Wednesday, February 4, 2009


At the end of the chapter I scrawled a smiley-face and the phrase “I love this book” underlined, twice, exclamation point.

It makes what I do valid.

It validates my practice.

My students make blogs. They have wikis. They have Flickr accounts. They talk to each other. It’s beautiful. It’s social. It’s cultural.

I am the TPACK poster child.

Next for us: poetry-out-loud. Odes to common things. Podcasts. Recordings. Voice. Fluency, style, pronunciation. That ooh-la-la of language: the ablity to sound right.

Es posible, I whisper, sweetly. “Todo es posible, el poder es creer que lo imposibe es posible.”

A specialty of mine, a favorite quoe: “Power is believing the impossible to be possible.”

A bit more on the chapter.

Teacher cognition is linked to pupil cognition.

Teachers who became researchers have added insightful experience to the discussion.

Different standards. ACTFL (6) and TESOL/NCATE (5).

Knowledge, understanding and disposition make a teacher.

Learn to communicate across cultures.

Six domains of expertise (Richards, 1998) .

Language analysis, language proficiency, an understanding of civilzation and culture.

Understandin how second languages are acquired has a direct effect o how second languages are taught.

HUman minds posess a language acquisition device that enables children to learn the grammar rules of their language.

Knowledge of how a linguistic system works, how the grammar rules and syntax work, is competence. Performance, o the other hand, refers to the person’s ability to produce language.

Communicative competence is grammatical competence, sociolinguistic competence, discourse competence, and strategic competence.

Adults acquire language structures in a predictable order provided they are exposed to comprehensibile input and witin a low-anxiety enivronment while an internal monito acquires and makes sense of correct language functions.

Interaction Hypothesis...native speakers modify speech to interact with non-native speakers...

Output Hypothesis (Swain, 1985, 1995) INput alone is not enough to acquire native-like language competence. Language production or output that is accurate is necessary to reach higher levels of language proficiency.

Cumming’s theory of bilingualism and cognition emphasizes that being bilingual poses a cognitive advantage (og how well I know this! My Passamaquoddy kiddos were brilliant at Spanish).

Sociocultural theory: Language development is socially constructed. Cognitive process as social process. Group or pair work important (I do this!)

The aim of Richard’s domains (theories of teaching, teaching skills, pedagogical reasoning, contextual knowledge) is to promote and strengthen the teacher’s engagement in the exploration of knowledge, beliefs, attitudes, and thinking as they inform their teaching endeavors.

NETS project: to refine and develop set of standards to connect curriculum and technology.

CALL--computer assisted language learning--HERE WE GO. Synchronous Skyping...have opportunities to infer meaning new words and expressions...use multimedia...promote inference....learners perform more efficiently with the support of multimedia technology. Telecommunication networks enhance writing process, particularly when email is used.

Access to authentic materials that are physically far away.

The TECHNOLOGICAL body of knowledge MUST BECOME the knowledge base for future teachers.

Educational technology is a robust structure for advancing current understanding of teacher cognition, as fields of second language teacher education and educational technology intersect.

The foundation of good language teaching with technology requires an understanding of how linguistic and cultural concepts can be represented using technology, educational appraoces that draw from a socio-constuctivist philosophy, awareness of what facilitates or hinders language acquisition, an awareness of students’ previous knowledge, a knowledge of second language acquisition and cognitive development theories, and an understanding of how current and emerging technologies can be used to present knowledge and develop new epistemologies and sustain previous ones.

So back to my book. Grosse (1993) analyzed 157 foreign language methods and discovered that integration of technology is one of five areas that need further development in methods courses. DESIGN....DESIGN......opt for, adapt, implement, and DESIGN meaningful technology0based activities that are aligned with current approaches to language teaching and learning.

Social construction of learning!! THE FEW FOR THE MANY THE MANY FOR THE FEW.

One must think IMAGINATIVELY!!

Study how teachers develop cognitively as they learn to interate technology.


Restructuring of teaching and learning.

Teacher’s level of reflectivity promotes meaningful interactions with technology.

Wow I love this chapter. Will come back later to add my comments.


Amity said...

Some really great links here! I love the inclusion of deaf culture. (I was married to a deaf man for five years!!)

Something to add to the conversation: a great way to immerse students in a language is by using technology platforms like Facebook...a platform the kids know forwards and backwards. Then have the kids change the platform language...they panic for a moment but then they realize how imprinted they are with the location of buttons, tools etc. And before you know it, they acquire new words....just by using the platform in that language.

Ms. Brown said...


Recently, I attended a literacy workshop, and one of the people in my group talked about teaching an on-line course for a Virtual High School Taking into account the creative and innovative way you integrate technology into your classes, I thought teaching in this environment would be something you might be interested in. I really enjoyed your Wiki presentation. You really incorporated a variety of technologies in your Wiki. Also, you selected Snowboarding a sport many high school students enjoy. Your video was very authentic, you speaking Spanish riding the chairlift at Saddleback. Great job!


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