21 Matching Annotations
  1. Nov 2018
    1. English Teachers' Barriers to the Use of Computer-assisted Language Learning

      This article discusses the use of Computer-assisted Language Learning (CALL) technologies to teach English. Each stage of learning aligns with a level of computer technology. There are also many barriers that impede the process of integrating the CALL into the classroom, which include financial, access to hardware and software, teacher training, technical knowledge, and acceptance of technology.

      RATING: 8/10

  2. Jul 2017
    1. 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.

      extremely important when "negocioation of meaning" is at play

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

      I found this very true for languages learners, specially foreign languages. The purpose of language is comunication, for a foreign language classroom, conections to real people gives meaning to the class and those connections would not be possible without the use of technology.

    1. 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.

      Cognitive skills vs Physical skills when learning languages

  3. Apr 2017
    1. 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.

      I hadn't thought about this aspect of discourse: not just the various context the content but of the experience of learning itself, how a teacher responds to student work, how that work is set up in the first place.

      I think hypothes.is is particularly useful in relation to this type of context in the way it makes certain previously hidden aspects of learning visible...

  4. Mar 2017
    1. 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

      So is one example of this the teaching of vocabulary and grammar out of context of authentic reading and conversation?

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

      Love this.

    3. 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.

      This is just what Naoko is doing by allowing students to choose their topics of research within the context of a language learning course.

    4. 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.

      Interesting.

    5. 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

      Does this map to literary theory in any way?...

    6. any utterance can carry several layers of meaning

      And all those layers can be visualized through annotation: vocabulary, cultural context...

    7. “layer ed simultaneity.”

      Love that phrase.

    8. 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.

      Wow. Annotation fits quite nicely here as helping to visualize these layers in a slightly more user-friendly way than Escher.

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

      Come on, "not-yet-ness" (Collier).

    10. ecologically valid contexts, relationships, agency, motivation and identity.
    11. ecological perspective,

      Everything is inter-related. Language cannot be learned out of context, out of community.

  5. Oct 2016
    1. bring languages into our schools—our Native languages and many more; it spreads our language around

      its true they need to preserve the languages so more ppl learn it and so it won't die

    2. allowing it to offer dual-language instruction

      offering more instruction=more children to learn

  6. Nov 2014
    1. This deck contains all must-have basic Esperanto rootwords as suggested by the editorial team of the magazine Kontakto.

      That sounds good. I aim to get fluent this semester!