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Accueil > Pages Perso > Shona Whyte

Shona Whyte

MCF HDR -  UNS

CV

Habilitation à diriger des recherches
november 2014 ; Université du Havre
Note de synthèse : Contextes pour l’enseignement-apprentissage des langues : le domaine, la tâche et les technologies [consulter]

J-C. Bertin (garant), J. Colpaert, M-F. Narcy-Combes, D. Macaire, A. Rivens-Mompean, C. Tardieu.

Doctorat en linguistique
juin 1994 ; Indiana University, Bloomington, Indiana, Etats-Unis.
Thèse : The role of specialized knowledge in interlanguage variation : The discourse domain hypothesis.
K. Bardovi-Harlig (directrice), R. Farr, B. Hartford, A. Valdman.

MA en TESOL et linguistique appliquée
décembre 1990 ; Indiana University, Bloomington, Indiana, Etats-Unis.

Maîtrise d’anglais
juin 1989 ; Université François Rabelais, Tours

BA Langues (interpretariat et traduction)
juin 1987 ; Heriot-Watt University, Edimbourg, Ecosse.

Thèmes de recherche / mots clés

- acquisition d’une L2 et enseignement-apprentissage des langues étrangères
- apprentissage des langues médiatisé par les technologies (ALMT) et pratiques éducatives libres
- didactique de la langue de spécialité

Thématiques au sein du laboratoire

Recherches actuelles

1. La recherche en didactique de l’anglais de spécialité au sein des réseaux GERAS et ESSE .

- Whyte, S. (2016). Who are the specialists ? Teaching and learning specialised language in French educational contexts. Recherches et pratiques pédagogiques en langue de spécialité, 35(3) [consulter]
- Sarré, C., & Whyte, S. (2016). Research in ESP teaching and learning in French higher education : developing the construct of ESP didactics. ASp, 69, 113-164.
- Whyte, S., & Sarré, C. (2016). From ’war stories and romances’ to research agenda : towards a model of ESP didactics. ESSE, Galway, Eire, 22-6 August.

2. Recherches en linguistique appliquée et en acquisition et enseignement-apprentissage d’une L2 sur les pratiques éducatives ouvertes et la médiatisation par les technologies.

- Whyte, S., & Cutrim Schmid, E. Synchronous video communication with young EFL learners : a multimodal analysis of task negotiation. AILA, Rio de Janiero, 23-8 July 2017.
- Whyte, S. (2015). Implementing and Researching Technological Innovation in Language Teaching : The Case of Interactive Whiteboards for EFL in French Schools. Basingstoke, UK : Palgrave Macmillan. [consulter]
- Cutrim Schmid, E., & Whyte, S. (Eds.) (2014). Teaching languages with technology : communicative approaches to interactive whiteboard use. A resource book for teacher development. London : Bloomsbury. [consulter]
- Whyte, S., Beauchamp, G., & Alexander, J. (2014). Researching interactive whiteboard use from primary school to university settings across Europe : an analytical framework for foreign language teaching. University of Wales Journal of Education, 17, 30-52.
- Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education : the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148

Responsabilités diverses

Expertises


Revues scientifiques
- Arts and Humanities in Higher Education
- ASp (Anglais de Spécialité, GERAS)
- CALICO
- Computer Assisted Language Learning (CALL)
- Computers and Education
- Italian Journal of the Sociology of Education
- Language Learning and Technology
- Pedagogy, Culture and Society
- ReCALL 


Membre du comité scientifique

- Alsic
- Mélanges CRAPEL

- Recherches en didactique des langues et des cultures : les Cahiers de l’Acedle.
- Recherches et pratiques pédagogiques en langues de spécialité (Cahiers de l’APLIUT)

Autres activités et responsabilités


- Responsable du Master Langue Enseignement (Anglais), UNS, 2012-13.
- Responsable du Master Métiers de l’Enseignement, de l’Education et de la Formation (Anglais), UNS et Ecole Supérieure du Professorat et de l’Education de l’Académie de Nice, 2013-16.
- Responsable d’anglais oral (9 lecteurs anglophones), Département d’anglais, UNS, 1995-2004.

Dernières publicationsHAL

pour l'idHal "shona-whyte" :

titre
Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting
auteur
Konstantina Kalogirou, Gary Beauchamp, Shona Whyte
article
The Language Learning Journal, 2017, pp.1 - 12. <10.1080/09571736.2017.1283351>
annee_publi
2017
resume
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.
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titre
From 'war stories and romances' to research agenda: towards a model of ESP didactics
auteur
Shona Whyte, Cédric Sarré
article
European Society for the Study of English (ESSE), Aug 2016, Galway, Ireland. 2016, <http://esse2016.org/>
annee_publi
2016
resume
In today's networked world where English is a basic skill, essential for communication in many spheres of academic, professional and social life, the need to move beyond anecdotal, romantic views of language learning and use has never been more pressing. Master (2005) called for the field to build on empirical research findings instead of "war stories and romances" in order to construct a viable theoretical ESP framework, while Douglas (2010) sees a complementary practical need: "defining and refining the concept of specific purpose language teaching is an ongoing task for practitioners" (Douglas, 2010). However, terminological confusion makes this is a challenging enterprise for those involved in teaching and researching ESP. This paper begins with a discussion of key terms in ESP teaching, including didactics and pedagogy, acquisition and learning, applied linguistics and language education, with the aim of defining a current interpretation. Taking ESP in French education as our example, we explore the role of English in higher education (cultural studies versus specific purposes training; Braud et al., 2015, Whyte, 2013) compared with secondary school level (language and culture versus content and language integrated learning CLIL). The paper identifies research themes emerging from a range of contexts covered in a new special interest group in ESP didactics (DidASp) within the French ESP research association GERAS. The goal is to propose a new model for ESP didactics at the intersection of modern languages, languages for specific purposes and second language acquisition. The present paper offers first steps in this direction with implication for ongoing research in ESP teaching and learning.
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titre
Telecollaboration for language learning in secondary schools: promoting interaction in the EFL classroom via a blended teacher education course.
auteur
Shona Whyte, Linda Gijsen
article
Sake Jager and Gosia Kurek. New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education , Apr 2016, Dublin, Ireland. Researchpublishing.net, Short papers on telecollaboration in university education. <http://www.tcd.ie/slscs/telecollaboration2016/>
annee_publi
2016
resume
Reviewing 20 years of telecollaborative research, O’Dowd (2015) shows how online intercultural exchange has become a mainstay of the (university) foreign language (FL) classroom. He identifies two purposes for telecollaborative exchange: "‘authentic’ interaction with […] learners from other countries” and "experience of ‘real’ intercultural communication.” Much of the literature focuses on the second objective: FL culture (Kramsch, 2014), other cultures (Guth & Helm, 2010), technological mediation (Kern, 2014). Fewer studies focus on language learning per se; these often underline difficulties in promoting genuine negotiation of meaning or effective peer feedback (Belz & Reinhardt, 2004). Research also frequently highlights limitations of telecollaboration due to (a) technical difficulties, (b) artificial exchanges, limited to personal registers (Hanna & de Nooy, 2009), and (c) unchallenging task design (O’Dowd & Ware, 2009). If past approaches have been lacking in these respects, a new direction might involve focus on language (rather than (inter)cultural concerns), and learner interaction (not other technological affordances). Second language research has established a number of recommendations for effective instruction, such as purposeful interaction in communicative contexts with external interlocutors (Lee & VanPatten, 2003; de Bot, 2007). Telecollaboration can address all these requirements. The present study reports on an exchange involving the EFL learners of 37 secondary school student-teachers in two European countries. The student-teachers were enrolled in courses on technology for language education, and collaborated in a virtual environment to (a) devise interactive tasks for their learners, and (b) document instances of FL communication and learning. Data include student-teacher course contributions (audiovisual recordings, (a)synchronous group exchanges), the teaching/learning materials they designed and published as open educational resources, and their reflections on this work from a task-based language teaching perspective. Additional information is provided by participant attitude questionnaires on language teaching and learning, the role of technology, and their views of course outcomes.
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titre
Les frontières de la recherche sur l’enseignement-apprentissage de l’anglais de spécialité : pour une "didactique de l’ASP.
auteur
Cédric Sarré, Shona Whyte
article
37e colloque du GERAS, Mar 2016, Paris, France. <http://geras2016.univ-paris8.fr/>
annee_publi
2016
resume
La didactique des langues est, par définition, un domaine de recherche transfrontalier, se nourissant de l’apport de disciplines contributoires aussi variées que « la linguistique, la sociolinguistique, la psycholinguistique, les sciences cognitives, l’ethnologie, la sociologie, la psychologie, les neurosciences, etc. » (Tardieu 2014 : 86). Lorsque les situations d’enseignement-apprentissage étudiées par les chercheurs portent sur les langues de spécialité, et l’anglais de spécialité (ASP) en particulier, les frontières du domaine semblent encore plus complexes à cerner. En effet, nombre de travaux dans la littérature française semblent poser comme acquises les notions de "didactique des langues de spécialité" (Spillner 1992, Bertin 1994, Sturge-Moore 1997, Isani 2006 & 2010, Rossi 2007) ou encore "didactique de l’ASP" (Claisse 1995, Thily 1996, Brouat 1997, Rézeau 2001, Zumbihl 2004, Isani 2006, Coquilhat 2008, Isani 2014), en s’intéressant cependant parfois à des considérations plus pédagogiques que didactiques (Brouat 1994, Celotti & Musacchio 2004, Deschamps 2004), mais sans jamais définir ces concepts. Serait-ce à dire que ces notions sont des évidences qui se passeraient d’explication ? A la suite de Bachelard (1938), nous considérons les évidences comme des obstacles épistémologiques qui empêchent de progresser dans la connaissance des phénomènes. Il nous faut donc franchir ces obstacles épistémologiques pour contribuer à la construction de connaissances nouvelles, une rupture épistémologique s'avérant ainsi nécessaire à la construction de toute nouvelle notion. Notre communication se penche sur la question de la recherche sur l’enseignement-apprentissage de l’anglais de spécialité (ASP) et présente les premières étapes d’un travail sur le développement d’un cadrage théorique spécifique à ce champ de recherche. Nous nous interrogeons ainsi sur la pertinence du développement du concept de "didactique de l’ASP", et sur ses liens et intersections avec la didactique des langues et de l’anglais, d’une part, et avec la recherche en ASP, d’autre part. Nous proposons donc, dans un premier temps, une analyse des différentes acceptions des concepts clés relatifs à l’enseignement-apprentissage des langues issus non seulement de la littérature propre au contexte français, mais aussi au-delà, comme nous y invite Bailly (2014). Nous dressons ensuite un bref panorama de l’enseignement-apprentissage des langues dans l’enseignement supérieur français, et de l’ASP en particulier, panorama qui nous conduit à présenter la didactique comme zone d’intersection entre l’ASP et les autres branches de l’anglistique. La recherche sur l’enseignement-apprentissage de l’ASP est ensuite abordée à travers l’analyse des travaux présentés au sein du Groupe de Travail (GT) Didactique et ASP (DidASP) du GERAS, analyse qui nous permet de pointer la variété des contextes et des approches et d’identifier un certain nombre de thématiques et préoccupations communes. Les nombreuses spécificités de ces situations d’enseignement-apprentissage ainsi mises au jour, nous justifions la nécessité du développement d’un cadre spécifique à la recherche sur l’enseignement-apprentissage de l’ASP et esquissons les contours de l’objet "didactique de l’ASP".
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Transnational settings and multilingual approaches in Computer-Assisted Language Teacher Education.
auteur
Bianka Fuchs, Christine Schmider, Shona Whyte, Katja Zaki
article
Multilingual CALL: Multilingual Language Learning with Digital Media in Primary and Secondary Classrooms, , Feb 2016, Frankfurt, Germany. 2016
annee_publi
2016
resume
The digital revolution and migratory movements are two of the main phenomena that have been changing and shaping Europe’s foreign language classrooms in recent years. Learning and teaching environments are characterized by hybridity in many forms: by an increased cultural and linguistic heterogeneity on one hand, and a wide range of potential multimedia arrangements on the other, though these need not be seen independently from each other. In order to prepare future teachers for those dynamic challenges and possibilities, an awareness of difference – and the correlated necessity of pedagogical and methodological differentiation, with or without CALL practices – is one of the key components of any competence model in teacher education. In this context, the focus of our paper will rest on the perspective of future language teachers and their awareness of CALL tools – starting, however, with their role as “learners” throughout their professional development in teacher education settings. Consequently, we aim to discuss multilingual and multimodal CALL practices (cf. Levy 1997) in a transnational web 2.0 environment, which ought to enable student teachers to explore what they are later expected to adapt and apply – such as working with digital tools and tandem arrangements in their own teaching. We begin with a short overview of the EU-LLP-Project SoNetTE (Social Networks in Teacher Education) which aims to virtually bring together teacher education students and in-service teachers in order to experience and develop research-based educational concepts through the use of CALL tools. The combination of an integrative CALL approach (cf. Bax & Chambers 2006) and differentiated study groups makes it possible for some 90 future teachers of English, Spanish, French and German to take part in a transnational blended learning environment, in which they study in subject groups and binational tandems (e.g., how to use audio-visual materials and correlated digital tools in the foreign language classroom). On the basis of two case studies, we then aim to illustrate how these learning collaborations may be beneficial in many dimensions of a competence-oriented teacher education programme (cf. Hubbard 2002; Fitzpatrick-Davies 2003). The first is cultural: how the virtually multicultural learning environments create linguistic and cultural immersion contexts where future teachers gather a lot of knowledge of the target language and culture studied – as well as an reflective view on their own. The second is intercultural: the emphasis rests on how the topic in focus, too, is always discussed, negotiated and creatively re-constructed with learners (and future teachers) from other European settings, once again fostering key competences such as changes of perspective, a tolerance of ambiguity and critical judgement. Finally, we will discuss how the use of different multimedia tools which future teachers use in their role as learners in the course promises not only a profound insight, but also a reflective use of multimedia tools in their own future classroom – for and with linguistically and culturally heterogeneous learning groups, be it within national borders or beyond.
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titre
Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics
auteur
Cédric Sarré, Shona Whyte
article
ASp - La revue du GERAS, revue.org (en ligne) / Bordeaux : GERAS (imprimé), 2016, Concepts and Frameworks in English for Specific Purposes, 69, p. 139-1164. <http://asp.revues.org/4834>
annee_publi
2016
resume
This paper tackles the question of research on the teaching and learning of English for Specific Purposes (ESP) in France and presents the initial stages of work on the development of a theoretical framework which is specific to this field of research. It examines arguments for the development of a concept of ESP didactics and the framework underpinning research in the teaching and learning of ESP. It considers links between this concept and the didactics of languages and of English, on the one hand, and ESP research on the other. To this end, the paper begins with an analysis of different interpretations of key concepts in language teaching and learning, then provides an overview of language education in French higher education, with particular attention to ESP teaching and learning. Research in ESP teaching is then examined with reference to the new GERAS special interest group DidASP, in order to both highlight the range of contexts and approaches investigated, and identify common themes and issues.
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Who are the specialists? Teaching and learning specialised language in French educational contexts.
auteur
Shona Whyte
article
Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT, Association des Professeurs de Langues des IUT (APLIUT), 2016, <http://apliut.revues.org/>. <10.4000/apliut.5487>
annee_publi
2016
resume
This paper focuses on specialisation in language teaching and research in French educational settings by comparing and contrasting objects and goals of language education, scholarship and research, and approaches to language and content across modern foreign languages (MFL) scholars, applied linguists working in languages for specific purposes (LSP), and second language acquisition (SLA) researchers. It examines research domains, language teaching and learning, and language teacher education in French secondary and higher education contexts, and draws on this theoretical and pedagogical background to identify three intersections among MFL, LSP and SLA. These intersections involve the role of second language research in teacher preparation, tasks in language teaching methodology, and intercultural dimensions of language education. They correspond to common ground shared by the three approaches to language education and constitute promising areas for the development of LSP teaching and research.
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From "solitary thinkers" to "social actors:" OER in multilingual CALL teacher education.
auteur
Shona Whyte
article
ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication, Association pour le Développement de l'Apprentissage des Langues par les Systèmes d'Information et de Communication - OpenEdition, 2016, 19 (Social dynamics in open educational practices), <http://alsic.revues.org/2871>
annee_publi
2016
resume
Among many dilemmas in educational practices in today's networked environments is the question of language teacher preparation for tomorrow's world. Secondary school teachers of modern foreign languages face multiple challenges in making the transition from the relatively closed scholastic tradition of university ivory towers, which are often resistant to digital cultures, to classroom contexts with different expectations regarding the technological mediation of teaching and learning. Open educational resources (OER) have an important role to play in this transition, as do open education practices (OEP). The present paper examines a hybrid computer-assisted language learning (CALL) course for pre-service teachers at a French university as a context for developing OER awareness. Trainee teachers of different foreign languages completed individual and collective tasks using blogs, wikis and social media to a) share examples of teaching and learning activities, b) research and filter web-based teaching resources, and c) discuss technology use for language teaching. The study investigates the design of teaching activities and motivations for creating, identifying and sharing OER, identifying areas of concern for these teachers and highlighting contrasting views of both language teaching and professional development. The paper thus sheds light on both the process and the products of this form of CALL teacher education, and concludes with implications regarding the changing social roles of both language learners and their teachers in relation to the goals of the OER/OEP movement.
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Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities
auteur
Shona Whyte
article
XVII International CALL research conference, Jul 2015, Tarragone, Spain. 2015, Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities. <http://wwwa.fundacio.urv.cat/congressos/call-conference-2015/>
annee_publi
2015
resume
This paper examines language teaching and learning activities in EFL classes in the French secondary school context with the aim of understanding factors affecting the design and implementation of such tasks. Participants are pre-service and newly-qualified teachers in a university Masters in Teaching English programme with a practical component involving classroom observation and teaching. These student teachers designed communicative activities following a common design brief which leaves the technological component open (Samuda, 2005). Data include teaching materials and activity descriptions, reflective writing, questionnaire data, semi-structured individual and group interviews, and practitioner analysis of learner language. Analysis combines coding of the resulting tasks (Erlam, 2015) with qualitative analysis of questionnaire, interview and reflective writing data. Results suggest wide variation in proposed teaching and learning activities, in the design process, and in reflection on classroom implementation in both technology-mediated and non-technological tasks.
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Quand tout le monde sera spécialiste : la place des langues dans l’enseignement secondaire
auteur
Shona Whyte
article
Journée d ’études « L'enseignement - apprentissage des langues de spécialité : quels invariants ? », Apr 2015, Paris, France. 2015
annee_publi
2015
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