際際滷shows by User: kurtkohn / http://www.slideshare.net/images/logo.gif 際際滷shows by User: kurtkohn / Thu, 14 Nov 2019 16:34:24 GMT 際際滷Share feed for 際際滷shows by User: kurtkohn Kurt Kohn (2019). Virtual intercultural communication practice and learning. An ordinary gamification perspective. ITECLA Conference, Valencia, 7-9 Nov 2019 /slideshow/kurt-kohn-2019-virtual-intercultural-communication-practice-and-learning-an-ordinary-gamification-perspective-itecla-conference-valencia-79-nov-2019/193614067 valenciapresentation7-9nov2019final-191114163424
Ordinary gamification is about creating a protected space of controlled real-life immersion for safe, yet challenging practice and learning. It provides a kind of Vygotskian Zone of Proximal Development enabling learners to cooperate to move beyond and further develop and consolidate their currently available behavioral, cognitive and emotional competences and skills. The concept is inspired by how young children play and interact with the world around them, for instance, when imitating a phone call, playing house, or imagining driving a car. Ordinary gamification concerns creatively reducing, simplifying or transforming complex real-life activities for the purpose of autonomous world appropriation and emergent learning. Being grounded in real-life through mimicry and controlled immersion, ordinary gamification significantly contributes to the authentication of learning. Against this conceptual backdrop, I will describe and discuss the ordinary gamification potential of the TeCoLa Virtual World developed and pedagogically evaluated in the Erasmus+ project TeCoLa (www.tecola.eu) over the past three years. Key gamification features include in particular 3D virtual world environments such as the English town of Chatterdale, editable learning station boards for displaying multimedia content, and customizable avatars by which students can enter the virtual world, move around, communicate with each other in the spoken or written mode, and meet up to collaborate at one of the learning stations. The ordinary gamification focus is on creating opportunities for intercultural communicative exchanges between school students of different linguacultural backgrounds from across Europe. The students are from secondary, vocational and primary schools, and they meet in pairs or small groups at learning stations to discuss the issues presented on the boards. Various conditions are used to minimize the all-too-present school character of the communicative interactions by strengthening their immersive real-life quality. Most importantly, this includes using the students common target language as a pedagogical lingua franca, accessing the TeCoLa Virtual World from home, a preference for low-preparation topics (e.g. Breakfast, Fashion, or Waste disposal), an emphasis on communicative interaction over task completion, and the integration of measures of self-reflection and pedagogical mediation. Case study observations and feedback from students and teachers will be presented to demonstrate the pedagogical value of an ordinary gamification approach for boosting intercultural foreign language communication practice and learning. Special attention will be given to issues of immersive authentication and speaker-learner emancipation.]]>
Ordinary gamification is about creating a protected space of controlled real-life immersion for safe, yet challenging practice and learning. It provides a kind of Vygotskian Zone of Proximal Development enabling learners to cooperate to move beyond and further develop and consolidate their currently available behavioral, cognitive and emotional competences and skills. The concept is inspired by how young children play and interact with the world around them, for instance, when imitating a phone call, playing house, or imagining driving a car. Ordinary gamification concerns creatively reducing, simplifying or transforming complex real-life activities for the purpose of autonomous world appropriation and emergent learning. Being grounded in real-life through mimicry and controlled immersion, ordinary gamification significantly contributes to the authentication of learning. Against this conceptual backdrop, I will describe and discuss the ordinary gamification potential of the TeCoLa Virtual World developed and pedagogically evaluated in the Erasmus+ project TeCoLa (www.tecola.eu) over the past three years. Key gamification features include in particular 3D virtual world environments such as the English town of Chatterdale, editable learning station boards for displaying multimedia content, and customizable avatars by which students can enter the virtual world, move around, communicate with each other in the spoken or written mode, and meet up to collaborate at one of the learning stations. The ordinary gamification focus is on creating opportunities for intercultural communicative exchanges between school students of different linguacultural backgrounds from across Europe. The students are from secondary, vocational and primary schools, and they meet in pairs or small groups at learning stations to discuss the issues presented on the boards. Various conditions are used to minimize the all-too-present school character of the communicative interactions by strengthening their immersive real-life quality. Most importantly, this includes using the students common target language as a pedagogical lingua franca, accessing the TeCoLa Virtual World from home, a preference for low-preparation topics (e.g. Breakfast, Fashion, or Waste disposal), an emphasis on communicative interaction over task completion, and the integration of measures of self-reflection and pedagogical mediation. Case study observations and feedback from students and teachers will be presented to demonstrate the pedagogical value of an ordinary gamification approach for boosting intercultural foreign language communication practice and learning. Special attention will be given to issues of immersive authentication and speaker-learner emancipation.]]> Thu, 14 Nov 2019 16:34:24 GMT /slideshow/kurt-kohn-2019-virtual-intercultural-communication-practice-and-learning-an-ordinary-gamification-perspective-itecla-conference-valencia-79-nov-2019/193614067 kurtkohn@slideshare.net(kurtkohn) Kurt Kohn (2019). Virtual intercultural communication practice and learning. An ordinary gamification perspective. ITECLA Conference, Valencia, 7-9 Nov 2019 kurtkohn Ordinary gamification is about creating a protected space of controlled real-life immersion for safe, yet challenging practice and learning. It provides a kind of Vygotskian Zone of Proximal Development enabling learners to cooperate to move beyond and further develop and consolidate their currently available behavioral, cognitive and emotional competences and skills. The concept is inspired by how young children play and interact with the world around them, for instance, when imitating a phone call, playing house, or imagining driving a car. Ordinary gamification concerns creatively reducing, simplifying or transforming complex real-life activities for the purpose of autonomous world appropriation and emergent learning. Being grounded in real-life through mimicry and controlled immersion, ordinary gamification significantly contributes to the authentication of learning. Against this conceptual backdrop, I will describe and discuss the ordinary gamification potential of the TeCoLa Virtual World developed and pedagogically evaluated in the Erasmus+ project TeCoLa (www.tecola.eu) over the past three years. Key gamification features include in particular 3D virtual world environments such as the English town of Chatterdale, editable learning station boards for displaying multimedia content, and customizable avatars by which students can enter the virtual world, move around, communicate with each other in the spoken or written mode, and meet up to collaborate at one of the learning stations. The ordinary gamification focus is on creating opportunities for intercultural communicative exchanges between school students of different linguacultural backgrounds from across Europe. The students are from secondary, vocational and primary schools, and they meet in pairs or small groups at learning stations to discuss the issues presented on the boards. Various conditions are used to minimize the all-too-present school character of the communicative interactions by strengthening their immersive real-life quality. Most importantly, this includes using the students common target language as a pedagogical lingua franca, accessing the TeCoLa Virtual World from home, a preference for low-preparation topics (e.g. Breakfast, Fashion, or Waste disposal), an emphasis on communicative interaction over task completion, and the integration of measures of self-reflection and pedagogical mediation. Case study observations and feedback from students and teachers will be presented to demonstrate the pedagogical value of an ordinary gamification approach for boosting intercultural foreign language communication practice and learning. Special attention will be given to issues of immersive authentication and speaker-learner emancipation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/valenciapresentation7-9nov2019final-191114163424-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Ordinary gamification is about creating a protected space of controlled real-life immersion for safe, yet challenging practice and learning. It provides a kind of Vygotskian Zone of Proximal Development enabling learners to cooperate to move beyond and further develop and consolidate their currently available behavioral, cognitive and emotional competences and skills. The concept is inspired by how young children play and interact with the world around them, for instance, when imitating a phone call, playing house, or imagining driving a car. Ordinary gamification concerns creatively reducing, simplifying or transforming complex real-life activities for the purpose of autonomous world appropriation and emergent learning. Being grounded in real-life through mimicry and controlled immersion, ordinary gamification significantly contributes to the authentication of learning. Against this conceptual backdrop, I will describe and discuss the ordinary gamification potential of the TeCoLa Virtual World developed and pedagogically evaluated in the Erasmus+ project TeCoLa (www.tecola.eu) over the past three years. Key gamification features include in particular 3D virtual world environments such as the English town of Chatterdale, editable learning station boards for displaying multimedia content, and customizable avatars by which students can enter the virtual world, move around, communicate with each other in the spoken or written mode, and meet up to collaborate at one of the learning stations. The ordinary gamification focus is on creating opportunities for intercultural communicative exchanges between school students of different linguacultural backgrounds from across Europe. The students are from secondary, vocational and primary schools, and they meet in pairs or small groups at learning stations to discuss the issues presented on the boards. Various conditions are used to minimize the all-too-present school character of the communicative interactions by strengthening their immersive real-life quality. Most importantly, this includes using the students common target language as a pedagogical lingua franca, accessing the TeCoLa Virtual World from home, a preference for low-preparation topics (e.g. Breakfast, Fashion, or Waste disposal), an emphasis on communicative interaction over task completion, and the integration of measures of self-reflection and pedagogical mediation. Case study observations and feedback from students and teachers will be presented to demonstrate the pedagogical value of an ordinary gamification approach for boosting intercultural foreign language communication practice and learning. Special attention will be given to issues of immersive authentication and speaker-learner emancipation.
Kurt Kohn (2019). Virtual intercultural communication practice and learning. An ordinary gamification perspective. ITECLA Conference, Valencia, 7-9 Nov 2019 from Kurt Kohn
]]> 447 3 https://cdn.slidesharecdn.com/ss_thumbnails/valenciapresentation7-9nov2019final-191114163424-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kurt Kohn (2019). Lingua franca pedagogy. Emancipating the foreign language learner. Asia TEFL 2019, Bangkok, 27-29 June /slideshow/kurt-kohn-2019-lingua-franca-pedagogy-emancipating-the-foreign-language-learner-asia-tefl-2019-bangkok-2729-june/155198290 kurtkohnlinguafrancapedagogy-190712170318
Based on a social constructivist understanding of communication and foreign language learning, this talk introduces a pedagogical lingua franca (PLF) approach. Intercultural telecollaboration exchanges enable learners of different linguacultural backgrounds to met up with each other in intercultural zones of communicative and communal interaction and to use their common target language as a pedagogical lingua franca. The PLF approach encourages speaker-learners to develop their own requirements of communicative and communal success and to use them as beacons of orientation when creatively appropriating the language taught for their own needs and purposes. Case studies carried out in secondary school settings in the European context provide evidence that the PLF approach significantly strengthens the emancipatory quality of intercultural foreign language learning. ]]>
Based on a social constructivist understanding of communication and foreign language learning, this talk introduces a pedagogical lingua franca (PLF) approach. Intercultural telecollaboration exchanges enable learners of different linguacultural backgrounds to met up with each other in intercultural zones of communicative and communal interaction and to use their common target language as a pedagogical lingua franca. The PLF approach encourages speaker-learners to develop their own requirements of communicative and communal success and to use them as beacons of orientation when creatively appropriating the language taught for their own needs and purposes. Case studies carried out in secondary school settings in the European context provide evidence that the PLF approach significantly strengthens the emancipatory quality of intercultural foreign language learning. ]]> Fri, 12 Jul 2019 17:03:18 GMT /slideshow/kurt-kohn-2019-lingua-franca-pedagogy-emancipating-the-foreign-language-learner-asia-tefl-2019-bangkok-2729-june/155198290 kurtkohn@slideshare.net(kurtkohn) Kurt Kohn (2019). Lingua franca pedagogy. Emancipating the foreign language learner. Asia TEFL 2019, Bangkok, 27-29 June kurtkohn Based on a social constructivist understanding of communication and foreign language learning, this talk introduces a pedagogical lingua franca (PLF) approach. Intercultural telecollaboration exchanges enable learners of different linguacultural backgrounds to met up with each other in intercultural zones of communicative and communal interaction and to use their common target language as a pedagogical lingua franca. The PLF approach encourages speaker-learners to develop their own requirements of communicative and communal success and to use them as beacons of orientation when creatively appropriating the language taught for their own needs and purposes. Case studies carried out in secondary school settings in the European context provide evidence that the PLF approach significantly strengthens the emancipatory quality of intercultural foreign language learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kurtkohnlinguafrancapedagogy-190712170318-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Based on a social constructivist understanding of communication and foreign language learning, this talk introduces a pedagogical lingua franca (PLF) approach. Intercultural telecollaboration exchanges enable learners of different linguacultural backgrounds to met up with each other in intercultural zones of communicative and communal interaction and to use their common target language as a pedagogical lingua franca. The PLF approach encourages speaker-learners to develop their own requirements of communicative and communal success and to use them as beacons of orientation when creatively appropriating the language taught for their own needs and purposes. Case studies carried out in secondary school settings in the European context provide evidence that the PLF approach significantly strengthens the emancipatory quality of intercultural foreign language learning.
Kurt Kohn (2019). Lingua franca pedagogy. Emancipating the foreign language learner. Asia TEFL 2019, Bangkok, 27-29 June from Kurt Kohn
]]> 1352 2 https://cdn.slidesharecdn.com/ss_thumbnails/kurtkohnlinguafrancapedagogy-190712170318-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kohn & Hoffstaedter 2018_Telecollaboration for ICC development_RELC Conf 12-14 March 2018 /kurtkohn/kohn-amp-hoffstaedter-2018-telecollaboration-for-icc-development-relc-conf-1214-march-2018 kohnhoffstaedter2018telecollaborationforiccdevelopmentrelcconf12-14march2018-180328172711
Workshop collaboration will be in three steps and will explore how telecollaboration tools and activities can be used to engage foreign language learners in authentic communicative practice and intercultural encounters. Step A: The participants will review their own teaching objectives and practices regarding intercultural communicative competence development. They will discuss their objectives and practices in relation to the communicative and intercultural possibilities and limitations of the face-to-face classroom. Step B: The participants will review a few selected intercultural telecollaboration tools (including virtual worlds, video conferencing, and Google Drive) presented via data projector. They will discuss the tools pedagogical potential in the light of the insights gained from step A. Step C: Stimulated by a few prototypical task descriptions, the participants will collect their own ideas for intercultural telecollaboration tasks they deem suitable for overcoming classroom limitations identified in step A. The participants will collaborate in the plenary or in small groups as required. Brainstorming, awareness raising and reflective discussion activities will be supported by collaboration tools including Kahoot and Google Docs.]]>
Workshop collaboration will be in three steps and will explore how telecollaboration tools and activities can be used to engage foreign language learners in authentic communicative practice and intercultural encounters. Step A: The participants will review their own teaching objectives and practices regarding intercultural communicative competence development. They will discuss their objectives and practices in relation to the communicative and intercultural possibilities and limitations of the face-to-face classroom. Step B: The participants will review a few selected intercultural telecollaboration tools (including virtual worlds, video conferencing, and Google Drive) presented via data projector. They will discuss the tools pedagogical potential in the light of the insights gained from step A. Step C: Stimulated by a few prototypical task descriptions, the participants will collect their own ideas for intercultural telecollaboration tasks they deem suitable for overcoming classroom limitations identified in step A. The participants will collaborate in the plenary or in small groups as required. Brainstorming, awareness raising and reflective discussion activities will be supported by collaboration tools including Kahoot and Google Docs.]]> Wed, 28 Mar 2018 17:27:11 GMT /kurtkohn/kohn-amp-hoffstaedter-2018-telecollaboration-for-icc-development-relc-conf-1214-march-2018 kurtkohn@slideshare.net(kurtkohn) Kohn & Hoffstaedter 2018_Telecollaboration for ICC development_RELC Conf 12-14 March 2018 kurtkohn Workshop collaboration will be in three steps and will explore how telecollaboration tools and activities can be used to engage foreign language learners in authentic communicative practice and intercultural encounters. Step A: The participants will review their own teaching objectives and practices regarding intercultural communicative competence development. They will discuss their objectives and practices in relation to the communicative and intercultural possibilities and limitations of the face-to-face classroom. Step B: The participants will review a few selected intercultural telecollaboration tools (including virtual worlds, video conferencing, and Google Drive) presented via data projector. They will discuss the tools pedagogical potential in the light of the insights gained from step A. Step C: Stimulated by a few prototypical task descriptions, the participants will collect their own ideas for intercultural telecollaboration tasks they deem suitable for overcoming classroom limitations identified in step A. The participants will collaborate in the plenary or in small groups as required. Brainstorming, awareness raising and reflective discussion activities will be supported by collaboration tools including Kahoot and Google Docs. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohnhoffstaedter2018telecollaborationforiccdevelopmentrelcconf12-14march2018-180328172711-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Workshop collaboration will be in three steps and will explore how telecollaboration tools and activities can be used to engage foreign language learners in authentic communicative practice and intercultural encounters. Step A: The participants will review their own teaching objectives and practices regarding intercultural communicative competence development. They will discuss their objectives and practices in relation to the communicative and intercultural possibilities and limitations of the face-to-face classroom. Step B: The participants will review a few selected intercultural telecollaboration tools (including virtual worlds, video conferencing, and Google Drive) presented via data projector. They will discuss the tools pedagogical potential in the light of the insights gained from step A. Step C: Stimulated by a few prototypical task descriptions, the participants will collect their own ideas for intercultural telecollaboration tasks they deem suitable for overcoming classroom limitations identified in step A. The participants will collaborate in the plenary or in small groups as required. Brainstorming, awareness raising and reflective discussion activities will be supported by collaboration tools including Kahoot and Google Docs.
Kohn & Hoffstaedter 2018_Telecollaboration for ICC development_RELC Conf 12-14 March 2018 from Kurt Kohn
]]> 171 3 https://cdn.slidesharecdn.com/ss_thumbnails/kohnhoffstaedter2018telecollaborationforiccdevelopmentrelcconf12-14march2018-180328172711-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018 /slideshow/kohn-2018elf-from-research-to-pedagogyrelc-conf-1214-march-2018/92204316 kohn2018elf-fromresearchtopedagogyrelcconf12-14march2018-180328171729
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from variety to communicative use to translanguaging practice. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. Do you want me to teach incorrect English?). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.]]>
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from variety to communicative use to translanguaging practice. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. Do you want me to teach incorrect English?). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.]]> Wed, 28 Mar 2018 17:17:29 GMT /slideshow/kohn-2018elf-from-research-to-pedagogyrelc-conf-1214-march-2018/92204316 kurtkohn@slideshare.net(kurtkohn) Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018 kurtkohn The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from variety to communicative use to translanguaging practice. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. Do you want me to teach incorrect English?). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2018elf-fromresearchtopedagogyrelcconf12-14march2018-180328171729-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from variety to communicative use to translanguaging practice. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. Do you want me to teach incorrect English?). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018 from Kurt Kohn
]]> 288 6 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2018elf-fromresearchtopedagogyrelcconf12-14march2018-180328171729-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kohn, Teaching towards ELF competence in the English classroom, ELF 7 Athens, 4 6 Sept 2014 /slideshow/kohn-teaching-towards-elf-competence-in-the-english-classroom-elf-7-athens-4-6-sept-2014/38653553 kohnteachingtowardselfcompetenceintheenglishclassroomelf7athens4-6sept2014-140903114632-phpapp01
ELF is increasingly being recognized as a learning objective in educational standards for secondary schools and teacher education (e.g. in the state of Baden-W端rttemberg, Germany). ELF pedagogy thus seems to be gaining ground in traditionally hostile EFL territory. At the same time, however, EFL professionals on all levels of expertise are still harbouring the suspicion that teaching ELF is all about "teaching incorrect English". Much of the persistent antagonism between ELF and EFL is due to misunderstandings based on hidden differences regarding focal interests and key conceptualizations both in research and pedagogy. In my presentation, I explore ways in which the rift between ELF and EFL can be bridged to provide a common ground for integrated pedagogical solutions. Guidance and orientation is provided by an ensemble of communicative-constructivist principles and assumptions concerning the communicative nature of language competence, language acquisition as creative construction, the status of Standard English as a teaching/learning goal, and the role of speaker satisfaction for communicative success (Kohn 2011, 2014). Against this backdrop, I sketch out a pedagogical approach geared to the requirements and purposes of ELF communication. Learning objectives include awareness raising as well as knowledge and skills development for comprehension, production, and interaction. Special attention is given to enabling learners to trust and explore their own non-native speaker creativity (Kohn 2014). Learning tasks and activities suitable for ELF practice and development are described and discussed with reference to online resources and environments available from various European projects. This includes online BACKBONE interviews with ELF speakers from different European countries as well as TILA lingua franca conversations in videoconference and virtual world settings. Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding". In: A. De Houwer & A. Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam/Philadelphia: John Benjamins. Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In: Y. Bayyurt & S. Akcan (eds.). Current perspectives on pedagogy for ELF. De Gruyter Mouton. ]]>
ELF is increasingly being recognized as a learning objective in educational standards for secondary schools and teacher education (e.g. in the state of Baden-W端rttemberg, Germany). ELF pedagogy thus seems to be gaining ground in traditionally hostile EFL territory. At the same time, however, EFL professionals on all levels of expertise are still harbouring the suspicion that teaching ELF is all about "teaching incorrect English". Much of the persistent antagonism between ELF and EFL is due to misunderstandings based on hidden differences regarding focal interests and key conceptualizations both in research and pedagogy. In my presentation, I explore ways in which the rift between ELF and EFL can be bridged to provide a common ground for integrated pedagogical solutions. Guidance and orientation is provided by an ensemble of communicative-constructivist principles and assumptions concerning the communicative nature of language competence, language acquisition as creative construction, the status of Standard English as a teaching/learning goal, and the role of speaker satisfaction for communicative success (Kohn 2011, 2014). Against this backdrop, I sketch out a pedagogical approach geared to the requirements and purposes of ELF communication. Learning objectives include awareness raising as well as knowledge and skills development for comprehension, production, and interaction. Special attention is given to enabling learners to trust and explore their own non-native speaker creativity (Kohn 2014). Learning tasks and activities suitable for ELF practice and development are described and discussed with reference to online resources and environments available from various European projects. This includes online BACKBONE interviews with ELF speakers from different European countries as well as TILA lingua franca conversations in videoconference and virtual world settings. Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding". In: A. De Houwer & A. Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam/Philadelphia: John Benjamins. Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In: Y. Bayyurt & S. Akcan (eds.). Current perspectives on pedagogy for ELF. De Gruyter Mouton. ]]> Wed, 03 Sep 2014 11:46:31 GMT /slideshow/kohn-teaching-towards-elf-competence-in-the-english-classroom-elf-7-athens-4-6-sept-2014/38653553 kurtkohn@slideshare.net(kurtkohn) Kohn, Teaching towards ELF competence in the English classroom, ELF 7 Athens, 4 6 Sept 2014 kurtkohn ELF is increasingly being recognized as a learning objective in educational standards for secondary schools and teacher education (e.g. in the state of Baden-W端rttemberg, Germany). ELF pedagogy thus seems to be gaining ground in traditionally hostile EFL territory. At the same time, however, EFL professionals on all levels of expertise are still harbouring the suspicion that teaching ELF is all about "teaching incorrect English". Much of the persistent antagonism between ELF and EFL is due to misunderstandings based on hidden differences regarding focal interests and key conceptualizations both in research and pedagogy. In my presentation, I explore ways in which the rift between ELF and EFL can be bridged to provide a common ground for integrated pedagogical solutions. Guidance and orientation is provided by an ensemble of communicative-constructivist principles and assumptions concerning the communicative nature of language competence, language acquisition as creative construction, the status of Standard English as a teaching/learning goal, and the role of speaker satisfaction for communicative success (Kohn 2011, 2014). Against this backdrop, I sketch out a pedagogical approach geared to the requirements and purposes of ELF communication. Learning objectives include awareness raising as well as knowledge and skills development for comprehension, production, and interaction. Special attention is given to enabling learners to trust and explore their own non-native speaker creativity (Kohn 2014). Learning tasks and activities suitable for ELF practice and development are described and discussed with reference to online resources and environments available from various European projects. This includes online BACKBONE interviews with ELF speakers from different European countries as well as TILA lingua franca conversations in videoconference and virtual world settings. Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding". In: A. De Houwer & A. Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam/Philadelphia: John Benjamins. Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In: Y. Bayyurt & S. Akcan (eds.). Current perspectives on pedagogy for ELF. De Gruyter Mouton. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohnteachingtowardselfcompetenceintheenglishclassroomelf7athens4-6sept2014-140903114632-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ELF is increasingly being recognized as a learning objective in educational standards for secondary schools and teacher education (e.g. in the state of Baden-W端rttemberg, Germany). ELF pedagogy thus seems to be gaining ground in traditionally hostile EFL territory. At the same time, however, EFL professionals on all levels of expertise are still harbouring the suspicion that teaching ELF is all about &quot;teaching incorrect English&quot;. Much of the persistent antagonism between ELF and EFL is due to misunderstandings based on hidden differences regarding focal interests and key conceptualizations both in research and pedagogy. In my presentation, I explore ways in which the rift between ELF and EFL can be bridged to provide a common ground for integrated pedagogical solutions. Guidance and orientation is provided by an ensemble of communicative-constructivist principles and assumptions concerning the communicative nature of language competence, language acquisition as creative construction, the status of Standard English as a teaching/learning goal, and the role of speaker satisfaction for communicative success (Kohn 2011, 2014). Against this backdrop, I sketch out a pedagogical approach geared to the requirements and purposes of ELF communication. Learning objectives include awareness raising as well as knowledge and skills development for comprehension, production, and interaction. Special attention is given to enabling learners to trust and explore their own non-native speaker creativity (Kohn 2014). Learning tasks and activities suitable for ELF practice and development are described and discussed with reference to online resources and environments available from various European projects. This includes online BACKBONE interviews with ELF speakers from different European countries as well as TILA lingua franca conversations in videoconference and virtual world settings. Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding&quot;. In: A. De Houwer &amp; A. Wilton (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Amsterdam/Philadelphia: John Benjamins. Kohn, K. (2014). A pedagogical space for ELF in the English classroom. In: Y. Bayyurt &amp; S. Akcan (eds.). Current perspectives on pedagogy for ELF. De Gruyter Mouton.
Kohn, Teaching towards ELF competence in the English classroom, ELF 7 Athens, 4 6 Sept 2014 from Kurt Kohn
]]> 1554 19 https://cdn.slidesharecdn.com/ss_thumbnails/kohnteachingtowardselfcompetenceintheenglishclassroomelf7athens4-6sept2014-140903114632-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Petra Hoffstaedter & Kurt Kohn (2014). Task design for intercultural telecollaboration in secondary schools, Insights from the EU project TILA. EuroCALL Groningen, 20-23 Aug 2014 /slideshow/task-design-for-intercultural-tc-in-secondary-schools-eurocall-groningen2023-aug-2014/38259533 taskdesignforinterculturaltcinsecondaryschoolseurocallgroningen20-23aug2014-140822110745-phpapp02
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]]> Fri, 22 Aug 2014 11:07:45 GMT /slideshow/task-design-for-intercultural-tc-in-secondary-schools-eurocall-groningen2023-aug-2014/38259533 kurtkohn@slideshare.net(kurtkohn) Petra Hoffstaedter & Kurt Kohn (2014). Task design for intercultural telecollaboration in secondary schools, Insights from the EU project TILA. EuroCALL Groningen, 20-23 Aug 2014 kurtkohn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/taskdesignforinterculturaltcinsecondaryschoolseurocallgroningen20-23aug2014-140822110745-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Petra Hoffstaedter & Kurt Kohn (2014). Task design for intercultural telecollaboration in secondary schools, Insights from the EU project TILA. EuroCALL Groningen, 20-23 Aug 2014 from Kurt Kohn
]]> 865 5 https://cdn.slidesharecdn.com/ss_thumbnails/taskdesignforinterculturaltcinsecondaryschoolseurocallgroningen20-23aug2014-140822110745-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Hoffstaedter & Kohn (2014). Role play and interpreting in virtual reality /slideshow/role-play-interpreting-in-vr-20140508/36954985 roleplayinterpretinginvr20140508-140714090816-phpapp02
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]]> Mon, 14 Jul 2014 09:08:16 GMT /slideshow/role-play-interpreting-in-vr-20140508/36954985 kurtkohn@slideshare.net(kurtkohn) Hoffstaedter & Kohn (2014). Role play and interpreting in virtual reality kurtkohn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/roleplayinterpretinginvr20140508-140714090816-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Hoffstaedter & Kohn (2014). Role play and interpreting in virtual reality from Kurt Kohn
]]> 821 4 https://cdn.slidesharecdn.com/ss_thumbnails/roleplayinterpretinginvr20140508-140714090816-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kurt Kohn (2014). Telecollaboration for monolingual & multilingual communication practice. Insights from the EU projects TILA and EVIVA /slideshow/telecollaboration-for-monolingual-multilingual-communication-practice/35054816 telecollaborationformonolingualmultilingualcommunicationpractice-140523132545-phpapp01
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. In my talk, I will demonstrate and discuss the pedagogical potential of telecollaboration for monolingual and multilingual communication practice with reference to the European projects TILA and IVY/EVIVA. The TILA project ("Telecollaboration for Intercultural Language Acquisition") focuses on foreign language learning in secondary and tertiary education. The aim is to use the 3D virtual world environment OpenSim and the web 2 videoconferencing environment BigBlueButton to facilitate and foster intercultural communicative interaction and competence development in tandem and lingua franca constellations. In the IVY/EVIVA project ("Interpreter Training in Virtual Reality") virtual scenarios in SecondLife are used to provide interpreter students with opportunities for independent and authentic interpreting practice.]]>
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. In my talk, I will demonstrate and discuss the pedagogical potential of telecollaboration for monolingual and multilingual communication practice with reference to the European projects TILA and IVY/EVIVA. The TILA project ("Telecollaboration for Intercultural Language Acquisition") focuses on foreign language learning in secondary and tertiary education. The aim is to use the 3D virtual world environment OpenSim and the web 2 videoconferencing environment BigBlueButton to facilitate and foster intercultural communicative interaction and competence development in tandem and lingua franca constellations. In the IVY/EVIVA project ("Interpreter Training in Virtual Reality") virtual scenarios in SecondLife are used to provide interpreter students with opportunities for independent and authentic interpreting practice.]]> Fri, 23 May 2014 13:25:45 GMT /slideshow/telecollaboration-for-monolingual-multilingual-communication-practice/35054816 kurtkohn@slideshare.net(kurtkohn) Kurt Kohn (2014). Telecollaboration for monolingual & multilingual communication practice. Insights from the EU projects TILA and EVIVA kurtkohn Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. In my talk, I will demonstrate and discuss the pedagogical potential of telecollaboration for monolingual and multilingual communication practice with reference to the European projects TILA and IVY/EVIVA. The TILA project ("Telecollaboration for Intercultural Language Acquisition") focuses on foreign language learning in secondary and tertiary education. The aim is to use the 3D virtual world environment OpenSim and the web 2 videoconferencing environment BigBlueButton to facilitate and foster intercultural communicative interaction and competence development in tandem and lingua franca constellations. In the IVY/EVIVA project ("Interpreter Training in Virtual Reality") virtual scenarios in SecondLife are used to provide interpreter students with opportunities for independent and authentic interpreting practice. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/telecollaborationformonolingualmultilingualcommunicationpractice-140523132545-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. In my talk, I will demonstrate and discuss the pedagogical potential of telecollaboration for monolingual and multilingual communication practice with reference to the European projects TILA and IVY/EVIVA. The TILA project (&quot;Telecollaboration for Intercultural Language Acquisition&quot;) focuses on foreign language learning in secondary and tertiary education. The aim is to use the 3D virtual world environment OpenSim and the web 2 videoconferencing environment BigBlueButton to facilitate and foster intercultural communicative interaction and competence development in tandem and lingua franca constellations. In the IVY/EVIVA project (&quot;Interpreter Training in Virtual Reality&quot;) virtual scenarios in SecondLife are used to provide interpreter students with opportunities for independent and authentic interpreting practice.
Kurt Kohn (2014). Telecollaboration for monolingual & multilingual communication practice. Insights from the EU projects TILA and EVIVA from Kurt Kohn
]]> 998 5 https://cdn.slidesharecdn.com/ss_thumbnails/telecollaborationformonolingualmultilingualcommunicationpractice-140523132545-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Beyond communicative language teaching: new sociolinguistic realities, new challenges, new opportunities /slideshow/beyond-communicative-language-teaching/34795063 beyondcommunicativelanguageteaching20140516-140517031911-phpapp02
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new sociolinguistic realities not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.]]>
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new sociolinguistic realities not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.]]> Sat, 17 May 2014 03:19:11 GMT /slideshow/beyond-communicative-language-teaching/34795063 kurtkohn@slideshare.net(kurtkohn) Beyond communicative language teaching: new sociolinguistic realities, new challenges, new opportunities kurtkohn Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new sociolinguistic realities not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/beyondcommunicativelanguageteaching20140516-140517031911-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new sociolinguistic realities not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
Beyond communicative language teaching: new sociolinguistic realities, new challenges, new opportunities from Kurt Kohn
]]> 1630 8 https://cdn.slidesharecdn.com/ss_thumbnails/beyondcommunicativelanguageteaching20140516-140517031911-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Telekollaboration und die allt辰glichkeit des interkulturellen fremdspracherlernens kohn 20140224 https://de.slideshare.net/slideshow/telekollaboration-und-die-alltglichkeit-des-interkulturellen-fremdspracherlernens-kohn-20140224/32574871 telekollaborationunddiealltglichkeitdesinterkulturellenfremdspracherlernenskohn20140224-140321062156-phpapp02
Mein Vortrag nimmt auf das Bezug Telekollaborationsprojekt TILA (Telecollaboration for Intercultural Language Acquisition), das von Januar 2013 bis Juni 2015 im Rahmen der KA2 Languages-Sektion des EU-Programms Lebenslanges Lernen gef旦rdert wird. bergreifend geht es in TILA um die didaktische Erschlieung und Evaluation synchroner und asynchroner telekollaborativer Lehr-/Lernformen f端r die F旦rderung interkultureller Sprachkontakte und informeller Formen des interkulturellen Fremdsprachenlernens. Dies sind meine Themen: - Kommunikative Bedingtheit des Sprachenlernens - Allt辰gliche Kommunikation 2.0 - Erfolg in der Lingua-Franca-Kommunikation - Sprecherzufriedenheit und kommunikativer Erfolg - Didaktische Implikationen - EU-F旦rderprojekt TILA - Fallstudie: ELF conversations 2.0 - Erste Einblicke]]>
Mein Vortrag nimmt auf das Bezug Telekollaborationsprojekt TILA (Telecollaboration for Intercultural Language Acquisition), das von Januar 2013 bis Juni 2015 im Rahmen der KA2 Languages-Sektion des EU-Programms Lebenslanges Lernen gef旦rdert wird. bergreifend geht es in TILA um die didaktische Erschlieung und Evaluation synchroner und asynchroner telekollaborativer Lehr-/Lernformen f端r die F旦rderung interkultureller Sprachkontakte und informeller Formen des interkulturellen Fremdsprachenlernens. Dies sind meine Themen: - Kommunikative Bedingtheit des Sprachenlernens - Allt辰gliche Kommunikation 2.0 - Erfolg in der Lingua-Franca-Kommunikation - Sprecherzufriedenheit und kommunikativer Erfolg - Didaktische Implikationen - EU-F旦rderprojekt TILA - Fallstudie: ELF conversations 2.0 - Erste Einblicke]]> Fri, 21 Mar 2014 06:21:56 GMT https://de.slideshare.net/slideshow/telekollaboration-und-die-alltglichkeit-des-interkulturellen-fremdspracherlernens-kohn-20140224/32574871 kurtkohn@slideshare.net(kurtkohn) Telekollaboration und die allt辰glichkeit des interkulturellen fremdspracherlernens kohn 20140224 kurtkohn Mein Vortrag nimmt auf das Bezug Telekollaborationsprojekt TILA (Telecollaboration for Intercultural Language Acquisition), das von Januar 2013 bis Juni 2015 im Rahmen der KA2 Languages-Sektion des EU-Programms Lebenslanges Lernen gef旦rdert wird. bergreifend geht es in TILA um die didaktische Erschlieung und Evaluation synchroner und asynchroner telekollaborativer Lehr-/Lernformen f端r die F旦rderung interkultureller Sprachkontakte und informeller Formen des interkulturellen Fremdsprachenlernens. Dies sind meine Themen: - Kommunikative Bedingtheit des Sprachenlernens - Allt辰gliche Kommunikation 2.0 - Erfolg in der Lingua-Franca-Kommunikation - Sprecherzufriedenheit und kommunikativer Erfolg - Didaktische Implikationen - EU-F旦rderprojekt TILA - Fallstudie: ELF conversations 2.0 - Erste Einblicke <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/telekollaborationunddiealltglichkeitdesinterkulturellenfremdspracherlernenskohn20140224-140321062156-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Mein Vortrag nimmt auf das Bezug Telekollaborationsprojekt TILA (Telecollaboration for Intercultural Language Acquisition), das von Januar 2013 bis Juni 2015 im Rahmen der KA2 Languages-Sektion des EU-Programms Lebenslanges Lernen gef旦rdert wird. bergreifend geht es in TILA um die didaktische Erschlieung und Evaluation synchroner und asynchroner telekollaborativer Lehr-/Lernformen f端r die F旦rderung interkultureller Sprachkontakte und informeller Formen des interkulturellen Fremdsprachenlernens. Dies sind meine Themen: - Kommunikative Bedingtheit des Sprachenlernens - Allt辰gliche Kommunikation 2.0 - Erfolg in der Lingua-Franca-Kommunikation - Sprecherzufriedenheit und kommunikativer Erfolg - Didaktische Implikationen - EU-F旦rderprojekt TILA - Fallstudie: ELF conversations 2.0 - Erste Einblicke
from Kurt Kohn
]]> 947 55 https://cdn.slidesharecdn.com/ss_thumbnails/telekollaborationunddiealltglichkeitdesinterkulturellenfremdspracherlernenskohn20140224-140321062156-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Telecollaboration, lingua franca communication, and speaker satisfaction kohn intent2014 /kurtkohn/telecollaboration-lingua-franca-communication-and-speaker-satisfaction-kohn-intent2014 telecollaborationlinguafrancacommunicationandspeakersatisfactionkohnintent2014-140321041755-phpapp02
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics: - Reaching out beyond the traditional classroom - Success in lingua franca communication - Speaker satisfaction and communicative success - Pedagogical implications - TILA: Telecollaboration for Intercultural Language Acquisition - TILA sessions in OpenSim and BigBlueButton - Case study: ELF conversations 2.0 - User experience: pupils and teacher students - Initial conclusions]]>
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics: - Reaching out beyond the traditional classroom - Success in lingua franca communication - Speaker satisfaction and communicative success - Pedagogical implications - TILA: Telecollaboration for Intercultural Language Acquisition - TILA sessions in OpenSim and BigBlueButton - Case study: ELF conversations 2.0 - User experience: pupils and teacher students - Initial conclusions]]> Fri, 21 Mar 2014 04:17:55 GMT /kurtkohn/telecollaboration-lingua-franca-communication-and-speaker-satisfaction-kohn-intent2014 kurtkohn@slideshare.net(kurtkohn) Telecollaboration, lingua franca communication, and speaker satisfaction kohn intent2014 kurtkohn Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics: - Reaching out beyond the traditional classroom - Success in lingua franca communication - Speaker satisfaction and communicative success - Pedagogical implications - TILA: Telecollaboration for Intercultural Language Acquisition - TILA sessions in OpenSim and BigBlueButton - Case study: ELF conversations 2.0 - User experience: pupils and teacher students - Initial conclusions <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/telecollaborationlinguafrancacommunicationandspeakersatisfactionkohnintent2014-140321041755-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. Against this backdrop, my presentation touches on the following topics: - Reaching out beyond the traditional classroom - Success in lingua franca communication - Speaker satisfaction and communicative success - Pedagogical implications - TILA: Telecollaboration for Intercultural Language Acquisition - TILA sessions in OpenSim and BigBlueButton - Case study: ELF conversations 2.0 - User experience: pupils and teacher students - Initial conclusions
Telecollaboration, lingua franca communication, and speaker satisfaction kohn intent2014 from Kurt Kohn
]]> 1164 13 https://cdn.slidesharecdn.com/ss_thumbnails/telecollaborationlinguafrancacommunicationandspeakersatisfactionkohnintent2014-140321041755-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 "Intercultural communication practice 2.0" Kurt Kohn, Online Educa Berlin 2013 /slideshow/intercultural-communicative-practice-20-kohn-oeb2013/28941114 interculturalcommunicativepractice2-131205162826-phpapp02
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]]> Thu, 05 Dec 2013 16:28:26 GMT /slideshow/intercultural-communicative-practice-20-kohn-oeb2013/28941114 kurtkohn@slideshare.net(kurtkohn) "Intercultural communication practice 2.0" Kurt Kohn, Online Educa Berlin 2013 kurtkohn <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/interculturalcommunicativepractice2-131205162826-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
"Intercultural communication practice 2.0" Kurt Kohn, Online Educa Berlin 2013 from Kurt Kohn
]]> 1420 9 https://cdn.slidesharecdn.com/ss_thumbnails/interculturalcommunicativepractice2-131205162826-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective on ESP Learning and Teaching, Taipei 20-21 April 2013 /kurtkohn/kohn-2013-collaborative-authentication-taipei-2021-april-2013 kohn2013collaborativeauthenticationtaipei20-21april2013-130428065231-phpapp01
My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded natural narrative interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences. Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins. Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html] ]]>
My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded natural narrative interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences. Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins. Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html] ]]> Sun, 28 Apr 2013 06:52:31 GMT /kurtkohn/kohn-2013-collaborative-authentication-taipei-2021-april-2013 kurtkohn@slideshare.net(kurtkohn) Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective on ESP Learning and Teaching, Taipei 20-21 April 2013 kurtkohn My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded natural narrative interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences. Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins. Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html] <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013collaborativeauthenticationtaipei20-21april2013-130428065231-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded natural narrative interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences. Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower &amp; Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam &amp; Philadelphia: John Benjamins. Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]
Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective on ESP Learning and Teaching, Taipei 20-21 April 2013 from Kurt Kohn
]]> 2125 3 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013collaborativeauthenticationtaipei20-21april2013-130428065231-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation 安艶庄 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kohn 2013 Pedagogic corpora: from real language to relevant language learning activities, TESOL Arabia 14-16 March 2013 /slideshow/kohn-2013-pedagogic-corpora-tesol-arabia-1416-march-2013final/18241902 kohn2013pedagogiccorporatesolarabia14-16march2013final-130405102031-phpapp01
In this presentation, I first give a brief overview of descriptive corpus linguistics and the exploitation of descriptive corpora for pedagogic purposes within the framework of data-driven learning. Following a critical evaluation from a cognitive discourse perspective, I then argue for a pedagogic corpus approach in which corpus conceptualization and design are vitally shaped by the pedagogic orientation itself. This concerns in particular pedagogic motivation of corpus content development, including corpus annotation with pedagogically relevant thematic and linguistic categories, content enrichment to facilitate authentication, as well as online searches beyond the familiar concordances. The approch is illustrated with reference to copora available from the EU project BACKBONE Corpora for Content and Language Integrated Learning. The BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF); they are freely available for non-commercial educational use. Moodle-based pilot courses are deployed to demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning activities in blended learning settings.]]>
In this presentation, I first give a brief overview of descriptive corpus linguistics and the exploitation of descriptive corpora for pedagogic purposes within the framework of data-driven learning. Following a critical evaluation from a cognitive discourse perspective, I then argue for a pedagogic corpus approach in which corpus conceptualization and design are vitally shaped by the pedagogic orientation itself. This concerns in particular pedagogic motivation of corpus content development, including corpus annotation with pedagogically relevant thematic and linguistic categories, content enrichment to facilitate authentication, as well as online searches beyond the familiar concordances. The approch is illustrated with reference to copora available from the EU project BACKBONE Corpora for Content and Language Integrated Learning. The BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF); they are freely available for non-commercial educational use. Moodle-based pilot courses are deployed to demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning activities in blended learning settings.]]> Fri, 05 Apr 2013 10:20:31 GMT /slideshow/kohn-2013-pedagogic-corpora-tesol-arabia-1416-march-2013final/18241902 kurtkohn@slideshare.net(kurtkohn) Kohn 2013 Pedagogic corpora: from real language to relevant language learning activities, TESOL Arabia 14-16 March 2013 kurtkohn In this presentation, I first give a brief overview of descriptive corpus linguistics and the exploitation of descriptive corpora for pedagogic purposes within the framework of data-driven learning. Following a critical evaluation from a cognitive discourse perspective, I then argue for a pedagogic corpus approach in which corpus conceptualization and design are vitally shaped by the pedagogic orientation itself. This concerns in particular pedagogic motivation of corpus content development, including corpus annotation with pedagogically relevant thematic and linguistic categories, content enrichment to facilitate authentication, as well as online searches beyond the familiar concordances. The approch is illustrated with reference to copora available from the EU project BACKBONE Corpora for Content and Language Integrated Learning. The BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF); they are freely available for non-commercial educational use. Moodle-based pilot courses are deployed to demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning activities in blended learning settings. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013pedagogiccorporatesolarabia14-16march2013final-130405102031-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In this presentation, I first give a brief overview of descriptive corpus linguistics and the exploitation of descriptive corpora for pedagogic purposes within the framework of data-driven learning. Following a critical evaluation from a cognitive discourse perspective, I then argue for a pedagogic corpus approach in which corpus conceptualization and design are vitally shaped by the pedagogic orientation itself. This concerns in particular pedagogic motivation of corpus content development, including corpus annotation with pedagogically relevant thematic and linguistic categories, content enrichment to facilitate authentication, as well as online searches beyond the familiar concordances. The approch is illustrated with reference to copora available from the EU project BACKBONE Corpora for Content and Language Integrated Learning. The BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF); they are freely available for non-commercial educational use. Moodle-based pilot courses are deployed to demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning activities in blended learning settings.
Kohn 2013 Pedagogic corpora: from real language to relevant language learning activities, TESOL Arabia 14-16 March 2013 from Kurt Kohn
]]> 2219 11 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013pedagogiccorporatesolarabia14-16march2013final-130405102031-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kohn 2013 Intercultural communicative competence: an English as a lingua franca perspective, TESOL Arabia 14-16 March 2013 /slideshow/kohn-2013-icc-an-elf-perspective-tesol-arabia-1416-march-2013/18241347 kohn2013icc-anelfperspectivetesolarabiatesolarabia14-16march2013final-130405101025-phpapp01
In my presentation, I focus on the roots of intercultural communicative competence in ordinary everyday communication. I first trace the development of models of communicative competence from Hymes (1972) to Canale & Swain (1980) and Leung (2004). Against this background, I introduce the social-constructivist "My English" condition (Kohn 2011) according to which learners acquire English by developing their own versions of it in processes of individual and collaborative creative construction. I then discuss the nature of non-native speaker English from the perspective of ownership in a globalized world of communication seemingly torn between foreign language learners orientation towards Standard English and the requirements of communication in English as a lingua franca (ELF). In their attempt to establish a third space of intercultural communication, lingua franca users of English are faced with the challenge of learning to explore and trust their own non-native speaker creativity in collaborative processes of accommodation and meaning negotiation. As an illustration I use examples from an ELF corpus of critical incident discussions.]]>
In my presentation, I focus on the roots of intercultural communicative competence in ordinary everyday communication. I first trace the development of models of communicative competence from Hymes (1972) to Canale & Swain (1980) and Leung (2004). Against this background, I introduce the social-constructivist "My English" condition (Kohn 2011) according to which learners acquire English by developing their own versions of it in processes of individual and collaborative creative construction. I then discuss the nature of non-native speaker English from the perspective of ownership in a globalized world of communication seemingly torn between foreign language learners orientation towards Standard English and the requirements of communication in English as a lingua franca (ELF). In their attempt to establish a third space of intercultural communication, lingua franca users of English are faced with the challenge of learning to explore and trust their own non-native speaker creativity in collaborative processes of accommodation and meaning negotiation. As an illustration I use examples from an ELF corpus of critical incident discussions.]]> Fri, 05 Apr 2013 10:10:25 GMT /slideshow/kohn-2013-icc-an-elf-perspective-tesol-arabia-1416-march-2013/18241347 kurtkohn@slideshare.net(kurtkohn) Kohn 2013 Intercultural communicative competence: an English as a lingua franca perspective, TESOL Arabia 14-16 March 2013 kurtkohn In my presentation, I focus on the roots of intercultural communicative competence in ordinary everyday communication. I first trace the development of models of communicative competence from Hymes (1972) to Canale & Swain (1980) and Leung (2004). Against this background, I introduce the social-constructivist "My English" condition (Kohn 2011) according to which learners acquire English by developing their own versions of it in processes of individual and collaborative creative construction. I then discuss the nature of non-native speaker English from the perspective of ownership in a globalized world of communication seemingly torn between foreign language learners orientation towards Standard English and the requirements of communication in English as a lingua franca (ELF). In their attempt to establish a third space of intercultural communication, lingua franca users of English are faced with the challenge of learning to explore and trust their own non-native speaker creativity in collaborative processes of accommodation and meaning negotiation. As an illustration I use examples from an ELF corpus of critical incident discussions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013icc-anelfperspectivetesolarabiatesolarabia14-16march2013final-130405101025-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In my presentation, I focus on the roots of intercultural communicative competence in ordinary everyday communication. I first trace the development of models of communicative competence from Hymes (1972) to Canale &amp; Swain (1980) and Leung (2004). Against this background, I introduce the social-constructivist &quot;My English&quot; condition (Kohn 2011) according to which learners acquire English by developing their own versions of it in processes of individual and collaborative creative construction. I then discuss the nature of non-native speaker English from the perspective of ownership in a globalized world of communication seemingly torn between foreign language learners orientation towards Standard English and the requirements of communication in English as a lingua franca (ELF). In their attempt to establish a third space of intercultural communication, lingua franca users of English are faced with the challenge of learning to explore and trust their own non-native speaker creativity in collaborative processes of accommodation and meaning negotiation. As an illustration I use examples from an ELF corpus of critical incident discussions.
Kohn 2013 Intercultural communicative competence: an English as a lingua franca perspective, TESOL Arabia 14-16 March 2013 from Kurt Kohn
]]> 2385 7 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013icc-anelfperspectivetesolarabiatesolarabia14-16march2013final-130405101025-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation 安艶庄 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kohn 2013 e-learning 4 languages: the human dimension, TESOL Arabia 14-16 March 2013 /slideshow/kohn-2013-e-learning4languagesthe-human-dimensiontesol-arabia-1416-march-2013final/18240956 kohn2013e-learning4languagesthehumandimensiontesolarabia14-16march2013final-130405100017-phpapp02
My presentation is guided by the overall assumption that e-learning can play an innovative and powerful supporting and enhancing role in foreign language learning and teaching provided, however, pedagogic exploitation proceeds from a sound understanding of the HUMAN nature of the needs and processes involved. With this orientation in mind, I first sketch out key principles and requirements of language learning and teaching, with a special focus on communicative and social constructivist models. I then briefly trace the evolution of computer technologies from multimedia to internet to web 2 - and analyze their potential for language learning and teaching purposes. In this context, I touch on issues of learner and teacher autonomy, authenticity, and collaboration. In terms of pedagogic implementation, I emphasize the concept of blended language learning, including its more recent revival in the guise of the flipped classroom approach. Case studies from European projects are used to demonstrate pedagogic solutions involving the e-learning platform Moodle, wiki collaboration and Skype.]]>
My presentation is guided by the overall assumption that e-learning can play an innovative and powerful supporting and enhancing role in foreign language learning and teaching provided, however, pedagogic exploitation proceeds from a sound understanding of the HUMAN nature of the needs and processes involved. With this orientation in mind, I first sketch out key principles and requirements of language learning and teaching, with a special focus on communicative and social constructivist models. I then briefly trace the evolution of computer technologies from multimedia to internet to web 2 - and analyze their potential for language learning and teaching purposes. In this context, I touch on issues of learner and teacher autonomy, authenticity, and collaboration. In terms of pedagogic implementation, I emphasize the concept of blended language learning, including its more recent revival in the guise of the flipped classroom approach. Case studies from European projects are used to demonstrate pedagogic solutions involving the e-learning platform Moodle, wiki collaboration and Skype.]]> Fri, 05 Apr 2013 10:00:17 GMT /slideshow/kohn-2013-e-learning4languagesthe-human-dimensiontesol-arabia-1416-march-2013final/18240956 kurtkohn@slideshare.net(kurtkohn) Kohn 2013 e-learning 4 languages: the human dimension, TESOL Arabia 14-16 March 2013 kurtkohn My presentation is guided by the overall assumption that e-learning can play an innovative and powerful supporting and enhancing role in foreign language learning and teaching provided, however, pedagogic exploitation proceeds from a sound understanding of the HUMAN nature of the needs and processes involved. With this orientation in mind, I first sketch out key principles and requirements of language learning and teaching, with a special focus on communicative and social constructivist models. I then briefly trace the evolution of computer technologies from multimedia to internet to web 2 - and analyze their potential for language learning and teaching purposes. In this context, I touch on issues of learner and teacher autonomy, authenticity, and collaboration. In terms of pedagogic implementation, I emphasize the concept of blended language learning, including its more recent revival in the guise of the flipped classroom approach. Case studies from European projects are used to demonstrate pedagogic solutions involving the e-learning platform Moodle, wiki collaboration and Skype. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013e-learning4languagesthehumandimensiontesolarabia14-16march2013final-130405100017-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My presentation is guided by the overall assumption that e-learning can play an innovative and powerful supporting and enhancing role in foreign language learning and teaching provided, however, pedagogic exploitation proceeds from a sound understanding of the HUMAN nature of the needs and processes involved. With this orientation in mind, I first sketch out key principles and requirements of language learning and teaching, with a special focus on communicative and social constructivist models. I then briefly trace the evolution of computer technologies from multimedia to internet to web 2 - and analyze their potential for language learning and teaching purposes. In this context, I touch on issues of learner and teacher autonomy, authenticity, and collaboration. In terms of pedagogic implementation, I emphasize the concept of blended language learning, including its more recent revival in the guise of the flipped classroom approach. Case studies from European projects are used to demonstrate pedagogic solutions involving the e-learning platform Moodle, wiki collaboration and Skype.
Kohn 2013 e-learning 4 languages: the human dimension, TESOL Arabia 14-16 March 2013 from Kurt Kohn
]]> 1567 5 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2013e-learning4languagesthehumandimensiontesolarabia14-16march2013final-130405100017-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation 安艶庄 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Hoffstaedter & Kohn 2012 Dolmetschen und Dolmetschtraining in der virtuellen 3 D Welt von Second Life https://de.slideshare.net/slideshow/hoffstaedter-kohn-2012-dolmetschen-und-dolmetschtraining-in-der-virtuellen-3-d-welt-von-second-life/14980680 hoffstaedterkohn2012dolmetschenunddolmetschtrainingindervirtuellen3d-weltvonsecondlifeslmversk-121101072102-phpapp02
In dem EU-gef旦rderten Verbundprojekt IVY - Interpreting in Virtual Reality (2011-12) [www.virtual-interpreting.net] wird auf der Second Life-Plattform eine Online-Trainingsumgebung f端r Gesch辰fts- und Kommunaldolmetschen entwickelt und didaktisch erprobt. In vielf辰ltigen Kommunikations- und Themenszenarien k旦nnen angehende DolmetscherInnen in den Arbeitssprachen Deutsch, Franz旦sisch, Griechisch, Hebr辰isch, Polnisch oder Russisch in einen Dolmetschauftrag praxisnah eintauchen. Potentielle Kunden von Dolmetschdiensten werden mit den Besonderheiten verdolmetschter Kommunikation vertraut gemacht und auf die Arbeit mit DolmetscherInnen vorbereitet. In unserem Vortrag zeigen wir zun辰chst, wie man sich mit den IVY/Backbone-Videointerviews, auf denen die IVY-Trainingsmaterialien basieren, auf einen Dolmetschauftrag vorbereiten kann. Danach stellen wir die IVY-"Second Life"-Umgebung mit den drei zentralen IVY-Trainingsmodi vor: Exploration, Dolmetsch端bungen und Life-Interaktion.]]>
In dem EU-gef旦rderten Verbundprojekt IVY - Interpreting in Virtual Reality (2011-12) [www.virtual-interpreting.net] wird auf der Second Life-Plattform eine Online-Trainingsumgebung f端r Gesch辰fts- und Kommunaldolmetschen entwickelt und didaktisch erprobt. In vielf辰ltigen Kommunikations- und Themenszenarien k旦nnen angehende DolmetscherInnen in den Arbeitssprachen Deutsch, Franz旦sisch, Griechisch, Hebr辰isch, Polnisch oder Russisch in einen Dolmetschauftrag praxisnah eintauchen. Potentielle Kunden von Dolmetschdiensten werden mit den Besonderheiten verdolmetschter Kommunikation vertraut gemacht und auf die Arbeit mit DolmetscherInnen vorbereitet. In unserem Vortrag zeigen wir zun辰chst, wie man sich mit den IVY/Backbone-Videointerviews, auf denen die IVY-Trainingsmaterialien basieren, auf einen Dolmetschauftrag vorbereiten kann. Danach stellen wir die IVY-"Second Life"-Umgebung mit den drei zentralen IVY-Trainingsmodi vor: Exploration, Dolmetsch端bungen und Life-Interaktion.]]> Thu, 01 Nov 2012 07:21:00 GMT https://de.slideshare.net/slideshow/hoffstaedter-kohn-2012-dolmetschen-und-dolmetschtraining-in-der-virtuellen-3-d-welt-von-second-life/14980680 kurtkohn@slideshare.net(kurtkohn) Hoffstaedter & Kohn 2012 Dolmetschen und Dolmetschtraining in der virtuellen 3 D Welt von Second Life kurtkohn In dem EU-gef旦rderten Verbundprojekt IVY - Interpreting in Virtual Reality (2011-12) [www.virtual-interpreting.net] wird auf der Second Life-Plattform eine Online-Trainingsumgebung f端r Gesch辰fts- und Kommunaldolmetschen entwickelt und didaktisch erprobt. In vielf辰ltigen Kommunikations- und Themenszenarien k旦nnen angehende DolmetscherInnen in den Arbeitssprachen Deutsch, Franz旦sisch, Griechisch, Hebr辰isch, Polnisch oder Russisch in einen Dolmetschauftrag praxisnah eintauchen. Potentielle Kunden von Dolmetschdiensten werden mit den Besonderheiten verdolmetschter Kommunikation vertraut gemacht und auf die Arbeit mit DolmetscherInnen vorbereitet. In unserem Vortrag zeigen wir zun辰chst, wie man sich mit den IVY/Backbone-Videointerviews, auf denen die IVY-Trainingsmaterialien basieren, auf einen Dolmetschauftrag vorbereiten kann. Danach stellen wir die IVY-"Second Life"-Umgebung mit den drei zentralen IVY-Trainingsmodi vor: Exploration, Dolmetsch端bungen und Life-Interaktion. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hoffstaedterkohn2012dolmetschenunddolmetschtrainingindervirtuellen3d-weltvonsecondlifeslmversk-121101072102-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In dem EU-gef旦rderten Verbundprojekt IVY - Interpreting in Virtual Reality (2011-12) [www.virtual-interpreting.net] wird auf der Second Life-Plattform eine Online-Trainingsumgebung f端r Gesch辰fts- und Kommunaldolmetschen entwickelt und didaktisch erprobt. In vielf辰ltigen Kommunikations- und Themenszenarien k旦nnen angehende DolmetscherInnen in den Arbeitssprachen Deutsch, Franz旦sisch, Griechisch, Hebr辰isch, Polnisch oder Russisch in einen Dolmetschauftrag praxisnah eintauchen. Potentielle Kunden von Dolmetschdiensten werden mit den Besonderheiten verdolmetschter Kommunikation vertraut gemacht und auf die Arbeit mit DolmetscherInnen vorbereitet. In unserem Vortrag zeigen wir zun辰chst, wie man sich mit den IVY/Backbone-Videointerviews, auf denen die IVY-Trainingsmaterialien basieren, auf einen Dolmetschauftrag vorbereiten kann. Danach stellen wir die IVY-&quot;Second Life&quot;-Umgebung mit den drei zentralen IVY-Trainingsmodi vor: Exploration, Dolmetsch端bungen und Life-Interaktion.
from Kurt Kohn
]]> 1384 94 https://cdn.slidesharecdn.com/ss_thumbnails/hoffstaedterkohn2012dolmetschenunddolmetschtrainingindervirtuellen3d-weltvonsecondlifeslmversk-121101072102-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation 安艶庄 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kurt Kohn 2012 My Language - My English. Towards a Lingua Franca Pedagogy /slideshow/kurt-kohn-2012-my-language-my-englishsb-berlin-25-oct-2012slm-version/14979612 kohn2012mylanguage-myenglishsbberlin25oct2012slmversion-121101053918-phpapp01
We need to acknowledge that NNS/learners of English are speakers of English and not merely people learning English; we need to help them explore and extend their own creativity.]]>
We need to acknowledge that NNS/learners of English are speakers of English and not merely people learning English; we need to help them explore and extend their own creativity.]]> Thu, 01 Nov 2012 05:39:15 GMT /slideshow/kurt-kohn-2012-my-language-my-englishsb-berlin-25-oct-2012slm-version/14979612 kurtkohn@slideshare.net(kurtkohn) Kurt Kohn 2012 My Language - My English. Towards a Lingua Franca Pedagogy kurtkohn We need to acknowledge that NNS/learners of English are speakers of English and not merely people learning English; we need to help them explore and extend their own creativity. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2012mylanguage-myenglishsbberlin25oct2012slmversion-121101053918-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> We need to acknowledge that NNS/learners of English are speakers of English and not merely people learning English; we need to help them explore and extend their own creativity.
Kurt Kohn 2012 My Language - My English. Towards a Lingua Franca Pedagogy from Kurt Kohn
]]> 2271 6 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2012mylanguage-myenglishsbberlin25oct2012slmversion-121101053918-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Kurt Kohn 2012 &quot;My English - Second Language learning &amp; Teachings as Individ /slideshow/kohn-2012-my-english-second-language-learning-teachings-as-individual-social-constructiontesol-2831-march-2012/14471985 kohn2012myenglish-sllasindividualsocialconstructiontesol28-31march2012-120926124301-phpapp01
See video recording on Youtube: http://youtu.be/yCfpD49YhSg Learners cannot help but develop their "own" version of the target language in their minds, hearts, and behavior. Kohn explores this claim from a social constructivist perspective using empirical evidence from ELF communication. He discusses implications for TESOL, and argues for a reconciliation of ELF ownership and Standard English preference.]]>
See video recording on Youtube: http://youtu.be/yCfpD49YhSg Learners cannot help but develop their "own" version of the target language in their minds, hearts, and behavior. Kohn explores this claim from a social constructivist perspective using empirical evidence from ELF communication. He discusses implications for TESOL, and argues for a reconciliation of ELF ownership and Standard English preference.]]> Wed, 26 Sep 2012 12:43:01 GMT /slideshow/kohn-2012-my-english-second-language-learning-teachings-as-individual-social-constructiontesol-2831-march-2012/14471985 kurtkohn@slideshare.net(kurtkohn) Kurt Kohn 2012 &quot;My English - Second Language learning &amp; Teachings as Individ kurtkohn See video recording on Youtube: http://youtu.be/yCfpD49YhSg Learners cannot help but develop their "own" version of the target language in their minds, hearts, and behavior. Kohn explores this claim from a social constructivist perspective using empirical evidence from ELF communication. He discusses implications for TESOL, and argues for a reconciliation of ELF ownership and Standard English preference. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kohn2012myenglish-sllasindividualsocialconstructiontesol28-31march2012-120926124301-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> See video recording on Youtube: http://youtu.be/yCfpD49YhSg Learners cannot help but develop their &quot;own&quot; version of the target language in their minds, hearts, and behavior. Kohn explores this claim from a social constructivist perspective using empirical evidence from ELF communication. He discusses implications for TESOL, and argues for a reconciliation of ELF ownership and Standard English preference.
Kurt Kohn 2012 &quot;My English - Second Language learning &amp; Teachings as Individ from Kurt Kohn
]]> 4109 6 https://cdn.slidesharecdn.com/ss_thumbnails/kohn2012myenglish-sllasindividualsocialconstructiontesol28-31march2012-120926124301-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation 安艶庄 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-kurtkohn-48x48.jpg?cb=1573749158 Director of the Steinbeis Transfer Centre Sprachlernmedien / Language Learning Media and Professor (em.) of Applied English Linguistics at the University of T端bingen. My research and teaching interests focus on communicative and constructivist principles of second language learning & teaching, English as a lingua franca communication and development, lingua franca pedagogy, discourse comprehension and communication, as well as translation ad interpreting. Since the early 1990s, I have been involved in European projects on technology-enhanced language learning and teaching with a special focus on open content authoring (with Telos Language Partner) to support learner and teacher autonomy, .. projects.ael.uni-tuebingen.de/ https://cdn.slidesharecdn.com/ss_thumbnails/valenciapresentation7-9nov2019final-191114163424-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/kurt-kohn-2019-virtual-intercultural-communication-practice-and-learning-an-ordinary-gamification-perspective-itecla-conference-valencia-79-nov-2019/193614067 Kurt Kohn (2019). Virt... https://cdn.slidesharecdn.com/ss_thumbnails/kurtkohnlinguafrancapedagogy-190712170318-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/kurt-kohn-2019-lingua-franca-pedagogy-emancipating-the-foreign-language-learner-asia-tefl-2019-bangkok-2729-june/155198290 Kurt Kohn (2019). Ling... https://cdn.slidesharecdn.com/ss_thumbnails/kohnhoffstaedter2018telecollaborationforiccdevelopmentrelcconf12-14march2018-180328172711-thumbnail.jpg?width=320&height=320&fit=bounds kurtkohn/kohn-amp-hoffstaedter-2018-telecollaboration-for-icc-development-relc-conf-1214-march-2018 Kohn &amp; Hoffstaedter 20...