Resources and references
- digital resources
- digital tools
- digital networks
12 tools plus 1: Basic tools for language education
Going open with LangOER: advice for using and sharing open educational resources
Musicuentos Black Box video series (YouTube) – a set of presentations explaining classroom implications of second language research
PPP or TBLT? (slideshare) – explaining the difference between presentation-practice-production (PPP) and task-based language teaching (TBLT)
Goals for language education
Kramsch, C. (2018). Is there still a place for culture in a multilingual FL education? Langscape Journal, 1. doi 10.18452/19039
A recent discussion of critical approaches to foreign language education tackling intercultural and symbolic competence and multilingual practices, including criticism of stereotypical attitudes to FL culture in textbooks. Read some extracts here.
Unsworth, S., Persson, L., Prins, T., & De Bot, K. 2014, An investigation of factors affecting early foreign language learning in the Netherlands. Applied Linguistics.
Research on young and very young learners of English in the Netherlands (summary)
Whyte, S. (2016). Who are the specialists? Teaching and learning specialised language in French educational contexts. Recherches et pratiques pédagogiques en langue de spécialité, 35(3) [link]
Modern foreign languages, second language research and languages for specific purposes: what are the intersections and what does this mean for language teaching and learning?
Language teacher education
Bland, J. (Ed.). (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. London: Bloomsbury.
A collective volume on ELT with younger learners focusing on research and practice in key areas of language education.
Cutrim Schmid, E., & Whyte, S. (Eds.) (2014). Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury.
This book offers a collection of classroom case studies showing how different language teachers integrated the interactive whiteboard into communicative approaches in a variety of contexts (ages, languages, proficiency levels).
Edwards, C., & Willis, J. R. (Eds.). (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.
A collection of action/exploratory research projects conducted by graduate students in language education to address questions and problems arising in their own teaching contexts. A good source for replication for student-teachers new to classroom research.
Whyte, S. (2015). Implementing and Researching Technological Innovation in Language Teaching: The Case of Interactive Whiteboards for EFL in French Schools. Basingstoke, UK: Palgrave Macmillan.
A study of 9 French EFL teachers (4 primary, 2 lower secondary, 2 upper secondary, and 1 teacher educator) learning to integrate interactive technologies in their classrooms through an extended collaborative action research project. It seeks to explain differences in uptake of new pedagogical and technological affordances.
Task-based language teaching
- Anderson, J. (2016). ‘Why practice makes perfect sense: The past, present and future potential of the PPP paradigm in language teacher education’. ELTED, 19: 14-21.
- Ellis, R. (2013). Task-based language teaching: Responding to the critics. University of Sydney Papers in TESOL, 8(1), 1-27.
Erlam, R. (2015). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research.
Erlam, R. (2013). Listing and comparing tasks in the language classroom: Examples of Willis and Willis’s (2007) taxonomy in practice. The New Zealand Language Teacher, 39,7-14.