Магистратура
2020/2021
ИКТ в преподавании иностранных языков
Лучший по критерию «Полезность курса для Вашей будущей карьеры»
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Лучший по критерию «Новизна полученных знаний»
Статус:
Курс по выбору (Иностранные языки и межкультурная коммуникация)
Направление:
45.04.02. Лингвистика
Кто читает:
Школа иностранных языков
Где читается:
Школа иностранных языков
Когда читается:
2-й курс, 1, 2 модуль
Формат изучения:
с онлайн-курсом
Преподаватели:
Ершова Татьяна Андреевна
Прогр. обучения:
Иностранные языки и межкультурная коммуникация
Язык:
английский
Кредиты:
6
Контактные часы:
30
Course Syllabus
Abstract
This course aims at the development of future language teachers’ ICT competence in accordance with the European Framework for the Digital Competence of Educators (DigCompEdu) as well as the Education Standard of HSE 45.04.02 in Linguistics. Weekly input sessions will familiarise students with the foundations of teaching languages with the use of technologies, while regular home assignments will equip them with a set of practical skills needed for effective technology-enfaced and online language instruction. At the end of the course, students will get the opportunity to apply all the knowledge and skills acquired throughout the period of study to practice while teaching and peer-reviewing an online language focus lesson of English.
Learning Objectives
- This course aims at the development of language teachers' digital competence in accordance with the European Framework for the Digital Competence of Educators (DigCompEdu) as well as the Education Standard of HSE 45.04.02 in Linguistics
Expected Learning Outcomes
- being aware of the peculiarities of teaching language in the f2f, blended and online classroom
- being able to effectively adapt the course content to the blended and online teaching environment
- being able to use the flipped classroom approach in the technology enhanced offline and online language teaching
- being aware of the core principles and best practices of online language teaching and learning
- being able to use the TBL approach in the technology enhanced language classroom
- being able to create conditions for effective teacher-student and student-student interaction in the technology enhanced and online language classroom
- being able to design and set up various activities for oral synchronous language teaching environment
- being able to design and set up various activities for oral asynchronous language teaching environment
- being able to design and set up various activities for written synchronous language teaching environment
- being able to design and set up various activities for written asynchronous language teaching environment
- being able to plan and teach a language focus lesson online
- being able to plan and teach a skills focus lesson online
- being able to use text, sound and visuals to amplify oral and written language teaching venues
- being able to avoid copyright infringement when using and creating language teaching materials
- being able to plan a lesson taught online and in the technology enhanced classroom
- being able to plan a sequence of lessons taught online and in the technology enhanced classroom
- being able to set up a virtual classroom for online and technology enhanced language teaching
- being able to conduct formative and summative assessment with the use of technology
- being able to conduct formative and summative assessment and give feedback to learners online
- being able to monitor learners' progress in the online language classroom
- being able to set rules and expectations for the online and technology enhanced language classroom
- being able to encourage learners' participation in the technology enhanced and online language classroom
- being able to effective manage communication in the online and technology enhanced language classroom
- being aware of possible tame-savers and L1 gatekeepers for the online language classroom
- being able to deal with technical disruptions when teaching online or offline with the use of technology
- being able to manage learners' behaviour in the online language classroom
- knowing and being able to apply self-reflection practices when teaching blended and online language courses
- being aware of a wide range of technological tools which can be used to meet different learning objectives in the technology enhanced language classroom
- being able to critique, analyse, evaluate and adapt different technological tools to meet different learning objectives in the technology enhanced language classroom
- being able to design tasks with the use of a wide range of technological tools to meet different language teaching and learning objectives
Course Contents
- Technology-mediated language teaching: the big pictureF2f vs. blended vs. online language teaching and learning. Flipping the classroom in ELT: dos and don'ts. Core principles and best practices of online teaching and learning. Technology tools to support language teaching and learning. TBL in the technology-mediated language classroom.
- The social aspect of blended and online language teaching and learningSociocultural and sociocognitive views of language teaching and learning. Learning communities in blended and online language teaching. Instructional conversations. Tandem language learning (eTandems, or Distance Tandems).
- Effective instructional interaction in blended and online language classroomThe four environments: oral synchronous, written synchronous, oral asynchronous, and written asynchronous environments. Teaching a language focus lesson online. Teaching a skills focus lesson online. Using text, sound and visuals to amplify oral and written venues. Copyright and language teaching materials writing and use.
- Curriculum design and lesson planning in the blended and online language classroomDesigning online language teaching curricula. Instructional design. Virtual classroom vs. LMS in the blended and online language classroom.
- Assessment and feedback in technology-mediated language teachingTechnology-mediated formative and summative assessment. Test formats and task types for online language assessment. Providing explicit oral and written feedback. Providing implicit feedback. Online test-proctoring.
- Classroom management strategies in blended and online language teachingSetting rules and expectations. Encouraging participation and managing communication. Time-savers and L2 gatekeepers. Dealing with technical issues. Managing behaviour in the online classroom.
- Self-reflection practices for online language teachersApplying reflective practice when teaching blended and online language courses.
- Presentations: Reviewing technology tools to support teaching and learningStudents make presentations, in which they critique, analyse and evaluate technological tools to meet different learning objectives in the technology-mediated language classroom. A wide range of topics includes, but is not limited to: tools for effective language material visualisation (concept maps/mind-maps, posters, etc); the use of online blogs in language teaching; real-time web conferencing tools for language teaching; podcasts in language teaching; social media for language teaching and learning purposes; microblogging services (e.g, Twitter or Instagram) in language teaching and learning; online course management systems for language teaching; mobile apps for vocabulary/grammar teaching and learning; augmented (virtual) reality in language teaching and learning, etc.
Interim Assessment
- Interim assessment (2 module)0.25 * Exam + 0.2 * Home assignments + 0.1 * MOOC test + 0.25 * Online lesson + 0.2 * Presentation
Bibliography
Recommended Core Bibliography
- Dr. Carla Meskill, & Natasha Anthony. (2015). Teaching Languages Online: Vol. Second edition. Multilingual Matters.
- Judith V. Boettcher, & Rita-Marie Conrad. (2016). The Online Teaching Survival Guide : Simple and Practical Pedagogical Tips: Vol. Second edition. Jossey-Bass.
- Ko, S. S., & Rossen, S. (2017). Teaching Online : A Practical Guide: Vol. Fourth edition. Routledge.
Recommended Additional Bibliography
- Brun-Mercer, N. (2019). Online Reading Strategies for the Classroom. English Teaching Forum, 57(4), 2–11.
- Donyaie, S., & Afshar, H. S. (2019). EFL Teachers’ Reflective Journal Writing: Barriers and Boosters. Iranian Journal of Language Teaching Research, 7(3), 71–90.
- Funk, H., Gerlach, M., & Spaniel-Weise, D. (2017). Handbook for Foreign Language Learning in Online Tandems and Educational Settings. Peter Lang GmbH, Internationaler Verlag der Wissenschaften.
- Gkonou, C., & Miller, E. R. (2020). An Exploration of Language Teacher Reflection, Emotion Labor and Emotional Capital. https://doi.org/10.1002/tesq.580
- Johnson, C. P., & Marsh, D. (2014). Blended Language Learning: An Effective Solution but Not without Its Challenges. Higher Learning Research Communications, 4(3), 23–41.
- Munassir Alhamami, & Mohsin Raza Khan. (2019). Effectiveness of flipped language learning classrooms and students’ perspectives. https://doi.org/10.23971/jefl.v9i1.1046
- OSTRIKOVA, G. N., ZHELTUKHINA, M. R., ZYUBINA, I. A., & SIDOROVA, I. G. (2018). Learning via Visualization at the Present Stage of Teaching a Foreign Language. Astra Salvensis, 601–607.
- Perevertkina, M., & Trubitsina, O. (2018). English Language Teachers’ Professional Digital Competence: A Focus on Teacher Education. International Multidisciplinary Scientific Conference on Social Sciences & Arts SGEM, 5, 255–262. https://doi.org/10.5593/sgemsocial2018/3.5
- Pineda Hoyos, J. E. (2019). Oral language accuracy, corrective feedback and learner uptake in an online EFL course [Universitat Oberta de Catalunya, 2019.].
- Pinto-Llorente, A. M., Sánchez-Gómez, M. C., & García-Peñalvo, F. J. (2016). The use of online quizzes for continuous assessment and self-assessment of second-language learners. https://doi.org/10.1145/3012430.3012612
- Rosell-Aguilar, F., Beaven, T., Fuertes Gutiérrez, M., & Research-publishing.net (France). (2018). Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education. Research-publishing.net.
- Rymanova, I. E., Baryshnikov, N. V., & Grishaeva, A. (2015). E-course Based on the LMS Moodle for English Language Teaching: Development and Implementation of Results. https://doi.org/10.1016/j.sbspro.2015.10.016
- Secker, J., & Morrison, C. (2016). Copyright and E-learning : A Guide for Practitioners: Vol. Second edition. Facet Publishing.
- Svetlana Titova V., Anna Avramenko P., Светлана Титова Владимировна, & Анна Авраменко Петровна. (2016). REQUIREMENTS TO TEACHERS’ DIGITAL COMPETENCE TODAY ; Компетенции преподавателя в среде мобильного обучения.
- SYSOYEV PAVEL, & EVSTIGNEEV M.N. (2014). Foreign language teacher’’s competence in using information and communication technologies.
- Tagg, C. (2015). Exploring Digital Communication : Language in Action. Routledge.
- Zhang, M. (2016). Teaching with Google Classroom (Vol. 1). Packt Publishing.
- Сысоев, П. (2014). Подкасты В Обучении Иностранному Языку. Язык и Культура, 2 (26).
- Сысоев, П., & Пустовалова, О. (2014). Развитие Речевых Умений Обучающихся На Основе Сервиса «Твиттер».