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Language learning and the development of learner autonomy via effective integration of learning technologies in language classrooms depend heavily on the learning opportunities provided by language teachers. While contemporary language programmes for state school contexts in many European countries emphasise communicative and task-based approaches, many recent studies question the extent of the uptake of such methodologies by teachers as they integrate new tools such as the interactive whiteboard (IWB) into their teaching (Gray, 2010; Cutrim Schmid & Whyte, 2012; Favaro, 2012; Whyte, 2011). This essay presents a constructivist theory of teaching and learning based on Whitehead's three-stage model of romantic, precision and generalisation experiences and supported by the writings of mathematics and music educators (Whitehead, 1917/1932; Halmos, 1975; Duke, 2008). This model is linked to current second language teaching methodology (Cook, 1998; Lightbown, 2000; Myles, 2002; Ellis, 2005) with particular reference to technology integration. Examples of classroom language teaching practice, including IWB-mediated learning activities, show how this approach can enhance learning opportunities and learner autonomy. Teacher resistance to communicatively oriented technology integration and the persistence of traditional methodology - dubbed “pencil sharpening” – is attributed to misapprehension of acquisitional facts and lack of models to support pedagogical transformation. The paper concludes with a number of recent teacher education initiatives (Hoven, 2007; Hubbard, 2008; Whyte et al., 2013) which point the way to a programme of pedagogical change which can allow the integration of learning technologies to fulfil their potential for promoting language learning and supporting the autonomy of learners.

The term "communicative competence" captures the notion that the ability to use language in interaction requires not just control of linguistic form but also awareness of rules of use in different contexts (Hymes, 1972). Communicative competence is a slippery term: different actors in second language (L2) research, education, and assessment interpret the term in a variety of ways and use it for a range of purposes, perhaps particularly in the field of languages for specific purposes (LSP). This is unfortunate because it is a key concept in LSP, as in applied linguistics more generally. Communicative competence can be considered to be the target of second language acquisition, a main goal of second or foreign language teaching and learning, or the object language testers seek to measure via performance tests. In addition, current interpretations of communicative competence may be somewhat questionable adaptations of Hymes' concept, modified and often simplified to reflect current approaches in both formal and functional linguistics, and to respond to practical concerns in language teaching and testing. This paper seeks to re-examine communicative competence from three perspectives -- L2 research, teaching, and testing -- highlighting problems in terms of theory and practice with respect to LSP. Drawing on recent research on indigenous assessment criteria, the paper concludes with a revised model of communicative competence for LSP, offering a richer interpretation closer to the original concept and to current concerns in the field.

Classroom foreign language teachers using technology in task-based language teaching (TBLT) may experience pedagogical regression during technological development (Fullan, 2001), and fail to transform pedagogy because tools like interactive whiteboards (IWBs) support traditional as well as newer approaches (Avvisati et al., 2013). IWB-supported teacher education in TBLT must therefore develop new technological know-how and encourage pedagogy often also experienced as innovative. This study used questionnaire, video, and interview data from 9 French EFL teachers contributing to a website for IWB-supported TBLT to explore a) teachers' IWB use; b) task versus non-task-oriented activities; and c) teachers' IWB confidence and engagement. Results suggest three developmental stages: 1) restricted IWB use, little techno-pedagogical development; 2) improvement in technical but not pedagogical skills; and 3) high IWB fluency, greater pedagogical engagement, and some more task-oriented teaching. A starting point for a developmental framework, these findings also suggest need for more pedagogically oriented teacher support.

This paper tests a new method of teaching vocabulary to young second language learners through the medium of drama, specifically the effect of drama teaching techniques on vocabulary acquisition among primary school learners of Welsh. Vocabulary Acquisition via Drama (VAD) is based on principles derived from both process drama and communicative and task-based approaches to language teaching, and involves three phases: pre-drama, drama and post-drama activities. The research design involves two experimental and one control group, and a pre-post-retention test format on three measures of vocabulary acquisition: picture naming, sentence formulation and improvisation tasks. Results show a beneficial effect for VAD. The discussion section of the paper addresses the potential contribution of this approach to teaching second/foreign language vocabulary.

Conversations and networks are essential for transforming academics' teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics' informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced and personal issues relating to teaching and learning. Collaborative transnational projects provide fertile ground for unique conversations about Higher Education (HE) teaching (Thomson 2015), with the added value of cross-national perspectives. This study examines the conditions that help to create significant networks and conversations, based on collective autoethnographic reflections of the member of an Erasmus+ project, including five partner universities from four different countries. The results provide insights into how the project have afforded the generation and continuation of cross-national and interdisciplinary significant networks and how unique conversations have allowed for trust, relationships and common goals to develop, which add value beyond the individual level. [ABSTRACT FROM AUTHOR]

This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote "best practice" or effective CLT teaching with IWBs, and (b) to support continuing professional development among language teachers both in formal training contexts and through informal independent study. Some 40 teachers in seven European countries, working with learners of six foreign languages at various educational and proficiency levels, were trained and followed over one school year in order to collect over 200 video examples of classroom practice. These short (3-minute) class videos were selected collaboratively by teachers and researchers, and supported by learner and teacher commentaries. The main outcome of the project is an open-access website (http://itilt.eu), a searchable repository of training materials (manual, sample materials) and classroom illustrations (video clips, participant comments). This study explores the action research dimension of successive phases of the project from the development of appropriate training materials, data collection in language classrooms, selection of illustrative teaching episodes, and preparation for online presentation for future teacher education. It investigates the influence of research-based training on teacher development and the inclusion of participant perspectives, and explores how this kind of OER can support open practices. The paper also raises issues with respect to "best practice" and user requirements. The paper concludes with "lessons learned" throughout the project, showing both the advantages and drawbacks to this kind of collaboration between teachers and researchers, as well as furnishing suggestions for future OER development.