Teachers as Awakeners: A Collaborative Approach in Language Learning and Social Media

Autor/in	Plutino, Alessia
Titel	Teachers as Awakeners: A Collaborative Approach in Language Learning and Social Media
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Media; Language Skills; Language Fluency; Language Acquisition; Pronunciation Instruction; Communicative Competence (Languages); Web 2.0 Technologies; Student Projects; Program Implementation; Communities of Practice; Employment Potential; Pilot Projects; Outcomes of Education; College Second Language Programs; Second Language Learning; Cooperative Learning; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Medien; Language skill; Sprachkompetenz; Language skills; Sprachaneignung; Spracherwerb; Ausspracheübung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schulprojekt; Community; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Pilot project; Modellversuch; Pilotprojekt; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Kooperatives Lernen; Ausland; Großbritannien
Abstract	This paper provides an overview of the successful pedagogical project TwitTIAMO, now in its third year, where micro blogging (Twitter) has been used in Italian language teaching and learning to improve students' communicative language skills, accuracy, fluency and pronunciation outside timetabled lessons. It also explores the background and outcomes of two recent implementations to the project: (1) the implementation of a Twitter Champ, acting as a Knowledgeable Other (Vygotsky, 1978) and the development of her transferable employability skills; and (2) the use of a free speech-to-text tool to develop accuracy in pronunciation and writing. More broadly, the paper offers an overview of social media as a powerful tool to transpose classroom communities into online learning communities and enhance spontaneous and collaborative learning outside conventional classroom settings, based on Vygotsky's (1978) Zone of Proximal Development (ZPD) principles and current Personal Learning Environments (PLE) and Communities of Practice (CoP) theories. Two figures are appended. [For the complete volume, "Innovative Language Teaching and Learning at University: Enhancing Employability," see ED574244.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01