Archivo de la categoría: Professional Development

Blogs and wikis for the EFL Classroom – online course

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e-duTraining en Congreso Internacional de Punta del Este

An interview with Diana Martínez Salatín, Phonology Clinic Tutor


E-duT:
Diana, you’ve specialized on English Phonology for teachers and translators at college level and you are now offering Phonology Clinics at E-duTraining. 

Diana: Yes, that’s right. The year after I graduated, back in 2000, I started my training and specialization on the subject ‘Phonology I’ under the tutoring of Mónica Pérez. I took an interest in analyzing and comparing mistakes students made in their transcriptions with those mistakes they made in diction, and this eventually resulted into my research piece entitled ‘Three second-language-acquisition paradigms in the search for an affiliation between transcription and diction errors’. This final research stood as a great learning opportunity by means of which I was able to prove that errors made in transcriptions reveal diction difficulties. Since that very moment, I’ve been coaching in English Phonology and I find it absolutely rewarding helping students to overcome their pronunciation difficulties. Working at E-duTraining is a real pleasure for me as it gives me the possibility of doing what I love: helping students to polish their diction.

E-duT: Who are these clinics for?

Diana: The clinics are mainly aimed at EFL advanced students, teachers/translators/interpreters-to-be and definitely for teachers of English, translators and interpreters already working in their field of expertise. I would say that participants need to possess some knowledge about English Phonology so as to be in a better position to fully take advantage of the clinics. 

E-duT:  Which are the areas that you notice English language professionals need to improve and how do you cater for specific needs in the clinics?

Diana: It happens at times that in our daily professional practice we start overlooking certain aspects and it seems to be that pronunciation is probably one of the aspects that tends to be overlooked in the first place. So it is advisable from time to time, to stop and give yourself a chance of revising and polishing. In these clinics in particular I offer attendees lots of instances to do this: to stop, analyze, compare, contrast, set objectives, reflect and many other means by which we make their learning process enriching and self-fulfilling. In order to cater for specific needs, participants have the chance of carrying out recordings and they later get individual feedback about them. What is more, we have individual Skype sessions where attendees are given individual feedback on their oral production. All in all, these clinics foster one-to-one tuition so they are in very sense personalized and they do cater for each attendee’s specific needs. Nevertheless, we also have instances of collaborative learning and of activities aimed at the whole group of participants where there’s interaction and discussion. 

E-duT: How are the clinics organized?

Diana: They are divided into modules and each of them builds up upon the other. In order to move forward you need to take into account the practice done up to that point so students find themselves recycling content most of the time. In each module there’s usually an introduction where theory is given in the form of PowerPoint presentations, videos or handouts. Then there is a section devoted to practice where participants are offered plenty of activities to put into action the knowledge they acquired in the introduction section. In every module, attendees are requested to submit some assignments or they are asked to participate in quizzes, forums or wikis. In general, during the whole clinic, we have two web conferences –one at the beginning to launch the clinic and the other one halfway in the course generally aimed at working with some theoretical items. In these clinics in particular, we have a series of individual skype sessions and also instances for students to carry out recordings, all of which aims at giving participants instances of real practice targeted at polishing and improving both segmental and suprasegmental features. 

E-duT: What do your students enjoy the most about the clinics?

Diana: I’d say students find the clinics dynamic, entertaining and practical and this is what they enjoy the most. Also, the fact that they can see theory in action in real situations and that they have many instances to be listened to by means of the Skype sessions and with the possibility they have of submitting recordings of their own speech. In this way, they get personalized feedback and the tutor can help them develop the strategies they are more in need of.  

E-duT: And, what do you enjoy the most?

Diana:I absolutely enjoy when I succeed in making students enjoy the process of polishing their pronunciation in English. I also enjoy when students have fun while going through the practice offered in the clinics. A plus is, as well, that participants become aware of the different characteristics of English diction and this helps them to improve their overall production in English. It’s pretty much connected to the tagline given to the clinics: I want students to see the enjoyable enlightening side of English pronunciation. So I offer them instances to do this and when they finally view it and live it, well, that’s the rewarding part of tutoring these clinics!

E-duT: Thank you!

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Online Phonology Clinic: English Speech Rhythm…

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Los Wikis como aulas colaborativas

De narrativas digitales y lecto-escritores

 

 
En la última década, la aparición de la web 2.0 o de lecto-escritura, como convergencia de medios digitales, nos lleva más allá de la posibilidad de tener acceso ilimitado a contenidos multimedia (texto, imágenes, audio, animaciones y video) a participar en la producción de los mismos, facilitando la interacción y la colaboración con otros en pos del aprendizaje. Esto implica un cambio en el rol de los usuarios de la web de consumidores a “prosumidores” o generadores de contenidos.
 
Las narrativas digitales y las narrativas transmediáticas son algunos de los desarrollos más interesantes producidos a partir de esta arquitectura de la participación. Las primeras, basadas en el hipertexto y contenidos multimedia integrados, permiten a los lectores navegar e interactuar con los elementos de la historia con distintos grados de intervención. Las segundas se caracterizan por el desarrollo de “extensiones” de la historia original creadas por los propios lectores devenidos en co-autores a través de múltiples plataformas como blogs, wikis y redes sociales.
Algunos ejemplos son:
Inanimate Alice http://inanimatealice.com/ es una narrativa digital animada acerca del viaje de una adolescente, que integra texto, audio, video y juegos interactivos. La misma cuenta con cinco episodios independientes, cuatro de los cuales están disponibles en cinco idiomas (inglés, francés, español, italiano y alemán)
Pottermore http://www.pottermore.com/ es un sitio gratuito recientemente anunciado por J.K. Rowling, la autora de la exitosa saga Harry Potter, que promete, además de la publicación de contenidos inéditos, proveer un espacio para que los lectores participen en futuros desarrollos de la historia partir de su lanzamiento en cinco idiomas en el mes de octubre de 2011. Cabe destacar que en este momento ya existen una variedad de sitios colaborativos (http://harrypotter.wikia.com, entre otros) creados por comunidades de fans con el mismo propósito.
The Story So Far http://cwd.co.uk/storysofar/ (La historia hasta ahora) es un proyecto de escritura colaborativa en inglés a través de Twitter en el que se puede proponer la próxima línea de una historia publicando una entrada de 140 caracteres, o tweet,  dirigido a @storysofar. La primera línea de las historias es siempre tomada de un libro publicado, debidamente citado en el sitio del proyecto. Las líneas propuestas son luego sometidas  a consideración de otros autores y lectores quienes podrán votar por su preferencia mencionando @storysofarvote en su tweet. Al final del día, la línea ganadora es publicada nuevamente o “retwiteada” (RT).
Como vemos, desde las formas más simples de interacción hasta la creación colectiva, la web 2.0 nos ofrece un nuevo modo de experimentar narrativas en las que autores y lectores participan en forma abierta y colaborativa de la construcción de las mismas.
En el ámbito educativo, sin duda, estas narrativas digitales son tanto una oportunidad para imaginar y redefinir la lectura y la escritura en el aula como un desafío a la hora de promover las competencias necesarias para las nuevas formas de participación y creación en los espacios 2.0.
*Prof. Carla Raguseo –  publicado originalmente en el Biblioperiódico de la Escuela Superior de Comercio de Rosario Nº6 Julio 2011