fact, Woices, iSpeech and Voki can be used for the post-listening stage. You may decide, for example, to have your learners create their own Voki as a response. T

In general, I'm unpersuaded by these arguments (learning curve is determined not just by unfamiliar syntax, but by unfamiliar semantics and APIs as well, and the frameworks in question excel at adding complexity in those areas).

English Teachers' Barriers to the Use of Computer-assisted Language Learning

Modalities of Meaning

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

Language, to me, is a mystery because I haven’t studied it but, I know there’s loads of literature out there, and we know in general that kids learn language differently from adults and that people can learn a language by immersion rather than by any direct instruction in grammar or anything. It’s interesting that the term literacies is used with reference to language acquisition, and we use it in digital literacies. One common aspect of literacies which also came up in earlier conversations with Sally, was my belief that digital literacies could only be (really) learned socially, as with language.

In turn, this child’s statement may shift the teacher’s learning and encourage her or him to recreate or extend this same experience to another area of study in the curriculum.

“cult of authenticity.”

Res ear ch often isolates particular pieces of the complex puzzle in order to study them in detail. However useful this may be, it obscures the dynamism of the actual teaching and learning work that goes on, and cannot show the emergent and contingent nature of that work

There must be room in a learning environment for a variety of expressions of agency to flourish.

However, in order to make significant progress, and to make enduring strides in terms of setting objectives, pursuing goals and moving towards lifelong learning, learners need to make choices and employ agency in more self-direct ed ways.

Agency is therefore a central concept in learning, at many levels an in many manifestations. It is a more general and more profound concept than the closely related terms autonomy, motivation and investment. One might say that autonomy, motivation and investment are in a sense products (or manifestations) of a person’s agency.

the multilayered nature of interaction and language use, in all their complexity and as a network of interdependencies among all the elements in the setting, not only at the social level, but also at the physical and symbolic level

any utterance can carry several layers of meaning

“layer ed simultaneity.”

I like to use this image to illustrate that any utterance has a number of layers of meaning. It refers not only to the here and now, but also to the past and the future of the person or persons involved in the speech event, to the world around us, and to the identity that the speaker projects.

and they are dynamic and emergent, never finished or absolute.

ecologically valid contexts, relationships, agency, motivation and identity.

ecological perspective,

bring languages into our schools—our Native languages and many more; it spreads our language around

allowing it to offer dual-language instruction

This deck contains all must-have basic Esperanto rootwords as suggested by the editorial team of the magazine Kontakto.