New case studies of openness in and beyond the language classroom最新文献

Embedding OERs for the development of information literacy in the foreign language classroom 在外语课堂中嵌入OERs促进信息素养的培养

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/RPNET.2019.37.966

O. Gabaudan, Susanna Nocchi

{"title":"Embedding OERs for the development of information literacy in the foreign language classroom","authors":"O. Gabaudan, Susanna Nocchi","doi":"10.14705/RPNET.2019.37.966","DOIUrl":"https://doi.org/10.14705/RPNET.2019.37.966","url":null,"abstract":"Despite a rapid growth of Open Educational Resource (OER) availability, Thoms and Thoms (2014) note that few empirical studies examine the impact of OERs on foreign language learning and teaching. This paper presents an action research study investigating the embedding of selected components of DigiLanguages, an OER for Digital Literacies (DLs) for Foreign Languages (FL) within a Bachelor of Arts (BA) in International Business and Languages at the Technological University Dublin. Digilanguages.ie is an open portal developed collaboratively by six tertiary education institutions in Ireland. Digital literacies for FL learning and teaching is a key strand in this resource. The study involved two groups of students, one majoring in French and one in Italian. One of the aims of the study was to pilot the portal and identify affordances and constraints of introducing and adapting this OER to the individual FL classroom. Of equal importance was to analyse the potential of the OER to introduce and/or change pedagogical practices in an area that remains largely under investigated, namely DLs for foreign language learning. The study informs future steps in how to use a particular OER to embed units of DLs into FL courses. It also provides insights on developing a new set of professional practices among language teachers. 1. Technological University Dublin, Dublin, Ireland; odette.gabaudan@dit.ie; https://orcid.org/0000-0003-4926-8959 2. Technological University Dublin, Dublin, Ireland; susanna.nocchi@dit.ie; https://orcid.org/0000-0003-1389-8035 How to cite this chapter: Gabaudan, O., & Nocchi, S. (2019). Embedding OERs for the development of information literacy in the foreign language classroom. In A. Comas-Quinn, A. Beaven & B. Sawhill (Eds), New case studies of openness in and beyond the language classroom (pp. 49-63). Research-publishing.net. https://doi.org/10.14705/ rpnet.2019.37.966","PeriodicalId":260535,"journal":{"name":"New case studies of openness in and beyond the language classroom","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131124363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building bridges not walls – Wikipedia in Translation Studies 筑桥而非筑墙——翻译研究维基百科

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.968

Ewan McAndrew, L. Campbell

引用次数: 1

An inclusionary open access textbook for Portuguese 一个包容性的葡萄牙语开放获取教科书

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.963

Carlos Pio, E. Silva

{"title":"An inclusionary open access textbook for Portuguese","authors":"Carlos Pio, E. Silva","doi":"10.14705/rpnet.2019.37.963","DOIUrl":"https://doi.org/10.14705/rpnet.2019.37.963","url":null,"abstract":"This case study describes the development of an e-textbook for first-year Portuguese classes. This pedagogical initiative strives to provide an inclusionary and open textbook for Portuguese, including the collaboration and feedback from Portuguese speakers of several economic and cultural backgrounds. In this context, ‘openness’ means listening to the language of a given community and the commitment to reproduce it in a textbook format. Inclusion of minority groups in the textbook is perceived not as ‘curiosities’, but as an integral part of the cultures being represented so that a wider range of communities and language registers (from formal to informal) is portrayed. In addition, openness applies to the articulation of gender narratives in an inclusionary format. For instance, the masculine gender is supplemented with female and other non-binary genders. Above all, this textbook is adaptive and open to all, regardless of economic background. By promoting language teaching and quality free education to all, it is our intention to contribute to a better understanding of each other and to the reduction of the divisions among communities. In this project, the authors decided to create materials in an open platform (Creative Commons CC BY), available to any student with access to the Internet. In order to be inclusive, the authors worked in partnership with language professionals and students from several institutions in the US and in Brazil. Through a collaborative effort, the authors produced an inclusive e-textbook created from the bottom up. 1. University of Pennsylvania, Philadelphia, Pennsylvania, United States; bcarlos@upenn.edu 2. University of Washington, Seattle, Washington, United States; evsilva@uw.edu How to cite this chapter: Pio, C., & Viana da Silva, E. (2019). An inclusionary open access textbook for Portuguese. In A. Comas-Quinn, A. Beaven & B. Sawhill (Eds), New case studies of openness in and beyond the language classroom (pp. 11-22). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.37.963","PeriodicalId":260535,"journal":{"name":"New case studies of openness in and beyond the language classroom","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133317597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering teachers and learners in and beyond classrooms: focus on OEPs in reading activities 增强课堂内外教师和学习者的权能:关注阅读活动中的oep

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.974

F. Meunier, Alice Meurice, Julie Van de Vyver

{"title":"Empowering teachers and learners in and beyond classrooms: focus on OEPs in reading activities","authors":"F. Meunier, Alice Meurice, Julie Van de Vyver","doi":"10.14705/rpnet.2019.37.974","DOIUrl":"https://doi.org/10.14705/rpnet.2019.37.974","url":null,"abstract":"The present contribution is situated in the framework of a broad government project (entitled Pacte pour un Enseignement d’Excellence) and is specifically devoted to the learning and teaching of modern languages. Our group has been working on the collection, selection, and validation of innovative tools for foreign language learning targeting all levels of proficiency in compulsory education. The present paper reports on a case study that addresses reading strategies outside the classroom for Dutch as a foreign language at A1 level and using a mobile hunt in the Hergé Museum4 (Louvain-laNeuve, Belgium). The intended outcomes of our case study include (1) the promotion of mobile and classroom Open Educational Practices (OEPs) for L2 reading, (2) the development of in-service teachers’ and learners’ digital literacy skills (including among others the coconstruction of Open Educational Resources (OERs) and reflective practices on image rights), and (3) the creation of Professional Learning Communities (PLCs) and communities of practice. The Actionbound mobile app was used for the mobile hunt. The participants involved in 1. Université catholique de Louvain (UCLouvain), Louvain-la-Neuve, Belgium; fanny.meunier@uclouvain.be; https://orcid.org/0000-0003-2186-2163 2. Université catholique de Louvain (UCLouvain), Louvain-la-Neuve, Belgium; alice.meurice@uclouvain.be; https://orcid.org/0000-0001-7892-1422 3. Université catholique de Louvain (UCLouvain), Louvain-la-Neuve, Belgium; julie.vandevyver@uclouvain.be; https://orcid.org/0000-0001-8820-8380 4. See http://www.museeherge.com/en How to cite this chapter: Meunier, F., Meurice, A., & Van de Vyver, J. (2019). Empowering teachers and learners in and beyond classrooms: focus on OEPs in reading activities. In A. Comas-Quinn, A. Beaven & B. Sawhill (Eds), New case studies of openness in and beyond the language classroom (pp. 173-186). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.37.974","PeriodicalId":260535,"journal":{"name":"New case studies of openness in and beyond the language classroom","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124605120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Working with online communities: translating TED Talks 与在线社区合作:翻译TED演讲

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.969

Anna Comas-Quinn, Mara Fuertes Gutiérrez

引用次数: 3

Repurposing MOOCs for self-regulated language learning in an English for academic purposes course 在学术英语课程中重新利用mooc进行自主语言学习

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.970

Barbara Conde Gafaro

{"title":"Repurposing MOOCs for self-regulated language learning in an English for academic purposes course","authors":"Barbara Conde Gafaro","doi":"10.14705/rpnet.2019.37.970","DOIUrl":"https://doi.org/10.14705/rpnet.2019.37.970","url":null,"abstract":"This case study investigated the self-regulated learning strategies that university students employ while engaging with Massive Open Online Courses (MOOCs) as part of an English for Academic Purposes (EAP) course. Self-Regulated Learning (SRL) involves the processes whereby students plan, monitor, evaluate, and adjust their performance towards goal attainment. Literature from MOOCs identifies self-regulation as an essential feature of participants who successfully take part in such courses. Learners are anticipated to monitor their learning while working with the online material at their own pace and connecting with other learners around the world whenever they want. Using MOOCs as supplementary learning material for a face-to-face academic English course provides an interesting picture of the learning strategies that students use while embracing openness within a formal learning context. This paper reports on the data collected from two online questionnaires administered to identify and compare the SRL strategies that participants used before and after their MOOC engagement. Semi-structured interviews were also conducted to complement the quantitative data. Data analysis shows that strategic planning and metacognitive monitoring strategies tend to be used more than help-seeking strategies during MOOC engagement. Findings also highlight students’ positive attitudes towards the study as well as their suggestions for future blended MOOC practices within academic English courses.","PeriodicalId":260535,"journal":{"name":"New case studies of openness in and beyond the language classroom","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126003519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Exploratory practice: a way of opening up access to research by classroom teachers and learners 探索性实践:一种开放课堂教师和学习者进行研究的方式

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.975

A. Slimani-Rolls

引用次数: 0

Italian Open Education: virtual reality immersions for the language classroom 意大利开放教育:虚拟现实沉浸式语言课堂

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.965

Margherita Berti

引用次数: 22

‘Your language development’: harnessing openness to integrate independent language learning into the curriculum “你的语言发展”:利用开放性，将独立的语言学习融入课程

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/rpnet.2019.37.972

Tita Beaven

引用次数: 2

Introduction to new case studies of openness in and beyond the language classroom 介绍语言课堂内外开放性的新案例研究

New case studies of openness in and beyond the language classroom Pub Date : 2019-07-26 DOI: 10.14705/RPNET.2019.37.9782490057511

Anna Comas-Quinn, Ana Beaven, Barbara Sawhill

引用次数: 1