Research

RESEARCH INTERESTS

  • classroom interaction in task-based approaches to second/foreign language education
  • language teacher education and professional development with educational technologies
  • teaching English for specific purposes

Publications

Monograph

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. [link]

Edited volumes

Sarré, C., & Whyte, S. (Eds). (2017). New developments in ESP teaching and learning research. Researchpublishing.net. 10.14705/rpnet.2017.cssw2017.9782490057016

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. [link]

Book chapters

Whyte, S., & Cutrim Schmid, E. (in press). Classroom technology for young learners. In Garton, S., & Copland, F. (Eds.) Routledge Handbook of Teaching English to Young Learners. Routledge. 2018.

Whyte, S., & Sarré, C. (2017). Introduction to new developments in ESP teaching and learning research. In Sarré, C., & Whyte, S. (Eds). New developments in ESP teaching and learning research. Researchpublishing.net.  doi:10.14705/rpnet.2017.cssw2017.742

Cutrim Schmid, E., & Whyte, S. (2015). Teaching young learners with technology. In Bland, J. (Ed.). Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 year olds. Bloomsbury. [flyer]

Whyte, S. (2015). Capítulo 5 – Aprendendo a ensinar com a vídeo conferência em salas de aula de língua estrangeira do ensino primário (Learning to teach with videoconferencing in primary foreign language classrooms). In Reis, C., & Santos, W. (Eds.). Formação de Professores de línguas em múltiplos contextos: construindo pontes de saberes e agenciamentos. Coleção Educação e Linguagem. Campinas: Editora Pontes.

Whyte, S. (2014). Theory and practice in second language teaching with interactive technologies. In Cutrim Schmid, E., & Whyte, S. (Eds.) Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury. [link]

Whyte, S., & Cutrim Schmid, E. (2014).  A task-based approach to video communication with the IWB: a French-German primary EFL class exchange.  In Cutrim Schmid, E., & Whyte, S. (Eds.). Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury. [link]

Cutrim Schmid, E. & Whyte, S. (2014). Ongoing professional development in IWB mediated language teaching: evening up the odds. In Cutrim Schmid, E., & Whyte, S. (Eds.) Teaching languages with technology: communicative approaches to interactive whiteboard use. A resource book for teacher development. London: Bloomsbury. [link]

Journal articles

Kalogirou, K., Beauchamp, G., & Whyte, S. (2017). Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting.  The Language Learning Journal. DOI: 10.1080/09571736.2017.1283351

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) [link]

Whyte, S. (2016). From "solitary thinkers" to "social actors:" OER in multilingual CALL teacher education. Alsic, 19. [link]

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. [link]

Whyte, S. (2014). Digital pencil sharpening: technology integration and language learning autonomy. EL.LE, 3(1): 31-53. Università Ca’ Foscari, Venezia. [PDF]

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. [link]

Whyte, S. (2014). Bridging gaps : Using social media to develop techno-pedagogical competences in pre-service language teacher education. Recherche et pratiques pédagogiques en langues de spécialité – Cahiers de l’APLIUT, 33(2):143-169.

Whyte, S., & Alexander, J. (2014). Implementing tasks with interactive technologies in classroom CALL: towards a developmental framework. Canadian Journal of Learning and Technology, 40 (1), 1-26. PDF

Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2014). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project.  Computer Assisted Language Learning, 27 (2), 122-148 doi: 10.1080/09588221.2013.818558

Whyte, S. (2013). Orchestrating learning in the language classroom: the IWB as digital dashboard. Babylonia, 2013(3), 55-61. [link]

Hillier, E., Beauchamp, G., & Whyte, S. (2014). A study of self-efficacy in the use of interactive whiteboards across educational settings: a European perspective from the iTILT project. Educational Futures, 5 (2), 3-22 [PDF]

Whyte, S. (2013). Teaching English for Specific Purposes: A task-based framework for French graduate courses.  Asp 63 (9), 5-30. DOI : 10.4000/asp.3280

Cutrim Schmid, E. & Whyte, S. (2012). Interactive Whiteboards in School Settings: Teacher Responses to Socio-constructivist Hegemonies.  Language Learning and Technology 16 (2), 65-86.  [Download PDF]

Whyte, S. (2011). Learning to teach with videoconferencing in primary foreign language classrooms. ReCALL 23(3): 271–293. Copyright © European Association for Computer Assisted Language Learning 2011[Download PDF]

Whyte, S. (2011). Learning theory in university foreign language education: the case of French universities. Arts and Humanities in Higher Education, 10 (2), 213-34.  Sage: DOI 10.1177/1474022210364783 Pre-revision PDF

Whyte, S. (2009) La motivation pour la langue étrangère à l'école primaire : apprentissage en autonomie à l'ordinateur. Les Cahiers de l'ACEDLE 6 (1), 267-293. [Download PDF]

Whyte, S. (1995). Specialist knowledge and interlanguage development. Studies in Second Language Acquisition, 17(02), 153-183.

Conference proceedings

Whyte, S., & Gijsen, L. (2016). Telecollaboration in secondary EFL: a blended teacher education course. In S. Jager & M. Kurek (Eds), New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education (pp. 1-8). Dublin: Research-publishing.net. https://doi.org/10.14705/rpnet.2016.telecollab2016.503

Whyte, S. (2015). Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities. XVII International CALL research conference proceedings, 30-36.

Koenraad, A. L. M., Whyte, S., & Cutrim Schmid, E. (2013). iTILT and SmartVET: 2 EU Projects to Promote Effective Interactive Whiteboard Use in Language and Vocational Education. In L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past, Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal (pp. 149-157). Dublin/Voillans: © Research-publishing.net. doi: 10.14705/rpnet.2013.000153

Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for second language teaching and learning: the iTILT project. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 320-6). © Research-publishing.net Dublin 2012. doi: 10.14705/rpnet.2012.000074

Whyte, S. (2012). Developing and integrating teacher competences in language acquisition, pedagogy and technology.  In Causa, M., Galligani, S., & Vlad, M. (Eds.). Formation et professionalisation des enseignants de langues : Evolution de contextes, des besoins et des dispositifs.  DILTEC, Université de Sorbonne Nouvelle-Paris 3. pp. 220-31. [Download PDF]

Whyte, S., Cutrim Schmid, E., & van Hazebrouck, S. (2011). Designing IWB Resources for Language Teaching: the iTILT Project. International Conference on ICT for Language Learning, 4th Edition. Simonelli Editore  [Download PDF]

Whyte, S. (2010). La communication scientifique en langue étrangère : l'interprétation de la tâche. Actes du colloque ACEDLE, 267-293. [PDF]

Presentations

Whyte, S., Cutrim Schmid, E., Siddiqa, A., & Sarré, C. (2017). Second language studies : collaborations niçoises. Journées d'études du réseau d'acquisition des L2, Paris, 9 November.

Whyte, S. (2017). Applied linguistics versus linguistique appliquée : innovation in language learning/teaching research in France (1964-2013). Colloquium on History of Language Learning and Teaching: Perspectives on Innovation, AILA, Rio de Janiero, 23-8 July 2017.

Whyte, S., & Cutrim Schmid, E. (2017). Synchronous video communication with young EFL learners: a multimodal analysis of task negotiation. AILA, Rio de Janiero, 23-8 July 2017.

Whyte, S. (2017). Les pratiques éducatives libres au service de la pédagogie innovante en classe de langue. American University Paris, April 2017.

Whyte, S. (2017). La vidéo dans la classe de langue  : analyse et partage dans l’exploration de l’agir professoral. Séminaire LIDILEM, April 2017.

Whyte, S., & Sarré, C. (2017). Formulaic sequences in English for Academic Purposes and Second Language Acquisition: towards a characterisation of lexico-grammatical norms. GERAS, Lyon, March.

Whyte, S. (2017). Open educational practices in language education: resources, tools, and training. University of Limerick, February.

Whyte, S. (2017). Les“bonnes pratiques innovantes” au tableau blanc interactif. Webinaire La classe en action. Poperinge, Belgique, février 2017.

Whyte, S., & Koenraad, T. (2016). Interactive Teaching In Languages with Technology. LPM Saarland webinar. 21 November.

Whyte, S., & Siddiqa, A. (2016). Learning to teach second language pragmatics. TESOL France, 19 November. [slides]

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.

Whyte, S., & Gijsen, L.  (2016). Telecollaboration for language learning in secondary schools: promoting interaction in the EFL classroom via a blended teacher education course. New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education. Dublin, 22 avril.

Sarré, C., & Whyte, S. (2016). Les frontières de la recherche sur l’enseignement-apprentissage de l’anglais de spécialité : pour une "didactique de l’ASP." 37e colloque du GERAS, Paris, 17-19 mars.

Fuchs, B., Schmider, C., Whyte, S., & Zaki, K. (2016). Transnational settings and multilingual approaches in Computer-Assisted Language Teacher Education. Multilingual CALL: Multilingual Language Learning with Digital Media in Primary and Secondary Classrooms, Frankfurt, February 18, 2016

Whyte, S. (2015). Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities. XVII International CALL research conference. Tarragona, Spain, 4-6 July 2015.

Cutrim Schmid, E. & Whyte, Shona (2015). Learning to teach with tasks: interactive teaching to support learner interaction in iTILT 2. EuroCALL Teacher Education SIG Workshop. Cyprus University of Technology, Lemesos, Cyprus, 28-29 May 2015.

Whyte, S. (2015). Quand tout le monde sera spécialiste : la place des langues dans l’enseignement secondaire. Journée d'Etudes DidASp, Paris, 10 avril. [slides]

Whyte, S. (2015). Former à l’intégration des technologies en classe de langue : vers un modèle multidimensionnel. Colloque Acedle. 15 janvier. [slides, abstract]

Whyte, S. (2014). The IWB for EFL in France: A Technological Innovation Framework. Digital literacies in and beyond the L2 classroom. 6-11 October 2014. CERCLL, University of Arizona. [slides with audio]

Whyte, S. (2014). Course design for pre-service secondary school teachers: collaboration and reflection in a short, multilingual CALL course. Teacher Education SIG symposium, EuroCALL, Groningen. slides

Whyte, S., Cutrim Schmid, E., & Beauchamp, G. (2014). Analysing target language interaction in IWB-mediated activities: from drills to tasks in state secondary EFL classes. EuroCALL Groningen. slides

Whyte, S., Cutrim Schmid, E., & Beauchamp, G. (2014). Second language interaction with interactive technologies: the IWB in state school foreign language classrooms.  AILA, Brisbane.

Whyte, S. (keynote, June 2014). A developmental framework for teacher adoption of interactive technologies in the language classroom: a collaborative action research project in French schools. Warsaw,PL-CALL, 5-6 June.

Cutrim Schmid, E. & Whyte, S. (2014). Computer-assisted video communication in the primary EFL classroom: A German-French exchange. 2. Bundeskongress Englisch & Mehrsprachigkeit. Goethe-Universität, Frankfurt am Main, Germany, 22 March.

Whyte, S. (2014). Outils innovants au service de la pédagogie : l'exemple de l'enseignement des langues. Journée eDocs, Université Nice Sophia Antipolis, 18 février.

Whyte, S. (2014). Teaching languages with the interactive whiteboard: the IWB and the iTILT project. Webinar, University of Ottawa. 14 February.

Whyte, S. (2013). La visio-communication en langues vivantes : avantages pour l’apprentissage, repères pour l’enseignement. Echanges et jumelages numériques : enjeux et défis, CRDP Amiens, 11 décembre.

Whyte, S., Alexander, J., & Beauchamp, G. (2013). Les technologies interactives en classe de langue en Europe: un instrument de recherche pour analyser l’enseignement avec le TBI. Colloque CRELA, Nancy, France, 15 novembre.

Whyte, 2. (2013). Vidéo et  visio : des outils de médiatisation de l’activité au service de la collaboration et de la formation. Données, analyses et finalités de la recherche en Apprentissage des langues médiatisé par les technologies (ALMT), Journée d’études ICAR 2, Université de Lyon 2, 8 novembre 2013.

Whyte, S. (2013). Sharpening pencils in the digital age: classroom integration of interactive technologies to support learner autonomy. Education technologies & Language learner autonomy, Ca’ Foscari University of Venice, Italy, 14 October.

Whyte, S., & Cutrim Schmid, E. (2013). Live communication using interactive technologies for young learners: a French-German EFL tandem task. EUROCALL Conference, Evora, Portugal, September 2013

Koenraad, T., Whyte, S., & Cutrim Schmid, E. (2013). iTILT and SMARTVET: 2 EU projects to promote effective interactive whiteboard use in language and vocational education. EUROCALL Conference, Evora, Portugal, September.

Whyte, S. (2013). Interaction and interactivity in technology-rich second language classrooms: the iTILT project in France. WorldCALL, 11-13 July, 2013.

Cutrim Schmid, E., & Whyte, S. (2013). Interactive Whiteboards in the EFL Classroom: Findings of the European Project iTILT. Guest lecture. Institute of English Studies, Leuphana Universität Lüneberg, Lüneberg,                Germany.  18 June.

Whyte, S., & Alexander, J. (2013). Learning to Use Interactive Technologies for Language Teaching: Video Diaries for Teacher Support in the iTILT Project. Atelier didactique SAES, Dijon, 18 mai.
 
Whyte, S. (2013). Applying labels in Teaching English for Specific Purposes: specialisation and domains of expertise. Atelier ASP, Dijon, 17 mai.

Whyte, S. (2012). Le TBI dans l'enseignement des langues étrangères : le projet européen iTILT. Journée TICE Université de Nice. 29 November 2012.

Whyte, S. (2012). Quelle didactique pour l’anglais de spécialité ? Groupe de travail Didactique et ASP, GERAS, IUFM de Paris, 19 octobre.

Whyte, S. (2012). Curation and social networking for pre-service language teacher development. EuroCALL Teacher Education SIG Symposium - Pecha Kucha, Gothenburg, Sweden, 22-25 August 2012.

Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for second language teaching and learning: the iTILT project. EuroCALL, Gothenburg, Sweden, 22-25 August 2012.

Hillier, E., Beauchamp, G. and Whyte, S. (2012). Towards an effective transition framework - the use of Interactive whiteboards in educational settings: a European perspective from the iTilt project. BESA (British                 Educational Studies Association) conference, University of Hull, June 28th/29th.

Whyte, S. (2012). Learning technologies in language teacher education. International Perspectives on Education, Pädagogische Hochschule Schwäbisch Gmünd, 14 June, 2012. slides

Whyte, S. (2011). Developing and integrating teacher competences in language acquisition, pedagogy and technology. Colloque international sur l'évolution et professionalisation des enseignants de langues.  DILTEC,         Paris 3, 4 novembre.

Whyte, S., Cutrim Schmid, E., & van Hazebrouck, S. (2011). Designing IWB Resources for Language Teaching: the iTILT Project. International Conference on ICT for Language Learning. Florence, Italy; 20-21 October.

Whyte, S. (2011). La place des nouvelles technologies dans la formation à l'enseignement de l'anglais à l'école primaire. SAES Atelier Didactique, Paris, May. slides

Whyte, S. (2011). Pre-service teachers' views on technology for teaching and learning foreign languages. EUROCALL CMC & Teacher Education SIG Annual Workshop, Barcelona, April. slides

Whyte, S. (2011). La traduction en LEA : l’apport des TICE.  Invited talk, Journée TICE et Langues, Université d’Avignon, 18 janvier 2011. slides, video

Whyte, S. (2010). Avantages d'un cours hybride de traduction anglaise avec tutorat pour un travail collaboratif en ligne. RANACLES, Nancy, November.

Whyte, S. (2010). Web 2.0 tools for oral communication in English for international business. GERAS, Nice, March.

Whyte, S. (2009). La communication scientifique : l'anglais pour doctorants en sciences humaines.  ACEDLE, Lille, December.

Whyte, S. (2009). Guess Who?  Essayer de comprendre et de se faire comprendre en anglais langue seconde à l'école primaire.  SAES Atelier Didactique, Bordeaux, May.

Whyte, S. (2009). Let 'em click: Digital resources for primary EFL learners, IATEFL/British Council conference on innovations in teaching children and teenagers, Milan, March.

Whyte, S. (2008). Une solution constructiviste pour intégrer les TICE en langues étrangères à l'université, RANACLES 16, Nice, November.

Whyte, S. (2008). Activités éducatives en ligne pour l'anglais en primaire : effets sur la motivation et le niveau des élèves, Colloque ACEDLE, Strasbourg, January.

Whyte, S. (2007). Using ICT in the primary EFL classroom: from consumption through production to communication, IATEFL/British Council conference on Learning Technologies, Milan, November.
 
Whyte, S. (2007). Primary EFL in isolated communities: Using the web for input and output, UNTELE, Université Technologique de Compiègne, March.
 
Whyte, S. (2007). Langues étrangères et TICE : l’enseignement de la langue orale.  Deuxième Journée TICE, UNS, 30 janvier 2007.


Associations


ACEDLE (Association des Chercheurs et Enseignants en Didactique des Langues)

ARDAA (Association pour la Recherche en Didactique de l'Anglais et de l'Acquisition) French university researchers in acquisition and teaching of EFL.

EUROCALL (European Association for Computer-Assisted Language Learning) Teacher education SIG

GERAS (Groupe d'Etude et de Recherche en Anglais de Spécialité) French university ESP/EAP teachers; DidAsp


Habilitation à diriger des recherches


Contextes pour l’enseignement-apprentissage des langues : le domaine la tâche et les technologies. Université du Havre, novembre 2014. HAL (archives-ouvertes.fr)