To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230718T083020230718T1130Europe/Amsterdam[SYMP06] AILA ReN - Emotions et Créativité en classe de langueHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Oral Presentation[SYMP06] AILA ReN - Emotions et Créativité en classe de langue08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
The ECLE network comprises researchers from different disciplines who share a common interest in investigating affective/emotional aspects of language learning and teaching. Members draw on different methodological (qualitative and quantitative) and epistemological (pedagogical, socio-linguistic and psychological) paradigms to understand emotional factors which play a role in motivating or demotivating learners of foreign and/or second languages. We are especially, though not exclusively, oriented towards exploring the impact of creativity in learning and teaching to develop interdisciplinary and multi-modal engagement with language(s). Our working languages are English and/or French. The aim of the network is to provide a forum for presenting our work and building synergies across our different fields. We envisage three dominant, overlapping strands of focus: Creativity and learning: taking risks, the role of the teacher in encouraging a deeper affective engagement, integrating an arts-based approach to language learning.Contexts of learning: understanding broad or individual socio-affective variables which shape learning, both at the macro- and micro-levels.Classroom innovations: teaching 'differently' (e.g. through drama, literature, wordplay, voice), using ludic approaches to promote learning, the challenges of creating a relaxing 'safe' environment with alternative pedagogy, sensitizing students to emotional lexis (e.g. through corpus data or translation).
Plusieurs recherches en neurosciences s'intéressent à l'apport de la musique pour l'enseignement (Moussard et al. 2012). Elle est un outil de stimulation cognitive (Bigand & Tillmann 2020). La musique peut aussi favoriser une pédagogie de la « socialité harmonieuse » (Damasio 2017). Par ailleurs, chanter facilite l'inclusion des immigrés (Peretz 2018). Les recherches présentées invitent à un usage conscient et attrayant de la dimension musicale dans l'enseignement des langues.
Des pédagogies créatives pour engager les émotions et réimaginer le sujet
Oral Presentation[SYMP06] AILA ReN - Emotions et Créativité en classe de langue08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
The happy heartbeat pulsing through the recent turn to emotions and to creativity stems from the epistemology of positive psychology (Csikszentmihalyi and Seligman, 2000) that has percolated down to the language classroom (MacIntyre et al, 2016). While 'flow' (Csikszentmihalyi, 1990), the foundational concept, emphasises engagement in the moment, the emotional intersubjectivity that underpins it is both cultural and diachronic. The creative activities presented in this paper were designed to encourage re-envisioning of imagined past and future selves (Dörnyei & Kubanyiova, 2014), connecting autobiographical experience to worlds of semiotic delight. Such work challenges Cartesian models of pedagogy through emphasising embodiment and sensory engagement while also promoting a fuller appreciation of subjects as 'language people'.
Au cœur de l'intérêt croissant scientifique et pédagogique en matière des émotions et de la créativité s'impose le flow ('flux' ou 'zone' en français), notion fondatrice de l'épistémologie de la psychologie positive (Csikszentmihalyi et Seligman, 2000) qui s'est infiltrée jusqu'à la classe de langue (MacIntyre et al, 2016). Alors que le flow (Csikszentmihalyi, 1990) se produit par définition dans l'instant présent, l'intersubjectivité émotionnelle qui le sous-tend est à la fois culturelle et diachronique. Les activités créatives présentées dans cette intervention ont été conçues pour encourager la réinterprétation du soi passé, présent et futur (Dörnyei & Kubanyiova, 2014), reliant l'expérience autobiographique à des mondes de plaisir sémiotique. Une telle démarche remet en question les modèles cartésiens de pédagogie en mettant l'accent sur l'engagement somatique et sensoriel tout en valorisant une appréciation plus large des sujets-apprenants en tant que language people.
Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience. New York: Harper Collins. Dörnyei Z. & Kubanyiova M. (2014) Motivating Learners, Motivating Teachers. Building vision in the language classroom. Cambridge: Cambridge University Press. MacIntyre, P. D., Gregersen, T. & Mercer, S. (Eds.) (2016) Positive Psychology in SLA. Bristol: Multilingual Matters Seligman, M. E. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist 55: 5-14.
De la dénomination des émotions à l'engagement affectif dans la classe de langue
Oral Presentation[SYMP06] AILA ReN - Emotions et Créativité en classe de langue08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
The ECLE network comprises researchers from different disciplines who share a common interest in investigating affective/emotional aspects of language learning and teaching. Members draw on different methodological (qualitative and quantitative) and epistemological (pedagogical, socio-linguistic and psychological) paradigms to understand emotional factors which play a role in motivating or demotivating learners of foreign and/or second languages. We are especially, though not exclusively, oriented towards exploring the impact of creativity in learning and teaching to develop interdisciplinary and multi-modal engagement with language(s). Our working languages are English and/or French. The aim of the network is to provide a forum for presenting our work and building synergies across our different fields. We envisage three dominant, overlapping strands of focus: Creativity and learning: taking risks, the role of the teacher in encouraging a deeper affective engagement, integrating an arts-based approach to language learning.Contexts of learning: understanding broad or individual socio-affective variables which shape learning, both at the macro- and micro-levels.Classroom innovations: teaching 'differently' (e.g. through drama, literature, wordplay, voice), using ludic approaches to promote learning, the challenges of creating a relaxing 'safe' environment with alternative pedagogy, sensitizing students to emotional lexis (e.g. through corpus data or translation).
Si les diplômés universitaires doivent être capables de s'engager dans des débats et devraient pouvoir être qualifiés de « penseurs critiques », les cours de langues sont de belles occasions pour mettre en œuvre CET objectif en mettant au centre des activités des débats sur des questions controversées. Les sciences politiques et les sciences sociales (Hess et al. 2015) se sont emparées de ces thématiques et moins d'engouement ou d'intérêt sont présents dans les cours de langue. Nous combinons deux approches de l'apprentissage des langues: l'apprentissage de « mots » pour exprimer des émotions, et travailler le lexique (Cavalla et al. 2014) et l'exploration des questions de société controversées telles que la vaccination obligatoire (Baider et al. 2020). Notre cadre pédagogique est la pédagogie critique (Ennser-Kananen 2016).
Bulles émo-arts ou comment créer un espace transitionnel dans les cours de FLE / FOU ?
Oral Presentation[SYMP06] AILA ReN - Emotions et Créativité en classe de langue08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
The ECLE network comprises researchers from different disciplines who share a common interest in investigating affective/emotional aspects of language learning and teaching. Members draw on different methodological (qualitative and quantitative) and epistemological (pedagogical, socio-linguistic and psychological) paradigms to understand emotional factors which play a role in motivating or demotivating learners of foreign and/or second languages. We are especially, though not exclusively, oriented towards exploring the impact of creativity in learning and teaching to develop interdisciplinary and multi-modal engagement with language(s). Our working languages are English and/or French. The aim of the network is to provide a forum for presenting our work and building synergies across our different fields. We envisage three dominant, overlapping strands of focus: Creativity and learning: taking risks, the role of the teacher in encouraging a deeper affective engagement, integrating an arts-based approach to language learning.Contexts of learning: understanding broad or individual socio-affective variables which shape learning, both at the macro- and micro-levels.Classroom innovations: teaching 'differently' (e.g. through drama, literature, wordplay, voice), using ludic approaches to promote learning, the challenges of creating a relaxing 'safe' environment with alternative pedagogy, sensitizing students to emotional lexis (e.g. through corpus data or translation).
A partir d'une expérience menée dans un cours de FOU pour les réfugiés, futurs étudiants universitaires, nous avons constaté combien l'intégration des bulles « émo-arts » (Rassart et al. 2020, Berdal-Masuy 2022) créait un espace de jeu et de liberté facilitant l'apprentissage. Suite à cette expérience, nous avons voulu élargir à tous les publics ces moments de légèreté, mêlant émotions et découverte artistique, donnant la possibilité aux apprenants à la fois de « respirer » à l'intérieur d'un curriculum dense et de mieux intégrer les contenus linguistiques et culturels grâce à la prise en compte de facteurs émotionnels et esthétiques. Nous présenterons cette expérience et l'évaluation qui en sera faite par les participants
Berdal-Masuy Françoise