Noticing theory in the context of cognitive linguistics seems to offer an interesting insight into the processes accompanying second language acquisition focusing on the problems of attention, awareness and memory. “Noticing” – despite disagreements in defining the term – seems to function as a gateway into these processes in Richard Schmidt’s (1995) deliberations. An ESL instructor “in the field,” might have burning questions such as these: How is noticing initiated? Is it totally subjective and personalized, or does it have some regularities that could be exploited in the classroom? If the latter is true, then what are the stimulants? How can one effectively manage the process of transforming “comprehensible input” into “noticed intake”?Continue reading
At the recent TESL Toronto’s T4T mini conference at York University, I was inspired to take 4C integration into my instruction to a new level. Specifically, I was spurred on by James Papple and Tabitha Lewis’s session called Connections to Learning through Makerspaces. They provided a myriad of potential activities that extend and enhance learning beyond what is expected in a language learning class. Tabitha and Jim highlighted resources that are available through the Brock University’s Makerspace room.
In Brock’s Makerspace, learning opportunities include tools to create high quality audio, shoot and edit digital video, create and edit images, print 3D models, create moving LEGO structures, scan objects into digital 3D models, cut materials with lasers, interact with virtual reality, record video against a green screen, control a Sphere ball with a smartphone app, build robots, paint 3D objects, and more.Continue reading