Teaching Languages with Technology: Communicative approaches to interactive whiteboard use

✍ Scribed by Euline Cutrim Schmid; Shona Whyte (editors)

• Publisher: Bloomsbury Academic
• Year: 2014
• Tongue: English
• Leaves: 289
• Category: Library

✦ Synopsis

This book draws on theories of second language acquisition (SLA) to illustrate how interactive white board technology can be exploited to support language acquisition. It examines interaction, collaboration and negotiation of meaning and focus on form in the communicative language classroom in primary, secondary and vocational schools.
In recent years new technologies have been incorporated into second and foreign language education as tools for implementing teaching methodologies. IWBs have established their role in the field of computer-assisted language learning (CALL) and are an effective and inspiring tool which motivates both teachers and learners. Although the number of IWBs in classrooms has rapidly increased over the past decade in many parts of the world, teacher training materials and pedagogical support for the design, evaluation and implementation of IWB-based materials in the foreign language classroom has not kept pace. Research also shows that language teachers do not always use IWBs in pedagogically sound ways. There is a real need for the development of training models and examples of good practice which can support teachers in developing the necessary competencies for exploiting the IWB in ways consistent with current theories of language teaching pedagogy. This book provides that best practice and gives a full account of in-depth research in an accessible manner.

✦ Table of Contents

Cover page
Halftitle page
ADVANCES IN DIGITAL LANGUAGE LEARNING AND TEACHING
SERIES page
Title page
Copyright page
Contents
Notes on contributors
Editorial Advisory Board
Foreword: interactive whiteboards – against the odds?
References
Introduction – Theory and practice in second language teaching with interactive technologies
Introduction
Second language teaching methods: How were you taught?
Second language acquisition theory: What research says about CLT and TBLT
SLA and technology: How interactive technologies can support teachers
Interactivity in learning technologies: How interactive is the IWB?
Professional development: Learning to use the IWB for teaching language
References
PART ONE Case studies
1 The IWB in language education for learners with special educational needs: learning Welsh at primary school
Introduction
Literature review
Research context
An evaluation of the lesson
Conclusion
Note
References
2 A task- based approach to video communication with the IWB: a French–German primary EFL class exchange
Introduction
Background to the study
The present study
Analysis of the VC session
Discussion
Conclusion
Notes
References
Websites
3 Digital storytelling in the primary EFL classroom
Introduction
Background
A digital story: Tendai’s dream
Data analysis
Conclusion
Appendix A
Appendix B
Appendix C
Appendix D: Questionnaire
Note
References
Websites
Pictures (copyright- free)
4 The IWB in the CLIL classroom: using visuals to foster active learning with young beginners
Introduction
Research overview of CLIL and the IWB
Research methodology
Descriptions of lessons
Refl ection: How can the use of the IWB support learners’ active engagement with CLIL concepts?
Conclusion
References
Website
5 Using the IWB to support gamification in order to enhance writing fluency in the secondary language classroom
Introduction
The study
Literature review
Description of the gamifi ed writing system
Evaluation of the gamifi ed writing system
The IWB and game- based learning
Conclusion
Appendix A: Student questionnaire
Appendix B: Results – student survey (Likes)
Appendix C: Results – student survey (Perceived ability)
References
6 Exploring IWB use for language instruction in Turkish higher education settings
Introduction
Research method
Research results
Conclusion
References
7 Academic teacher training and the IWB: coaching pre-service teachers in Belgium
Introduction
The IWB-UA project
Research outline
Findings
Conclusion
Recommendations
Credits
Appendix
Notes
References
PART TWO Final recommendations
8 Ongoing professional development in IWB-mediated language teaching: evening up the odds
Introduction
Materials design: Criteria for IWB-supported language teaching
Teacher education: Principles and guidelines for IWB-supported language teaching practice
References
PART THREE Glossary
Glossary
Index