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Online Teacher Development Events and Resources

 
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Mon Aug 18, 2014 5:52 am    Post subject: Online Teacher Development Events and Resources Reply with quote

Teachers and Teacher Trainers may be interested in the ongoing series of free TESOL seminars hosted by Macquarie University, Sydney and sponsored by IATEFL.

Next up, tomorrow, is Kiwi, Jack Richards on "What Does It Take To Be An English Language Teacher? Exploring Teacher Knowledge, Skill And Cognition".

Times are:

Tues 19th August 13:00 Sydney

which translates to:

Tues 12:00 Tokyo
Tues 11:00 Beijing
Tues 08:30 New Delhi
Tues 08:00 Karachi
Tues 07:00 Dubai
Tues 06:00 Istanbul
Tues 04:00 London
Tues 23:00 New York
Tues 20:00 Los Angeles

and the following week, another Kiwi, John Bitchener, from here in Auckland, will be reporting back on his research into the value of corrective feedback.

You can see these live webinars and recordings of a whole range of earlier Macquarie linguistics seminars here.


Enjoy!

Martin McMorrow, Auckland, NZ


Last edited by mmcmorrow on Sun Aug 24, 2014 12:52 am; edited 2 times in total
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fluffyhamster



Joined: 13 Mar 2005
Posts: 2763
Location: UK > China > Japan > UK again

PostPosted: Mon Aug 18, 2014 3:23 pm    Post subject: Reply with quote

Thanks for posting these, Martin! I'll watch a few soon. Smile
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Sat Aug 23, 2014 11:49 pm    Post subject: Online Debate on history of Communicative Language Teaching Reply with quote

Dates: 7 - 21 September
Article: Unpackaging the past: 'CLT' through ELTJ keywords, by Duncan Hunter and Richard Smith.
Moderator: Alan Waters, Lancaster University

The discussion will take place in the Research SIG's Yahoo!Group, which is open to members and non-members of the SIG alike.

Abstract: "ELT history is often viewed as a succession of methods, but such a view tends to rest on a ‘packaging up’ and labelling of complex and often contested past developments. This process ignores both continuity with earlier developments and diversity of contemporary opinion and often seems to serve as a way to clear the ground for self-proclaimed ‘progress’. This article describes a study that was undertaken to promote an alternative view of the past. Taking as a starting point the way communicative language teaching (CLT) seems to be currently in the process of being packaged up in readiness for the ‘dustbin of history’, the study combined corpus-based and qualitative procedures to explore keywords in ELTJ articles during the early communicative period. By identifying themes discussed by contemporary writers themselves, we highlight areas of continuity with ‘pre-communicative’ methodology, and diversity within the communicative discussion itself, thus subverting the assumption that there was ever a wholly distinct, unitary, or ‘classical’ CLT to be lightly superseded."

Alan Waters, who will moderate the discussion of this article, was, until his retirement in 2012, a Senior Lecturer in the Department of Linguistics and English Language, Lancaster University, England. He has taught EFL in Sierra Leone, Kuwait, and the UK, and trained teachers in Thailand, the UK, Hong Kong, and several other parts of the world. He has published a number of books and articles on a range of ELT topics. His main ELT interests are language teaching methodology and materials, teacher learning, and managing innovation.
Email:a.waters@lancaster.ac.uk

To help you get ready for the discussion, here are some possible questions, suggested by Alan, apart from ones you might have of your own:

Q. 1. Days 1 – 2.

In the ‘Introduction’ section of the paper (pp. 430-432), do you feel the characterization of the treatment of methods in books such as Larsen-Freeman and Richards and Rodgers is accurate? And if so, do you also agree that this treatment is problematic?

Q. 2. Days 4 - 5.

What do you think of the research procedures described from p. 432 to the top of p. 434? Would you have modified the research approach in any way? If so, how?

Q. 3. Days 7 - 8

In the section on ‘The big picture: 1981–1986 versus 1958–1973 keywords’ (pp. 434-5), what do you feel about the nature of the data presented? Do you agree with the authors’ analysis of them?

Q. 4. Days 10 - 11

In the section on ‘ Uncovering complexity: qualitative analysis of keywords in context’ (pp. 435-438), what do you see as the authors’ main claims here? What do you think of them, especially in relation to the overall argument (i.e., the distorted nature of the conventional picture of methods)?

Q. 5. Day 12 - 13

What do you think the implications of the ‘Conclusion’ section (pp. 438-9) might be for i) further research and/or ii) teacher education?

Martin McMorrow, Massey University, New Zealand
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Sun Aug 24, 2014 12:54 am    Post subject: Reply with quote

Here is a new online book from the British Council in which teachers give accounts of professional development in a wide range of contexts around the world. And here's another one from last year on assessment.

Martin McMorrow, Massey University, New Zealand
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Tue Sep 02, 2014 10:09 pm    Post subject: Academic writing resources from the University of Hull Reply with quote

The AWE site from the University of Hull contains a wide range of exercises and examples of academic writing. Very simply presented (essentially as a wiki), which means it doesn't have much visual appeal, but does load very easily.

Martin McMorrow, Massey University, New Zealand
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buravirgil



Joined: 23 Jan 2014
Posts: 252
Location: Jiangxi Province, China

PostPosted: Tue Sep 02, 2014 11:40 pm    Post subject: Re: Academic writing resources from the University of Hull Reply with quote

mmcmorrow wrote:
The AWE site from the University of Hull contains a wide range of exercises and examples of academic writing. Very simply presented (essentially as a wiki), which means it doesn't have much visual appeal, but does load very easily.

I've clicked about for five minutes and cannot find a single exercise. Are there more than five? Can you provide a link to an exercise found in the wiki?

I see a wiki serving as a glossary for terms found in academic writing, and some notation (largely dealing with definitions) of a few academic works.

This appears to be a class' exercise serving some requisite.
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Wed Sep 03, 2014 12:20 am    Post subject: Reply with quote

Sorry, should have said 'a wide range of examples and tips' rather than exercises.
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Sun Sep 14, 2014 10:47 pm    Post subject: English Grammar MOOC Reply with quote

This MOOC from EdXcould be worth a look. It comes across as quite professionally produced with contributions from some well-known professors. Starts next week.

Martin McMorrow, Massey University, NZ
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mmcmorrow



Joined: 30 Sep 2007
Posts: 114
Location: New Zealand

PostPosted: Sun Jan 11, 2015 1:44 am    Post subject: EVONLINE Free Workshops from TESOL Reply with quote

There are some interesting looking sessions in the Electronic Village Online (associated with the annual TESOL Convention) on a range of mostly computer and social media topics in language teaching and learning. You can find details here.

Courses available are:

Using Moodle as a Bridge to Blended Learning
Creating eTextbooks
Dream Act: What Teachers Can Do
Educators and Copyright: Do the Right Thing
EVO Minecraft MOOC
Flipped Learning
MachinEVO 2015: How to make a Machinimafor Learners of English
ICT4ELT
International Writing Exchange
Moodle for Teachers (M4T)
Non-Native English Speakers in TESOLand Collaborative Teaching
Teaching EFL to Young Learners
Teaching Pronunciation Differently

But you'll have to be quick as the last official day for registration is today (January 11th).

Martin McMorrow, New Zealand
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