sake mash, so that it can be isolated only in Japan. It is the very sake yeast (S. sake) that is the culture of Japanese sake, as it can be isolated in Japan where sake jozo is performed.E1KJ00004019086綜設Revie
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