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Thursday, July 30, 2020 | History

8 edition of Telecollaborative language learning found in the catalog.

Telecollaborative language learning

Telecollaborative language learning

a guidebook to moderating intercultural communication online

  • 182 Want to read
  • 15 Currently reading

Published by P. Lang in Bern, New York .
Written in English

    Subjects:
  • Language and languages -- Computer-assisted instruction,
  • Intercultural communication -- Study and teaching -- Data processing

  • Edition Notes

    StatementMelinda Dooly (ed.).
    ContributionsDooly, Melinda.
    Classifications
    LC ClassificationsP53.28 .T45 2008
    The Physical Object
    Paginationp. cm.
    ID Numbers
    Open LibraryOL16959132M
    ISBN 109783039115235
    LC Control Number2008028375

    A cataloguing record for this book is available from the British Library. iii Table of Contents interest is language learning and technology, investigating students’ interaction, in network-based telecollaborative language learning settings. Notes on Contributors viii. Following an historical overview, telecollaborative language learning is described in view of the prevalent pedagogical approaches to language learning based on Communicative Language .

    A virtual partnership between learning communities in different geographical locations to address pedagogical goals. Learn more in: Telecollaborative Storytelling: Reframing English Language Learners' and Pre-service Teachers' Identity, Multimodal Literacy, and Intercultural Competency. apply to language learning and teaching (see Figure 1, a screen shot from the Moodle discussion that supported the project). Figure 1. Screen shot of telecollaborative pair reflection 3. Results and discussion In the pre-BMELTET survey, there was a marked difference between the.

    19 Telecollaboration and student mobility for language learning Celeste Kinginger 31 A task is a task is a task is a task or is it? Researching telecollaborative teacher competence development – the need for more qualitative research Andreas Müller-Hartmann 45 Learner autonomy and telecollaborative language learning David Little Section 2. Language Learning & Technology intercultural and linguistic knowledge. With the maturation of the field, a number of special journal issues devoted to the topic have been published, including no less than three issues of Language Learning & Technology (, , and the present issue).The sustained interest in virtual exchange is further.


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Telecollaborative language learning Download PDF EPUB FB2

This guidebook brings together the knowledge, insight and experience gained by the participants of an international telecollaborative language learning project entitled Moderating Intercultural Collaboration and Language Learning (MICaLL).

Telecollaboration is understood here as a shared teaching and learning experience between distanced 4/5(1). The guidebook considers relevant questions and issues which often come up when teachers without previous experience in telecollaboration undertake this type of enterprise.

Through the realistic advice and practical examples provided, the reader will be motivated to engage in telecollaborative language learning projects with their own pupils.

This guidebook brings together the knowledge, insight and experience gained by the participants of an international telecollaborative language learning project entitled Moderating Intercultural Collaboration and Language Learning (MICaLL).

Telecollaboration is understood here as a shared teaching and learning experience between distanced partners that is facilitated through the use of Internet. For instance, when first writing ← 11 | 12 → about our own telecollaborative experiences from the mid ’s, it was a challenge to find ‘fellow telecollaborators’ to contribute to a book on innovative approaches to teaching and learning languages.

When the book was published, there was only one other submission on telecollaboration. Telecollaboration is a form of network-based language teaching which emerged in language teaching in the s.

It refers to the pedagogic practice of bringing together classes of foreign language learners through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence and digital literacies.

Telecollaborative Language Learning Projects This book provides a nexus between research and practice through teachers’ narratives of their experiences with Telecollaborative language learning book. The book begins with a chapter outlining the pedagogical and theoretical underpinnings of telecol-laboration (also known as Virtual Exchange), followed by eight.

This book provides a nexus between research and practice through teachers’ narratives of their experiences with telecollaboration.

The book begins with a chapter outlining the pedagogical and theoretical underpinnings of telecollaboration (also known as Virtual Exchange), followed by eight chapters that explain telecollaborative project design, materials and activities as well as frank.

Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. Peter Lang. "FROM THE SPECIAL ISSUE EDITOR", Language Learning & Technology Vol. 7, No. 2, Maypp. ; Belz, J. Guest editor of a special issue of Language Learning & Technology on Telecollaboration, 7(2), Chapter 1.

Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practice (Melinda Dooly / Robert O’Dowd) Chapter 2. A telecollaborative science project: Searching for new ways to make language learning authentic (Anaïs García-Martínez / Maria Gracia-Téllez) Chapter 3.

Following an historical overview, telecollaborative language learning is described in view of the prevalent pedagogical approaches to language learning based on Communicative Language Teaching: Task‐Based Language Teaching, Project‐Based Language Learning, Communication‐Oriented Language Teaching.

*Dooly, M. () Divergent perceptions of telecollaborative language learning tasks: Task-as-workplan vs. task-as-process. Language Learning & Technology, 15 (2): 69 – Fuchs, C., Hauck, M. and Müller-Hartmann, A. () Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges.

these paths leads telecollaborative exchanges away from formal learning and engages learners in language and cultural learning experiences by immersing them in specialized online interest communities or environments that focus on specific hobbies or interests.

Thorne, Black, and Sykes (), for example. She has published widely in international journals and authored chapters and books in this area of study. She is co-editor of the book series Telecollaboration in Education (Peter Lang), with Dr.

Robert O’Dowd. Her current research interest is in project-based telecollaborative language learning and very young learners. Email: Buy the Paperback Book Telecollaborative Language Learning: A guidebook to moderating intercultural collaboration online by Melinda Ann Dooly Owenby atCanada's largest bookstore.

Free shipping and pickup in store on eligible orders. In book: In this together: Teachers' Experiences with Transnational, telecollaborative language learning projects, Publisher: Peter Lang, pp Cite this publication Dolors Masats.

Dooly, M. () Divergent perceptions of telecollaborative language learning tasks: task-as-workplan vs. task-as-process. Language Learning and Technology 15(2): Dooly, M. and Sadler, R. () The design process of the technology-enhanced teacher education flipped classroom.

A case study. Telecollaborative exchanges where groups of learners work with others across time and space using varied ICT tools afford language learning communities unique possibilities to develop the linguistic, intercultural and strategic skills needed in today’s globally interconnected societies (O’Dowd,).

Today, language learners can be linked with students in other countries to form international partnerships, which is often called telecollaboration. Some common goals of telecollaboration include cultural awareness, development of foreign language skills and intercultural communicative competence.

Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration: /ch This chapter reports on a Spanish-Finnish telecollaborative task-based study that was conducted with a view to exploring students' intercultural learning.

Telecollaborative research often focuses on intercultural objectives rather than language learning, and highlights limitations due to technical difficulties and poor task design.

Language Learning & Technology 64 virtual exchange projects for the development of foreign language skills, intercultural awareness and skills related to the global workplace (see examples of funded projects in Belz, ; Kohn & Warth, ; and O’Dowd, ).

Telecollaborative learning is also considered as an important way of providing.Abeer Abuzayed is a self-employed machine learning engineer and a former IEEE member who has graduated recently from the Islamic University of Gaza and attended the University of Glasgow as a part of the Erasmus + exchange program.

She loves to play with data, particularly text data where she is interested in natural language processing (NLP.Telecollaborative Storytelling: Reframing English Language Learners' and Pre-service Teachers' Identity, Multimodal Literacy, and Intercultural Competency: /ch Telecollaborative multimodal storytelling has evolved into an innovative pedagogic design that fuses information technologies, semiotic repertoires, and.