Category: Instructional Design

Innovations in learning technologies for English language teaching.

Motteram, G. (Ed.). (2013). Innovations in learning technologies for English language teaching. The British Council.

Each chapter in this British Council publication includes case studies and a list of references. The educational settings include the primary and secondary sectors, and a number of settings for adult teaching. The editor includes both general language teaching and second language and ESL. Chapter 3: Technology and adult language teaching includes an ESOL case study in the UK, where there is substantial pressure and support to use technology and a blended approach in the program. Chapter 4: Technology integrated English for Specific Purposes lessons looks at real-life language, tasks and tools for professionals. This chapter describes the importance of context in choosing the right tools. It also includes information about mobile learning. Chapter 6 looks at technology enhanced assessment for English language teaching, including language portfolios, e-portfolios and open source tools. The editor concludes by discussing how technologies allow teachers to address more than immediate language needs and to engage students in ways that would have been difficult in the past. He also maintains the centrality of teachers in the classroom.

Retrievable from: http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

Blended Learning in English Language Teaching: Course Design and Implementation.

Tomlinson, B. & Whittaker C. (Eds.). (2013). Blended Learning in English Language Teaching: Course Design and Implementation. British Council.

This British Council publication includes 20 case studies illustrating a broad range of English language program designs in widespread geographic and educational settings: K-12, university, college, foreign language programs, ESP, EAP and business English. Although most of the case studies are outside the realm of settlement language training, chapter 20 addresses some very relevant issues, e.g., pay issues with part time instructors, cost of developing materials, etc. Each part of the book is followed with references and comments by the editor. In the conclusion, the co-editor addresses the need for help for designers and practitioners to answer the question of which blend provides the best basis for language learning and teaching in a specific situation.

Retrievable from:

https://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf

Developing an ESL Literacy Blended online Course for LINC Learners.

Lupasco, S. (n.d.). Developing an ESL Literacy Blended Online Course for LINC Learners. Contact Magazine, November 2013, 31–35.

In this article Lupasco describes an assignment for Post TESL accreditation for which she develops e-Materials for Language Training. As she walks the reader through the different sections of the blended ESL Literacy course that she created, there are echoes of the theory and examined practice that appear in other resources included in this bibliography.

Retrievable from: http://www.teslontario.net/uploads/publications/contact/ContactFall2013.pdf

Implementing Blended Learning in Foreign Language Education: Reasons and Considerations.

Mondejar, M. (2012). Implementing Blended Learning in Foreign Language Education:  Reasons and Considerations.

This conference paper explores the pros and cons of blended learning in foreign language learning. The presenter argues that BL is a quickly growing approach that allows instructors to provide students with increased flexibility, enhances student engagement, fosters student autonomy and supports collaborative learning. However, in order to be deployed successfully the presenter argues that careful needs analysis of students and careful and thorough course or instructional design are necessary. He also points to the need for further research in the use of blended learning in foreign language learning.

Retrievable From: http://jalt-publications.org/proceedings/articles/3294-implementing-blended-learning-foreign-language-education-reasons-and-consi