Month: March 2014
The methodological transfer from the CL research area to the applied ring of language learning and teacher underwent no adaptation, and thus learners were presented with the same tools, corpora and analytical tasks as well-trained and professional linguists.
[…]
Reading concordances is, by no means, a trivial task. Sinclair (1991) recommends a complex procedure which involves five distinct stages. Let us review very briefly what they entail. The first stage is
that of initiation. Learners here will look to the left and to the right of the nodes and determine the dominant pattern. Then, learners are prompted to interpret and hypothesize about what it is that these
words have in common. Thirdly, the consolidation stage, where students are to corroborate their hypothesis by looking more closely at variations of their hypotheses. After this, these findings have to be reported and, finally a new round of observations starts. Although typically reduced in language classrooms, this procedure is common in the possibilities scenario and certainly characterises the so-called bottom-up approach (Mishan, 2004: 223). A recent analysis (Kreyer, 2008) deconstructs the idea of corpus competence in different skills, namely, interpreting corpus data, knowledge about corpus design, knowledge about resources in the Internet, some linguistic background, knowledge about how to use concordances and, finally, some corpus linguistics background. This is a positive effort in the
right direction as the author admits the need to create the conditions for the use of corpora in the language classroom or, in other words, the Kreyer recognizes that pedagogic mediation is necessary if we want to turn the corpus into a learning tool. Notwithstanding, the challenges are significant.
Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang.
The methodological transfer from the CL research area to the applied ring of language learning and teacher underwent no adaptation, and thus learners were presented with the same tools, corpora and analytical tasks as well-trained and professional linguists.
[…]
Reading concordances is, by no means, a trivial task. Sinclair (1991) recommends a complex procedure which involves five distinct stages. Let us review very briefly what they entail. The first stage is
that of initiation. Learners here will look to the left and to the right of the nodes and determine the dominant pattern. Then, learners are prompted to interpret and hypothesize about what it is that these
words have in common. Thirdly, the consolidation stage, where students are to corroborate their hypothesis by looking more closely at variations of their hypotheses. After this, these findings have to be reported and, finally a new round of observations starts. Although typically reduced in language classrooms, this procedure is common in the possibilities scenario and certainly characterises the so-called bottom-up approach (Mishan, 2004: 223). A recent analysis (Kreyer, 2008) deconstructs the idea of corpus competence in different skills, namely, interpreting corpus data, knowledge about corpus design, knowledge about resources in the Internet, some linguistic background, knowledge about how to use concordances and, finally, some corpus linguistics background. This is a positive effort in the
right direction as the author admits the need to create the conditions for the use of corpora in the language classroom or, in other words, the Kreyer recognizes that pedagogic mediation is necessary if we want to turn the corpus into a learning tool. Notwithstanding, the challenges are significant.
Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang.
ALL FOR ABSTRACT SUBMISSIONS
The 2015 Volume in CALICO’s Monograph Book Series.
Guest editors
Dr Ed Dixon (University of Pennsylvania, USA)
Dr Michael Thomas (University of Central Lancashire, UK)
Book Title
Researching Language Learner Interaction Online: From Social Media to MOOCs
Overview
This timely volume aims to publish new empirical research on language learning in digitally-mediated environments and conceptual chapters that address new research approaches for effectively understanding the complex interactions taking place online. This dual focus distinguishes the volume from existing books in the field and is based on a recognition of the need for qualitative, multimodal and mixed methods research approaches that aim to capture a holistic understanding of learner interaction in online spaces.
According to advocates, social network sites and new learning spaces like Coursera, Instreamia and other MOOCs are set to have an unprecedented impact on educational practice and affect the ways students engage with language and culture over the next decade. The volume will also examine the process of language acquisition in globally networked learning environments and the role that international interactions play in enriching the language learning experience and perspectives of world cultures. Chapter authors will make important contributions towards a better understanding of how international online interactions in online environments such as social networking sites can achieve proficiency goals and aid learner interaction, intercultural understanding and digital literacy skills. Chapters are requested which explore how digital environments provide learners with opportunities to:
● Engage in meaningful conversations and exchange viewpoints with like-minded learners worldwide;
● Compare one’s own cultural reference with a multiplicity of different cultural perspectives of the target language and culture;
● Connect with other disciplines through online courses that offer professional and academic courses in foreign languages;
● Continue their study of the target language beyond the school setting in multicultural online communities of practice.
In addition to discussing the potential contribution of MOOCs and social networks in terms of enriching the language-learning experience and preparing students for global citizenship through the study of a foreign language, authors will address a multiplicity of issues affecting language education at pedagogical and institutional levels. At the pedagogical level, this volume will examine instructional methods, learning strategies, student feedback, peer assessment and lifelong learning. At the institutional level, we will investigate issues of teacher readiness, accreditation and articulation.
The volume will have two parts,
● with the first addressing new approaches to researching online CALL environments using digital technologies and applications
● and the second providing examples of empirical research on learner interaction online e.g., in social networking sites such as Livemocha, virtual worlds, telecollaboration, and online and blended language learning contexts.
In the first stage, abstracts of no more than 250-300 words are requested on the following or related topics:
● Methods and approaches to language learning and teaching in MOOCS, social networks and blended environments
● Cultural and social approaches to online language study
● Language learner interaction in virtual worlds
● Proficiency and assessment of online learners
● Microblogging and language learning
● Input and output in digital-learning environments
● Institutional readiness and professional development
● Accreditation, curricular integration and articulation
● Using digital video and screen capture software
● Eye tracking software and digital literacy
● Multimodal and new approaches to researching language learning in social networks
● Big data and learner interaction
● The ethics of online research with language learners
Timeline:
First Call for Abstracts (1 March 2014)
Deadline for submission of abstracts (1 April 2014)
Notification of contributors (1 May 2014)
First draft of full papers to be submitted (1 October 2014)
Publication of the CALICO monograph (1 May 2015)
ALL FOR ABSTRACT SUBMISSIONS
The 2015 Volume in CALICO’s Monograph Book Series.
Guest editors
Dr Ed Dixon (University of Pennsylvania, USA)
Dr Michael Thomas (University of Central Lancashire, UK)
Book Title
Researching Language Learner Interaction Online: From Social Media to MOOCs
Overview
This timely volume aims to publish new empirical research on language learning in digitally-mediated environments and conceptual chapters that address new research approaches for effectively understanding the complex interactions taking place online. This dual focus distinguishes the volume from existing books in the field and is based on a recognition of the need for qualitative, multimodal and mixed methods research approaches that aim to capture a holistic understanding of learner interaction in online spaces.
According to advocates, social network sites and new learning spaces like Coursera, Instreamia and other MOOCs are set to have an unprecedented impact on educational practice and affect the ways students engage with language and culture over the next decade. The volume will also examine the process of language acquisition in globally networked learning environments and the role that international interactions play in enriching the language learning experience and perspectives of world cultures. Chapter authors will make important contributions towards a better understanding of how international online interactions in online environments such as social networking sites can achieve proficiency goals and aid learner interaction, intercultural understanding and digital literacy skills. Chapters are requested which explore how digital environments provide learners with opportunities to:
● Engage in meaningful conversations and exchange viewpoints with like-minded learners worldwide;
● Compare one’s own cultural reference with a multiplicity of different cultural perspectives of the target language and culture;
● Connect with other disciplines through online courses that offer professional and academic courses in foreign languages;
● Continue their study of the target language beyond the school setting in multicultural online communities of practice.
In addition to discussing the potential contribution of MOOCs and social networks in terms of enriching the language-learning experience and preparing students for global citizenship through the study of a foreign language, authors will address a multiplicity of issues affecting language education at pedagogical and institutional levels. At the pedagogical level, this volume will examine instructional methods, learning strategies, student feedback, peer assessment and lifelong learning. At the institutional level, we will investigate issues of teacher readiness, accreditation and articulation.
The volume will have two parts,
● with the first addressing new approaches to researching online CALL environments using digital technologies and applications
● and the second providing examples of empirical research on learner interaction online e.g., in social networking sites such as Livemocha, virtual worlds, telecollaboration, and online and blended language learning contexts.
In the first stage, abstracts of no more than 250-300 words are requested on the following or related topics:
● Methods and approaches to language learning and teaching in MOOCS, social networks and blended environments
● Cultural and social approaches to online language study
● Language learner interaction in virtual worlds
● Proficiency and assessment of online learners
● Microblogging and language learning
● Input and output in digital-learning environments
● Institutional readiness and professional development
● Accreditation, curricular integration and articulation
● Using digital video and screen capture software
● Eye tracking software and digital literacy
● Multimodal and new approaches to researching language learning in social networks
● Big data and learner interaction
● The ethics of online research with language learners
Timeline:
First Call for Abstracts (1 March 2014)
Deadline for submission of abstracts (1 April 2014)
Notification of contributors (1 May 2014)
First draft of full papers to be submitted (1 October 2014)
Publication of the CALICO monograph (1 May 2015)
La nueva Convocatoria Erasmus Plus para movilidad de estudiantes con fines de estudio, curso 2014/15 ya está abierta. El plazo de solicitud estará disponible hasta el 15 de marzo de 2014.
Toda la información sobre la convocatoria (requisitos, plazos, acreditación de idiomas con pruebas de nivel o documentos, procedimiento de adjudicación de plazas,…), el calendario de charlas informativas, así como la solicitud online se puede encontrar en la web http://erasmus.um.es, entrando el apartado de Alumnos UMUErasmus Estudios.
Destacamos a continuación algunos detalles:
-Como novedad importante, los estudiantes que ya hayan sido Erasmus pueden volver a participar en el programa, teniendo en cuenta que:
El máximo de movilidades permitidas, entre Erasmus Estudios y Prácticas, es de 12 meses por nivel educativo (FP Superior/Grado/Licenciatura, Máster y Doctorado), 24 meses para los estudiantes de Medicina, Odontología, Farmacia y Veterinaria.
En los actos de adjudicación de plazas, se convocará a los estudiantes que participen en Erasmus Estudios por segunda vez después de los que concurran por primera vez.
No se asegura ayuda económica a los beneficiarios que hayan participado con anterioridad en Erasmus Estudios.
-Se distingue entre duración de la movilidad y financiación, de manera que puede que en algunos casos no se financien todos los meses de movilidad. La ayuda económica también varía en función del país de destino y de otras condiciones.
-Es necesario tener superados en el curso 2012/13 al menos 50 créditos para poder presentar la solicitud. Excepción: estudiantes Grado en Matemáticas (42 créditos) y Grado en Traducción e Interpretación (pueden solicitar los estudiantes de primer curso).
-Animamos a los interesados a demostrar, en el momento de la solicitud, el conocimiento de todos los idiomas que sepan, de manera que tengan más opciones para la adjudicación de destinos. Para ello, al realizar la solicitud online, se les pedirá que digan qué idiomas y niveles conocen y que los demuestren a través de alguno de los documentos especificados o si realizaron alguna de las pruebas de nivel que se organizaron en diciembre 2013 para esta convocatoria.
Si tienen documentos para justificar el conocimiento de idiomas, deben adjuntarlos escaneados a la solicitud. (En el caso de asignaturas de la Facultad de Letras, tienen que tenerlas superadas en la convocatoria de exámenes de enero 2014 o antes.)
Si realizaron una de las pruebas de nivel, deben indicarlo en la solicitud.
Hay posibilidades especiales para demostrar el conocimiento de idiomas para los estudiantes nativos y aquellos que hayan participado en programas internacionales con anterioridad.
Casos italiano A1/A2 y portugués A1/A2: Los solicitantes que no tengan conocimiento de italiano y/o portugués en el momento de la solicitud podrán ser seleccionados para destinos con estas lenguas y niveles, siempre que justifiquen alcanzar el nivel exigido por la universidad de destino antes de comenzar su estancia Erasmus.
Se convocará a los solicitantes únicamente a un acto de adjudicación de plazas, en función de la titulación del primer destino elegido.
Una vez realizada la solicitud, los solicitantes deben comprobar con frecuencia vuestro correo @um.es a través de webmail, donde se os enviará toda la información para el seguimiento de la convocatoria: calendario de actos de adjudicación de plazas, lista de seleccionados, sesiones de orientación, etc.
La información completa y detallada se encuentra en la web erasmus.um.es, que os animamos a leer detenidamente, además de asistir a alguna de las charlas informativas que se están preparando.
Información procedente del Área de Relaciones Internacionales de la Universidad de Murcia.