Jeudi 12 mars听2020

16 h 30 - 18 h

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information : jennica.grimshaw [at] mcgill.ca

Teaching with Tasks: A Principled Approach

Gabriel Michaud,听Faculty Lecturer, Universit茅 McGill

Tasks have been used increasingly in second language classrooms to promote acquisition. They aim at reproducing real-life situations where learners have to rely on their own resources to achieve a communicative goal. Most task-based methodologists (Ellis et al., 2019; Long, 2015; Willis & Willis, 2007) see a need for form-focused instruction within a task, but they disagree on the way it should be done. In this talk, Prof. Michaud will be presenting several task-based methodologies and principled options to integrate form-focused instruction within a task.

Jeudi 13 f茅vrier听2020

16 h 30 - 18 h

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information : jennica.grimshaw [at] mcgill.ca

Accro卯tre l'acc猫s aux exercices听de grammaire L2 avec la technologie

Stephen Bodnar,听Postdoctoral Fellow, Universit茅 McGill

Cet atelier interactif s'int茅resse 脿 un d茅fi r茅current听en enseignement des L2. Il s'agit de听fournir听aux apprenants des occasions de pratique sur mesure et de pr茅senter听aux enseignants un nouvel outil avec des exercices d'apprentissage des langues bas茅 sur le contenu (COLLIE), qu'ils pourront utiliser pour g茅n茅rer rapidement des exercices informatis茅s de grammaire, provenant de documents trouv茅s arbitrairement sur le web.听Lors de cet atelier, nous pr茅senterons l'outil et les exercices qu'il permet de cr茅er.听Nous donnerons 茅galement听l'occasion听aux participants de g茅n茅rer et d'essayer leurs propres exercices.听Nous esp茅rons ainsi obtenir une听r茅troaction de la part d'enseignants听sur听la conception et l'utilit茅 des exercices, puis ouvrir la discussion sur la fa莽on dont un tel outil peut 锚tre int茅gr茅 脿 l'enseignement en salle de classe.

Mercredi 20 novembre听2019

16 h 30 - 18 h 00

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information : natallia.liakina [at] mcgill.ca

Suggestions on using grammar checkers in the L2 classroom

Paul John, Associate Professor, Universit茅 du Qu茅bec 脿 Trois-Rivi猫res

Dr. Paul John of l'Universit茅 du Qu茅bec 脿听Trois-Rivi猫res will present听on听how to use grammar checkers to provide automatic feedback on L2 writing errors. Results of a research project (John & Woll, 2019) that assesses the extent to which three grammar checking tools (Grammarly, Virtual Writing Tutor and MS Word): i) actually flag all errors; ii) provide accurate replacement forms; and iii) avoid 鈥榝alse alarms鈥� (forms mistakenly flagged as errors) will be presented, followed by hands-on activities that can be easily adapted for use in the language classroom.听

Jeudi 24 octobre听2019

16 h 30 - 18 h 00

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information : natallia.liakina [at] mcgill.ca

听

Questionnaires en temps r茅el: 茅tat des lieux et potentiel

Kevin Papin, Faculty Lecturer, L'Universit茅 McGill

Les questionnaires en temps r茅el pour 茅tudiants (student response systems) sont actuellement en plein essor dans le domaine de l'enseignement des langues. Le nombre de plateformes est toutefois si vaste qu'il peut 锚tre difficile pour l鈥檈nseignant(e) de choisir celle qui correspond le mieux 脿 ses besoins et 脿 ceux de ses apprenants. Cet atelier se propose donc d鈥檈ffectuer un survol des fonctionnalit茅s et des possibilit茅s offertes par les questionnaires en temps r茅el les plus populaires, comme Kahoot!, Socrative ou encore PollEverywhere. L'accent sera aussi mis sur leur prise en main dans le but d'ouvrir une discussion sur les forces et les limites de tels outils, tout en invitant 脿 un 茅change de bonnes pratiques chez les participants.

Jeudi 2 mai 2019

13 h 45 脿 15 h 15

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Peer interaction and peer feedback in the second language classroom: How can we get them to work?!

Masatoshi Sato, Associate Professor, Universidad Andr茅s Bello, Chile

Are you frustrated with pair and group activities? Do your students rely on their first language? Do they work together well? Or, do they simply get bored and disengaged? In this talk, I will discuss research of peer interaction and peer corrective feedback, especially from a pedagogical point of view. I will zero in on (a) interaction patterns that are more effective than others, (b) learner psychology required for peer interaction to be effective, and (c) the nature of peer corrective feedback in comparison to teacher feedback. I will then introduce some pedagogical approaches designed to increase the effectiveness of peer interaction and feedback; namely, task approach, training approach, and psychological approach. Throughout the talk, I will use hands-on activities that instructors can bring back to their classroom.

Jeudi 11 avril 2019

16 h 30 脿 18 h

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

How does it feel to use that word? Linking cognition and emotion for social transformation

Angelica Galante, Assistant Professor, Concordia University

Vocabulary is one of the most important areas in language learning. Past second language acquisition research has shown that several teaching strategies can be successful for vocabulary learning such as extensive reading, inferencing, and attention to form (Nation, 2013). While these strategies are effective, they primarily focus on cognitive learning processes and little attention has been given to the connection between language and emotion. Recently, calls have been made for pedagogies that embrace affective dimensions of language learning, including meaning-making of vocabulary embedded in sociocultural dimensions (Galante, 2019; Hare, 2011; Swain, 2013). In this talk, I will present practical classroom tasks that promote meaning-making during vocabulary learning: translanguaging, digital stories, plurilingual identity, and dramatic action-oriented tasks. I will then present results from research I have conducted with adolescent and adult learners to show how language teaching through a sociocultural lens can take vocabulary learning to the next level: by linking cognition and emotion vocabulary becomes socially relevant, memorable, and transformative. A discussion about the implementation of these tasks in language classrooms will follow this talk.

Mardi 12 mars 2019

16 h 30 脿 18 h

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

What about the language I teach, then?听听Pratiques interlangagi猫res en classe de langue seconde avec des adultes plurilingues

Caroline Dault, Faculty Lecturer

Translanguaging, approches plurielles, pratiques plurilingues, comparaisons interlangagi猫res鈥� les approches p茅dagogiques incluant des r茅f茅rences aux langues connues des apprenants pourraient comporter des avantages sur le plan de la valorisation de l鈥檌dentit茅 linguistique des apprenants (Cummins, 2001) et de leurs capacit茅s de r茅flexion m茅talangagi猫re (Horst, White & Bell, 2010). Elles seraient particuli猫rement b茅n茅fiques notamment pour des 茅tudiants internationaux en contexte universitaire (Galante, 2019). Or, nombreux sont les questionnements quand vient le temps d鈥檜tiliser de telles approches en salle de classe : quelles activit茅s interlangagi猫res choisir, dans quel contexte, pour quel public, avec quel objectif?

Cet atelier aura pour but de vous amener 脿 explorer les possibilit茅s d鈥檈xploitation interlangagi猫re dans vos contextes d鈥檈nseignements respectifs. Il vous permettra 1) de d茅couvrir une approche bas茅e sur les comparaisons langagi猫res et de discuter des r茅actions 脿 cette approche 脿 la lumi猫re de donn茅es recueillies dans une classe de francisation (Dault & Collins, 2017); 2) de partager vos pratiques interlangagi猫res actuelles; 3) d鈥檈nvisager des activit茅s interlangagi猫res qui pourraient 锚tre mises en place dans votre contexte d鈥檈nseignement et de r茅fl茅chir aux difficult茅s qui pourraient survenir, ainsi qu鈥檃ux moyens de les contourner.

Jeudi 8 Novembre 2018

16 h 30 脿 18 h

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Incorporating Student-Produced Videos in Foreign Language Teaching: A Pilot Application of YouSeeU

Alejandra Barriales-Bouche and Sun-Young Kim, Faculty Lecturers

Videos have gained an increasingly dominant presence in everyday life, especially because of the widespread accessibility to technology. How can we use student-produced videos efficiently in foreign language education? What instructional tools are available to incorporate videos in the classroom easily? This workshop highlights the use听of the application听YouSeeU听that听allows students to create and share their own videos with their classmates and instructor(s) through听myCourses听(McGill鈥檚听Learning Management System).听Based on a听one-year pilot application of听YouSeeU听in McGill German and Spanish elementary-to-advanced language courses, this workshop will 1) explore the pedagogical benefits of using simple student-produced videos in the foreign language classroom, 2) present听a sample of activities that demonstrate different uses of听the application听in language teaching, 3) address evaluation methods, and 4) discuss student feedback on the use of this program.听In the second half of this workshop, participants will get a hands-on introduction to听YouSeeU.听Computers and demo accounts will be available during the workshop. No advanced registration required.

Jeudi 5 avril 2018

16 h 30 脿 18 h

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Le potential de l'outil de r茅alit茅 virtuelle Thinglink pour l'enseignement des langues secondes听

Kevin Papin,听Centre d鈥檈nseignant du fran莽ais de McGill

Les technologies de l鈥檌nformation et de la communication pour l鈥檈nseignement (TICE) ont d茅j脿 fait l鈥檕bjet de plusieurs 茅tudes concernant leur impact sur l鈥檃cquisition des langues secondes (L2) (Chapelle, 2007). Cependant, l鈥櫭﹎ergence r茅cente de la r茅alit茅 virtuelle (RV) en tant que technologie accessible au grand public a ouvert aux didacticiens de L2 un nouveau champ d鈥檈xp茅rimentation, encore peu exploit茅. On d茅finit la RV comme un environnement immersif se voulant 锚tre une reproduction du monde r茅el et fournissant 脿 l鈥檜tilisateur un fort sentiment de pr茅sence (Schroeder, 2008). On distingue g茅n茅ralement deux types de RV (Schwienhorst, 1998): hard VR (utilisant un casque de r茅alit茅 virtuelle install茅 sur la t锚te) et desktop VR (s鈥檃ppuyant sur des images ou vid茅os 360 degr茅s affich茅es sur un 茅cran d鈥檕rdinateur, de tablette ou de t茅l茅phone). R茅cemment, des plateformes comme RoundMe ou Thinglink ont commenc茅 脿 proposer des outils de cr茅ation RV faciles 脿 utiliser. Cet atelier explore le potentiel de Thinglink (notamment Thinglink 360) pour la cr茅ation de t芒ches engageantes en enseignement des L2, en prenant en compte le contexte montr茅alais. Les participants seront 茅galement invit茅s 脿 prendre en main l鈥檕util et 脿 r茅fl茅chir 脿 ses applications p茅dagogiques potentielles.

Jeudi 16 novembre 2017

16 h 30 脿 17 h 30

Sous-sol de la biblioth猫que McLennan, salle MS-10

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

L'utilisation des m茅dias dans un cours de langue de niveau avanc茅

Using media in second language advanced course

Pouneh Shabani-Jadidi, Ph.D (linguistique)

The aim of this paper is threefold: 1) to discuss the acquisition particularities of the advanced level students, 2) to study the use of content-based - in this case media material - in teaching advanced level students, and 3) to investigate the impact of teaching such material on the students鈥� writing ability and overall proficiency.听The content-based material that has been studied in this paper is media, in general and newspapers, in particular.听I will begin by discussing various relevant topics, including听the analysis of advanced level students鈥� language acquisition as far as language processing is concerned.听In addition, I will discuss how the use of media, and in particular newspapers, as the main material in an advanced course will impact students鈥� writing skill and overall proficiency level.

Vendredi 17 octobre 2017

12 h 20 脿 14 h 30

Sous-sol de la biblioth猫que McLennan, salle MS-37

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Enseignement des langues par la t芒che : la valeur ajout茅e de Learning Branch

Kevin Papin听et听Alida Souc茅, Faculty Lecturers

Depuis les ann茅es 90, l鈥檈nseignement par la t芒che (ex听: Ellis, 2003) s鈥檈st impos茅 comme un nouveau paradigme en acquisition des langues secondes. S鈥檃rticulant notamment autour de la notion de t芒che communicative (Nunan, 1991), il vise entre autres 脿 inciter la communication en L2 en pla莽ant l鈥檃pprenant dans des situations de communication authentiques proches de celles existant dans le monde r茅el. La recherche a d茅j脿 sugg茅r茅 plusieurs moyens d鈥檃tteindre cet objectif, notamment via l鈥檜tilisation des TIC, qui permettent de cr茅er des simulations authentiques dans lesquelles chaque apprenant avance 脿 son rythme.

Learning Branch est une plateforme en ligne ayant le potentiel de renforcer l鈥檃pprentissage des langues, du fait qu鈥檈lle se pr锚te facilement 脿 l鈥檃pproche par la t芒che. Cet atelier propose donc d鈥檈xplorer les fonctionnalit茅s techniques de ce nouvel outil et de pr茅senter des activit茅s d鈥檈nseignement concr猫tes en contexte mcgillois. Il s鈥檃gira 茅galement d鈥檈ntamer une r茅flexion collective sur la cr茅ation d鈥檃ctivit茅s d鈥檈nseignement pertinentes dans une perspective par la t芒che.

Jeudi 16 mars 2017

16 h 脿 17 h 30

Sous-sol de la biblioth猫que McLennan, salle MS-37

3459, rue McTavish

Pour plus d'information : natallia.liakina [at] mcgill.ca

Atelier sur l'utilisation des syst猫mes de r茅ponse interactifs (SRS) pour l'enseignement des langues 茅trang猫res

Making Your Class Click: Exploring the Use of Student Response Systems in Foreign Language Teaching

Alejandra Barriales-Bouche, Ph. D (litt茅rature et linguistique hispaniques)

Student response systems (SRS, previously known as clickers) are increasingly common in higher-education institutions. Despite their growing popularity, the use of SRS in language classes is still scarce. This workshop will explore the pedagogical benefits of using SRS in the foreign language classroom. It will present a sample of activities that show how SRS can be used for a variety of purposes in language teaching and it will discuss student feedback on the use of Polling @ McGill in Spanish courses. Participants in this workshop will get a hands-on introduction to web-based polling systems, such as TurningPoint Cloud. McGill participants interested in designing their own polls can register their TurningPoint account in advance.* Computers will be available during the workshop.

* Pour cr茅er votre compte听TurningPoint, consultez le听听et suivez les instructions 脿 l'茅tape 1 sous la rubrique听How to request/access听(Instructors).

Mercredi 8 f茅vrier 2017

16 h 脿 18 h

Sous-sol de la biblioth猫que听McLennan, salle听MS-74

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Atelier sur l'enrichissement du vocabulaire en contexte gr芒ce 脿 l'enseignement et l'apprentissage des cooccurrents et l'utilisation de concordanciers

Strategies to Support Learning Language in Context

Carolyn Samuel, Ph. D (enseignement des langues secondes)

Have you ever wondered how to address vocabulary questions from students that have no simple explanation, such as when a certain preposition should be used? Have students ever expressed to you the frustration they feel when a dictionary or a thesaurus can鈥檛 help them with appropriate vocabulary use? These, and related questions, will be addressed in a two-hour workshop designed to raise participants鈥� awareness of how to support students of different proficiency levels with learning language in context.

You will be introduced to vocabulary building strategies by experiencing an abbreviated language 鈥渃lass鈥� taught by the workshop facilitator. Then, you will work in pairs or small groups to design and discuss possible applications of the strategies for use with your students. Emphasis will be on teaching and learning collocations, and using a concordancer鈥攁 software tool that can support students in becoming independent and 鈥渃ritical thinking鈥� language learners. Ideally, one person in each pair or small group will have a laptop or tablet with internet connection, but participants who are not online will still be able to actively engage with the workshop material. By the end of the workshop, you will be able to:

• Describe the concept of 鈥渃ollocation鈥� for your students.
• Use a concordancer to search corpora (bodies of language) for collocation examples.
• Interpret quantitative and qualitative search results.

L'atelier aura lieu dans la salle MS-74, au sous-sol de la biblioth猫que McLennan. Si vous entrez par le Point de service situ茅 au 3415, rue McTavish, passez devant la r茅ception et suivez le long couloir jusqu'脿 l'intersection en 芦 T 禄, puis tournez 脿 droite. La salle MS-74 se trouvera 脿 votre droite.

Jeudi 10 novembre 2016

16 h

Sous-sol de la biblioth猫que听McLennan, salle听MS-37

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Conf茅rence sur l'enseignement par la t芒che et les diff茅rents moyens de mettre en pratique cette approche dans la salle de classe

Task-Based Language Teaching: What Research Says About How It听Can be Implemented in the Classroom

Gabriel Michaud

Task-based Language Teaching (TBLT) has been attracting a lot of attention in recent years, both from a research and a practical point of view. Briefly put, the goal of TBLT is learning through communicative tasks that are relevant to second language learners. This workshop aims to present the theoretical foundations of this approach while giving practical ways of implementing TBLT in the classroom.

Jaudi 27 octobre 2016

14 h 30 脿 16 h

Sous-sol de la biblioth猫que听McLennan, salle听MS-37

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Atelier sur听l鈥檃pprentissage par projets avec听TIC et son听potentiel de听transformer l鈥檈nseignement des langues 茅trang猫res

Processes and Products of Technology- Enhanced Project-Based Language Learning (TEPBLL)

Liudmila Klimanova, Ph. D (acquisition des langues secondes)

This talk will discuss the potential for Technology-Enhanced Project-Based Language Learning (PBLL) and Project-Based Telecollaboration (PBT) to transform foreign language education. PBLL's intersections with content-based instruction, task-based language learning, and performance assessment make it an ideal conduit to ground foreign language teaching on real life tasks and measurable learning outcomes.

Mardi 29 mars 2016

16 h 30 脿 18 h

Sous-sol de la biblioth猫que听McLennan, salle听MS-37

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Les outils du Web 2.0 en classe de langues : pourquoi et comment听les听int茅grer ?

Sarah Anthony et Prisca Fenoglio

La pr茅sentation se fera en fran莽ais.听We welcome questions and discussions in English.

Ni obligation ni 茅vidence, encore assez peu incorpor茅 dans la formation formelle mais sujet bien pr茅sent dans la litt茅rature scientifique actuelle, l鈥檜tilisation des outils du Web 2.0 en classe de langues soul猫ve des interrogations l茅gitimes, telles que pourquoi et comment les int茅grer ? On est ainsi en droit de se demander ce qu鈥檌ls apportent 脿 l鈥檈nseignement et 脿 l鈥檃pprentissage des langues. Inspir茅es par la notion qu鈥� 芦 educational innovations that shape classroom practice [are linked] to heightened forms of engagement and, in turn, to student persistence 禄 (Tinto, 听听听听芦 Research and Practice 禄, p. 5), nous nous int茅ressons 脿 茅valuer l鈥檌mpact de l鈥檌nt茅gration des outils du Web 2.0 sur la motivation des enseignants et des apprenants et sur les apprentissages de ceux-ci.

Nous d茅taillerons lors de notre atelier plusieurs mani猫res d鈥檌nt茅grer des outils du Web 2.0, et nous inviterons les participant(e)s 脿 en utiliser certains. Ces propositions d鈥檌nt茅gration ont pour objectifs, par exemple, de favoriser la cr茅ativit茅, la collaboration, le partage et l鈥檕uverture 脿 l鈥檃utre. Nous parlerons aussi des situations inattendues auxquelles peuvent 锚tre confront茅s les enseignants dans leur utilisation de ces outils et donnerons quelques conseils pratiques.

Vendredi 11 mars 2016

13 h 30 脿 15 h

Sous-sol de la biblioth猫que听McLennan, salle听MS-37

3459, rue McTavish

Pour plus d'information听: natallia.liakina [at] mcgill.ca

Discussion sur l鈥檌mpact des nouvelles technologies 茅ducatives dans l鈥檈nseignement et l鈥檃pprentissage des langues

The media and the message: what does the educational technology mean to us, the language teaching community?

Bill Wang

Half a century ago, when Marshall McLuhan formulated such concepts as 鈥渢he medium is the message鈥� and 鈥渕edia is the extension of human body,鈥� he inspired many to think more critically and philosophically about the nature of media or technology in relation to human society and the impact of the then relatively new, electronic media such as radio and television on our living experience. Today, as computer-based and Internet supported educational technology continues to advance at an unprecedented speed, it is time for us, the language teachers, to think about the technological impact on our teaching and learning. In this talk I鈥檇 like to ask and discuss these questions: how have we been affected by educational technology in our teaching so far? Are the technological impacts or potentials merely manifested in the enhancements of specific pedagogical effectiveness? Will applications of the educational technology gradually or even inevitably change our conceptions of and approaches to language teaching and learning?听 If so, how? It is impossible, of course, to answer all these questions fully, given the limited time and insufficient knowledge we have so far in understanding the media 鈥� the new educational technology. However, it is important to think about these questions so that we can be better prepared the teachers in the era of technological revolution. We shall not be left behind.

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