Getting Your Students Speaking Harnessing the Giving power

Getting Your Students Speaking Harnessing the Giving power of Students A blended learning Voice and new technologies From Input To Uptake

Online Resources

What’s On Tap • • Potential Why get students speaking online? Types of delivery options Best practices Blended ideas / activities Websites / Tools Overview Q and A

New Possibilities What If?

Why? Why the need for students to speak online? Rationale

Merrill Swain Output reinforces fluency by 1. Practice 2. Noticing + CF 3. Hypothesizing 4. Habituation Rationale

More Reasons Motivation Repetition Feedback / Monitoring Evaluation Self Directed Learning Efficacy / Fairness Low Affective Filter Rationale

What options are available? What types of blended learning can teachers implement ? Options

What options are available? Synchronous Asynchronous Options

What options are available? Audio / Video only Audio only Websites Devices Lab / Class / Home Options

Standards What is the Gold standard? Best Practices

Standards Make it official Give Ss choice Demo in class Provide a model Hardware Set standards Best Practices

Lesson Planning How can teachers make this part of their online learning? Activities & Ideas

Lesson Planning Performances / Role plays Record the Textbook Reading for the class Picture Prompts / Response Mimicking | Singing Skype in the Classroom Opinions / Presentations Student Feedback Activities & Ideas

Online Resources

English. Central Top 3

Voicethread Top 3

Voxopop Top 3

Bubblejoy Video Postcards

Eyejot Video email

Audioboo Audio Only

Chirbit Audio Sharing

Evoca Audio Drop Box

Vocaroo No Frills Audio

Fotobabble Speaking Photos

Mailvu Video Email

Intervue Video Convo

Lingt LMS Courses

Present. me Flipped Curriculum

Screenr Website

Sing. Snap Songs Singing

Woices Location Based

Wetoku Duo Interviews

Scribblar Real Time Whiteboard

Skype in the Classroom Record! Real Time Convo

Tutorials PD

Further Thoughts Discussion Q and A on technology Let’s Talk

http: //eltandtech. pbworks. com ddeubel@gmail. com http: //bit. ly/h 4 geq. P Contact More. .

Further Reading Brown, Jeremy, Noticing: Is it a valid concept? TESL-EJ, 2002 Heift, Trude, Corrective Feedback and learner uptake in CALL, Cambridge Univ. Press, 2004. Long, M. H. , Problems in SLA, 2006 Pica, T. , Holliday, L. , Lewis, N. , & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63– 90. Pica, T. , Lincoln-Porter, F. , Paninos, D. , & Linnell, J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly, 30, 59– 84. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds. ), Input in second language acquisition (pp. 235– 253). Rowley, MA: Newbury House. Research

Further Reading Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds. ), Sociolinguistics and language acquisition (pp. 137 -174). Rowley, MA: Newbury House. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds. ), Principles and practice in applied linguistics (pp. 125– 144). Oxford: Oxford University Press. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed. ), Handbook of research in second language teaching and learning (pp. 471– 483). New York: Routledge. Swain, M. , & Lapkin, S. (1995). Problems in output and cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371– 391. Taddarth, Assma, Recasts, Uptakes and Learning: Effects and Relationships. 2010 References