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E-raamat: Teaching Languages Online

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  • Formaat: PDF+DRM
  • Sari: MM Textbooks
  • Ilmumisaeg: 30-Jul-2015
  • Kirjastus: Multilingual Matters
  • Keel: eng
  • ISBN-13: 9781783093786
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Teaching Languages OnlineSuurem pilt
  • Formaat: PDF+DRM
  • Sari: MM Textbooks
  • Ilmumisaeg: 30-Jul-2015
  • Kirjastus: Multilingual Matters
  • Keel: eng
  • ISBN-13: 9781783093786
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This new edition of Teaching Languages Online supports the professional development of language educators as they teach all or part of their courses online. Containing extensive additions, this revised edition includes new models, illustrations and heuristics to further support research-based conceptualization, creativity and practice.

This new edition of Teaching Languages Online supports the professional development of language educators as they teach all or part of their courses online. Containing extensive additions, this revised edition includes new models, illustrations and heuristics to further support research-based conceptualization, creativity and practice. In non-technical prose with emphasis on excellence in pedagogical practice, the text takes both the new and experienced language instructor through the nuts and bolts of online teaching practices, using a wide range of examples to illustrate these practices. As well as providing new resources and models, this new edition also considers the impact of broader technological and pedagogical changes, including mobility (learning on the move) and learning in 3D environments.

Arvustused

In the authors' words, Language educators are the crux (p. xi) and they need to upgrade their skillset to include knowledge on how to put new technologies to good pedagogical use. The result is a succession of real-life online TeachereStudent dialogues together with accompanying analysis, with page after page of helpful illustrations provided by computer screenshots. As you work your way through them, you encounter a wide assortment of languages being taught and this adds a degree of both breadth and weight to the authors' claims, in addition to being a rather nice exotic touch.We are, in fact, informed that there are indeed seventy more examples of instructional conversations than in the first edition and this is a statistic worth pausing over, because it gives a sense of just how replete the book is with concrete cases.





  -- Peter Saunders, University of Oxford, UK * System 56 (2016) 140-152 *

Muu info

In this second edition of Meskill's and Anthony's milestone contribution to the field, the authors describe the fundamental shifts in online teaching and learning over the past decade in the wake of social media, gaming and mobile devices. They consider the impact these techno-pedagogical developments continue to have on a conceptual and practical level on the roles and skills of new and established language educators. The work is enriched with many new models and illustrations designed to support research-based creativity and practice. -- Mirjam Hauck, The Open University, UK This is a must-read for anyone teaching languages in an online environment. It is certainly my go-to book on the topic. Extensive revisions from the earlier edition make it an absolutely up-to-date resource. -- Mark Warschauer, University of California, Irvine, USA
Introduction to the second edition ix
1 Teaching languages online: the essentials
1(26)
What this book is about
2(1)
Available time
3(1)
Instructional time
3(1)
Task design
4(2)
Management
6(1)
Content/Sequencing
7(1)
Assessment
7(1)
The four environments
8(2)
Blended learning
10(1)
Learning community
10(1)
A sociocultural view of language teaching and learning
11(2)
Why online?
13(2)
Traditional forms of f2f classroom discourse
15(1)
Instructional conversations
16(2)
Conclusion
18(1)
End-of-chapter activities
19(6)
References
25(2)
2 Language learning and teaching in oral synchronous online environments
27(58)
Calling attention to forms
30(9)
Calling attention to lexis
39(7)
Corralling
46(7)
Saturating
53(2)
Using linguistic traps
55(3)
Modeling
58(4)
Providing explicit feedback
62(8)
Providing implicit feedback
70(5)
Summary
75(1)
End-of-chapter notes
75(3)
End-of-chapter activities
78(4)
Further reading
82(1)
References
82(3)
3 Language learning and teaching in oral asynchronous online environments
85(42)
Calling attention to forms
87(6)
Calling attention to lexis
93(4)
Corralling
97(4)
Saturating
101(3)
Using linguistic traps
104(3)
Modeling
107(4)
Providing explicit feedback
111(4)
Providing implicit feedback
115(1)
Summary
116(1)
End-of-chapter notes
116(6)
End-of-chapter activities
122(3)
Further reading
125(2)
4 Oral venues amplified via text and visuals
127(16)
Non-intrusiveness
129(1)
Time savers and L2 gatekeepers
130(2)
Salience
132(2)
Accessibility
134(3)
Familiarity
137(1)
Attentiveness
138(3)
Summary
141(2)
5 Language learning and teaching in written synchronous environments
143(32)
Overview
144(1)
Calling attention to forms
145(7)
Calling attention to lexis
152(7)
Corralling
159(3)
Saturating
162(2)
Using linguistic traps
164(2)
Modeling
166(2)
Providing explicit feedback
168(2)
Providing implicit feedback
170(2)
Summary
172(1)
End-of-chapter notes
172(1)
End-of-chapter activities
172(1)
References
173(2)
6 Language learning and teaching in written asynchronous environments
175(28)
Overview
176(1)
Calling attention to forms
177(3)
Calling attention to lexis
180(6)
Corralling
186(5)
Saturating
191(1)
Using linguistic traps
192(1)
Modeling
193(2)
Providing explicit feedback
195(2)
Providing implicit feedback
197(2)
Summary
199(1)
End-of-chapter activities
199(2)
Further reading
201(2)
7 Written venues amplified via sound and visuals
203(12)
Non-intrusiveness
205(1)
Time savers and L2 gatekeepers
206(2)
Salience
208(1)
Accessibility
209(1)
Familiarity
210(2)
Attentiveness
212(1)
Summary
213(2)
8 Continuing the conversation
215(14)
Designing online language learning curricula
219(3)
Instructional design
222(1)
The craft of language education
223(1)
Playfulness
224(1)
The future is now?
224(1)
Chapter discussion questions
225(1)
End-of-chapter activity
225(1)
Further reading
225(1)
References
226(1)
Free online teaching spaces
226(3)
Glossary of terms 229(4)
Author index 233(2)
Subject index 235
Carla Meskill is Professor in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research and teaching explores new forms of technology use in language education as well as the influences of new technologies on developing language and literacy practices.





Natasha Anthony is Director of the International Language Laboratory and Assistant Professor of Russian at Hudson Valley Community College in New York. She also teaches graduate online courses in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research focuses on Computer Assisted Language Learning and, more specifically, on the use of synchronous and asynchronous oral components in online language courses.
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