Twitter hashtags for language learning and literacy

July 15, 2011

Today is Twitter’s 5th birthday. To celebrate, I’m sharing some of my favorite hash tags for literacy and language learning.

For the uninitiated a hash tag is a way of organizing tweets into subjects or conversation topics. Users can then search for a particular topic, using a hash tag. You start with the symbol “#”, followed by the topic you are interested in. There are obvious ones and then there are those that are less obvious, though often interesting.

Here are a few of my favorite ones for literacy and language learning:

Literacy hashtags

#adulted – Tweets about adult education

#ece – Tweets on early childhood education

#famlit – Tweets about family literacy

#literacy – General Tweets on literacy

#reading – Self-explanatory

Language learning / Language teaching hashtags

#flteach – Tweets about teaching foreign languages

#elt, #eltchat, #ESL, #TESL, #TESOL, #EFL – Tweets about learning and teaching English as a second or foreign language

#langchat – Tweets about learning and teaching languages

#mfl – Tweets about modern foreign languages

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Common tech abbreviations used in language teaching and literacy

July 15, 2011

Is your mind boggled about all the abbreviations and acronyms you find when it comes to talking about technology and language learning? Here are a few of the more common ones, spelled out:

app – application: a program often used on a mobile device such as a cell phone or a tablet.

b-learning – blended learning (methodology that combines f2f and e-learning)

BLE – blended learning environment

BLL – blended language learning

CALI – Computer-assisted language instruction (this term was later replaced with CALL)

CALL – computer-assisted language learning

CAI – Computer-assisted instruction

CLIL – Content and Language Integrated Learning

CMC – computer-mediated communication

CVRE – collaborative virtual reality environment

e-learning – electronic learning

f2f – face-to-face (i.e. traditional classroom instruction)

m-learning – mobile learning (e.g. learning with mobile phones, iPads, etc.)

MALL – mobile-assisted language learning

MOO –  multi-user object-oriented technology

MMO or MMOG – massively-multiplayer online game

PDA – personal digital assistant

SCA – synchronous cyber-assessment

TELL – Technology-enhanced language learning

TTS – text-to-speech

VOIP – Voice-over Internet Protocol

VR – virtual reality

WELL – Web Enhanced Language Learning

Have I missed any? If so, leave me a comment and we’ll keep adding to the list.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

2 Comments | education, languages, Literacy, technology, Uncategorized | Tagged: , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Portfolios to Assess Literacy and Second Languages: An Annotated Bibliography

July 5, 2011

Portfolios to assess literacy and second languages by Sarah EatonFor a few years now I’ve been interested in the topic of using portfolios and asset-based (also known as strength-based) approaches to assessment. Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios.

The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages. Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between those who work in literacy and those who teach second and modern languages.

This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources.

Download a copy here: http://hdl.handle.net/1880/51923

Check out these related posts:

Student portfolios for Language Learning: What They Are and How to Use Them

Using Portfolios for Effective Learning

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Report (Canada): “The Business Case for Lifelong Learning”: Adult education and Literacy

July 4, 2011

On Canada Day I posted about a report from the US on the impact of adult education on the American economy. I took a bit of flak for posting about the US on Canada Day, so let me make up for it by celebrating the 4th of July with a newly-released report from Canada on the very same topic.

The Ontario Chamber of Commerce (Canada) has just released, “The Business Case for Lifelong Learning and Job-Based Training”, a 28-page report on the economic impact of lifelong learning and adult education.

The report addresses:

  • Workforce learning and development: A key lever of innovation
  • The economic case for investment in workforce training
  • The role of government in a competitive education and training system
  • Recommendations

You can download a copy of the report here: http://occ.on.ca/wp-content/uploads/2011/06/Workforce-Training-Report_Electronic.pdf

Here is a video (3:17 in length) that introduces the report: http://www.youtube.com/user/OntarioChamber?feature=mhsn#p/a/u/0/jyDt9k0NLCY

Although this report deals specifically with one Canadian province, it may be useful to reference in grant applications, position papers and other research, as it helps to document current trends in the field of literacy and in particular, the economic impact of lifelong learning and adult education.

So, Happy Canada Day (belated), Happy Independence Day. Wherever you are, celebrate lifelong learning and the positive impact it makes on our world!

Related posts:

New Report: The Economic ROI of Adult Education Programs (U.S. report)

The economic impact of language programs on communities

Research: ESL programs boost Calgary’s economy by $26M+ per year

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Strength-based approaches to evaluating literacy and language learning

July 4, 2011

Looking for new ways to assess literacy and language learning that focus on students’ strengths, instead of their weaknesses? So was I. I started digging, found some resources and compiled them into an annotated bibliography, that’s just been archived on ERIC.

Alternative and Asset-Based Evaluation and Assessment in Language Teaching and Literacy: Resources for Research, Classroom Instruction and Evaluation of Language Competence

Full text report available from ERIC. (Release date: June 1, 2011): http://1.usa.gov/lf2NvT

This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy.

Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios (Barrett, 2010; Brear, 2007; Dominguez, 2011; JISC, 2008; Meuller, 2011; North Carolina Regional Educational Laboratory, n.d.; Shao-Ting & Heng-Tsung).

The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages (Council of Europe, 2001). Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy (Alberta Advanced Education and Technology, 2009; Literacy BC, n.d.)

However, there is little collaboration between those who work in literacy and those who teach second and modern languages (Eaton, 2010).

This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources. A bibliography is included.

Related posts:

Using Portfolios for Effective Learning

27 Great Resources on Using Portfolios for Language Learning and Literacy

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

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