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Genre et langue orale : questions de recherche
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In: Genre et langue orale : questions de recherche. Départamento de Letras, UFRJ (université fédérale de Rio de Janeiro) ; https://hal.archives-ouvertes.fr/hal-00934256 ; Genre et langue orale : questions de recherche. Départamento de Letras, UFRJ (université fédérale de Rio de Janeiro), 2013, Brésil (2013)
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Autonomie et langues étrangères. Nouveaux rôles pour l'apprenant et l'enseignant.
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In: Autonomie et langues étrangères. Nouveaux rôles pour l'apprenant et l'enseignant. CEL (Centro de Estudios de Linguas) Unicamp, Université fédérale de Campinas, S.P. Brésil. ; https://hal.archives-ouvertes.fr/hal-00934261 ; Autonomie et langues étrangères. Nouveaux rôles pour l'apprenant et l'enseignant. CEL (Centro de Estudios de Linguas) Unicamp, Université fédérale de Campinas, S.P. Brésil., 2013, Brésil (2013)
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Construção socio-discursiva das identidades sexuadas e do sexismo nas interações
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In: Construção socio-discursiva das identidades sexuadas e do sexismo nas interações. Instituto de Estudios de Linguas (IEL) Université fédéral de Campinas. ; https://hal.archives-ouvertes.fr/hal-00934251 ; Construção socio-discursiva das identidades sexuadas e do sexismo nas interações. Instituto de Estudios de Linguas (IEL) Université fédéral de Campinas., 2013, Brazil (2013)
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Aconselhar e apoiar o desenvolvimento da autonomia do aluno em sistemas de aprendizagem auto-dirigida : pesquisas e implicações pedagógicas
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In: Aconselhar e apoiar o desenvolvimento da autonomia do aluno em sistemas de aprendizagem auto-dirigida : pesquisas e implicações pedagógicas. Départamento de letras. Université fédérale du Minas Gerais, belo Horizonte. ; https://hal.archives-ouvertes.fr/hal-00934254 ; Aconselhar e apoiar o desenvolvimento da autonomia do aluno em sistemas de aprendizagem auto-dirigida : pesquisas e implicações pedagógicas. Départamento de letras. Université fédérale du Minas Gerais, belo Horizonte., 2013, Brazil (2013)
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Learning in a language centre: a new kind of 'Do It Yourself'?
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In: ISSN: 2191-6128 ; Language Learning in Higher Education ; https://hal.archives-ouvertes.fr/hal-00934145 ; Language Learning in Higher Education, De Gruyter, 2013, 2 (2), pp.371-383. ⟨10.1515/cercles-2012-0020⟩ (2013)
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Le pouvoir dans des études linguistiques féministes : questions théoriques et méthodologiques
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In: Colloque Genres, langues et pouvoirs ; https://hal.archives-ouvertes.fr/hal-00934243 ; Colloque Genres, langues et pouvoirs, 2013, France (2013)
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Le conseil en apprentissage autodirigé de langue : un métier et un genre discursif en émergence ?
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In: Interpréter selon les genres ; https://hal.archives-ouvertes.fr/hal-00934241 ; Interpréter selon les genres, Apr 2013, Marrakech, Maroc (2013)
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'Centre de Ressources pour l'Apprentissage Plurilingue en Ligne', outil global et adaptable pour les acteurs de la formation en langues à l'université
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In: Journée Langues UniGR ; https://hal.archives-ouvertes.fr/hal-00936152 ; Journée Langues UniGR, Mar 2013, Sarrebruck, France (2013)
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Les objets " carrefour " entre sciences de l'éducation et sciences du langage : quelles leçons pour la linguistique appliquée ?
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In: Actes du colloque CRELA Cultures de recherche en linguistique appliquée, Nancy, 14-16 novembre 2013 ; CRELA Cultures de recherche en linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-00934218 ; CRELA Cultures de recherche en linguistique appliquée, 2013, France (2013)
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Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment
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In: The EUROCALL Review ; https://hal.archives-ouvertes.fr/hal-00934153 ; The EUROCALL Review, 2013, 21 (1), pp.35-53 (2013)
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| 51 |
Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment
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Abstract:
[EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others. Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration. ; Bailly, S.; Ciekanski, M.; Guély-Costa, E. (2013). Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment. The EuroCALL Review. 21(1):35-53. https://doi.org/10.4995/eurocall.2013.10161 ; OJS ; 35 ; 53 ; 21 ; 1 ; Bailly, S. (1995). "La formation de conseillers", Mélanges CRAPEL, 22: 63-83. ; Barbier, J.M. (2000). L'analyse de la singularité de l'action. Paris: PUF. ; Barbot, M.J. (Ed). (1998). "Ressources: excès et accès", Etudes de Linguistique Appliquée, 112. ; Benson, P. and Voller, P. (Eds) (1997). Autonomy and independence in language learning. London: Longman. ; Benson, P. (1998). "The semiotics of self-access language learning in the digital age", in Darleguy, V., Ding, A. and Svensson, M. (Eds). 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(Eds.), Supporting independent language learning: issues and interventions. Frankfurt am Main: Lang, pp. 219-235. ; Sotillo, S.M. (2000). "Discourse functions and syntactic complexity in synchronous and asynchronous communication", Language Learning Technology, 4(1): 82-119. Available from http://llt.msu.edu/vol4num1/sotillo/default.html. Last accessed 04/12/2012. ; Toogood, S., Ho, S. and Pemberton, R. (2004). Catering for Tertiary Language Learners: Different Provisions for Self-Access Language Learning Support. The Teaching and Learning Symposium, Hong Kong University of Science and Technology: CELT. ; Toogood, S. (2006). VELA (Virtual English Language Adviser). Independence, (Newsletter of the IATEFL Learner Autonomy Special Interest Group) 38: 14-15. ; Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press. ; Walther, J. (1996). Computer-mediated communication: impersonal, interpersonal and hyperpersonal interaction. 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Keyword:
Advising practices; Community of practice; Computer-mediated communication; Online collaboration; Self-directed learning and training; Virtual learning environment
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URL: http://hdl.handle.net/10251/138300
https://doi.org/10.4995/eurocall.2013.10161
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Autonomisation et Socialisation en Contexte Scolaire : vingt ans après.
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-00934182 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2012, 33, p. 93-102 (2012)
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Chinese Students' Attitudes towards Their Learning of French in France
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In: Researching intercultural learning - investigations in language and education ; https://hal.archives-ouvertes.fr/hal-00979285 ; Jin, L. and Cortazzi, M. Researching intercultural learning - investigations in language and education, Palgrave Macmillan, pp.192-208, 2012, 978-0-230-32133-5 (2012)
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Editorial du Mélanges Crapel 33 Didactique des langues et complexité, en hommage à Richard Duda
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-00934172 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2012, 33, p. 5-6 (2012)
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Autonomie d'apprentissage de langues en CRL : voie unique ou chemins multiples ?
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In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-00934163 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2012, 3, p. 62-68 (2012)
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Learning in a language centre: a new kind of do it yourself ?
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In: Actes du colloque Cercles, Londres, 5 septembre 2012 ; Cercles ; https://hal.archives-ouvertes.fr/hal-00934224 ; Cercles, 2012, Londres, United Kingdom (2012)
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Percevoir le sexisme subtil ; Percevoir le sexisme subtil: une analyse clinique et critique de séquences discursives potentiellement sexistes
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In: Intersexion : langues romanes, langues et genre ; https://hal.archives-ouvertes.fr/hal-00934125 ; Fabienne H. Baider & Daniel Elmiger, éd. Intersexion : langues romanes, langues et genre, Lincom Europa, p. 175-186, 2012, LINCOM studies in sociolinguistics 12 (2012)
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Genre et langage au travail : où en est la recherche ?
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In: Journée d'études Recherches Linguistiques sur le genre : état des lieux, questions, enjeux. Université Paris 3. Maison de la recherche. ; https://hal.archives-ouvertes.fr/hal-00934263 ; Journée d'études Recherches Linguistiques sur le genre : état des lieux, questions, enjeux. Université Paris 3. Maison de la recherche., 2012, France (2012)
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New skills for new learning practices: Training teachers to sustain self-directed language learning in a web-based open virtual language learning environment
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In: The EUROCALL Review ; Eurocall 2012 ; CALL: using, learning, knowing ; https://hal.archives-ouvertes.fr/hal-00934230 ; CALL: using, learning, knowing, 2012, Sweden. p. 35-53 (2012)
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