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Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices
Gallardo, Matilde · Heiser, Sarah · Arias McLaughlin, Ximena

PublishedFebruary 2015
JournalThe Language Learning Journal
Pages 1 - 12
PublisherTaylor & Francis
CountryUnited Kingdom

ABSTRACT
This paper analyses teachers’ engagement with collaborative and open educational practices to develop their pedagogical expertise in the field of modern language (ML) learning and specific learning difficulties (SpLD). The study analyses the findings of a staff development initiative at the Department of Languages, Open University, UK, in 2013, that aimed to support language teachers in distance learning to develop a better understanding of key issues in relation to MLs and adult learners with SpLD and dyslexia in particular. It discusses the motivational benefits of online collaboration for teachers’ professional development and explains the implications of using a range of network-based tools to facilitate the construction of active shared learning and the joint production of open-access learning resources aimed at supporting adult language learners with SpLD in distance learning settings.

Keywords collaborative and open educational practices · CPD · inclusive ML teaching

Published atLondon
ISSN1753-2167
RefereedYes
Rights© 2015 Association for Language Learning
DOI10.1080/09571736.2015.1010447
Other informationThe Language Learning Journal
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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