Dissertations / Theses on the topic 'Progressive instruction'

In music education, aesthetic education and praxial music education serve as two major, guiding philosophical frameworks, yet supporters of each often conflict with one another. Furthermore, both are slightly problematic with respect to the specific context of the public school. Each framework is primarily music-based, however, music education has existed in the wider context of general education since the 1830s. Given the recent core-status designation for music education, as part of all fine arts, in the reauthorization of the Elementary and Secondary Education Act, a framework from general education that supported music education could offer benefits for the domain. However, the wider context of general education is messy as well. Two groups occupy most of the space there, and remain locked in a fundamental disagreement over the purpose of a formal education. The progressive educators, historically framed by Dewey and Thorndike, contend that education functions as societal improvement. In contrast, the essentialists contend that education functions as cultural transmission. Therefore, a more specific need for music education involves selecting a framework from general education that resolves this conflict. The writings of William Chandler Bagley indicate that he balanced both considerations of a formal education while also advancing his notion of essentialism. Bagley differed from the progressive educators predominately associated with Dewey over definitions and ideas surrounding a democratic education. Emergent points of contrast with Thorndike include distinctions between social efficiency and Bagley's alternative idea of social progress. Bagley also diverged from other essentialists over definitions concerning liberal and cultural education. To make these viewpoints of Bagley explicit, I describe characteristics of a progressive education, and an essentialist education separately, before introducing Bagley. Finally, I apply Bagley's ideas into the domain of music education. Ultimately, I contend that through common outcomes of creativity, competition, and literacy, the domain of music education can remain securely grounded in the values within the public schools.

<p>This study examined how teachers perceive Free Primary Education had influenced access, retention and progression of marginalized students in primary schools in Kisii County, Kenya. A critical pedagogy framework was used to unpack and shed light on teacher and school practices that affected access to basic education of at risk students. Data was collected through 217 surveys given to teachers from 28 purposefully selected primary schools in Kisii County, 3 administrator interviews, and 4 focus group interviews comprised of a total of 30 classroom teachers from 14 schools in a sequential mixed methods design. Four research questions that guided this research were: a) How do teachers perceive Free Primary Education in Kenya has influenced access to primary education for marginalized students? b) What do teachers perceive to be at risk categories for marginalized students? c) How do teacher practices influence the retention of marginalized students in education in Kenya? Finally, d) to what extent do teacher beliefs influence their desire to differentiate instruction for marginalized students? Findings from this study indicated that Free Primary Education had led to increased access to basic education through reduction of fees paid by parents to schools, provision of instructional materials, open admission policy, and construction and/or renovation of existing educational facilities. The study also revealed roadblocks that hinder access to basic education for marginalized students such as extra fees levied by schools to parents, poverty, high teacher pupil ratio, lack of skills to equitably educate at risk students in classrooms, and poor health. The participants identified orphans, students with low incidence disabilities, children from extremely poor families, children from single parent households, children engaged in child labor, and children from negligent parents as categories of students who were at risk for marginalization. Moreover, the study revealed some of the teacher and schooling practices with regard to handing marginalized students which included teacher care, professional development, accommodations, remedial teaching, and guidance and counseling. There was a significant correlation between teacher philosophies and teacher willingness to differentiate instruction (<i>r_s</i>= 0.43, <i>p&lt;0.05</i>), and also a significant correlation between teachers&rsquo; philosophies and their willingness to give various accommodations to marginalized students in their classrooms (<i>r_s</i>=0.34, <i>p&lt;0.05</i>). Further analysis of data revealed that, a) access to basic education as a class issue, b) access to basic education as a gender issue, c) national tests and measurements as instruments for marginalization, and d) access to education as a teacher critical consciousness issue. </p>

<p> In higher education and in engineering education in particular, changing majors is generally considered a negative event - or at least an event with negative consequences. An emergent field of study within engineering education revolves around understanding the factors and processes driving student changes of major. Of key importance to further the field of change of major research is a grasp of large scale phenomena occurring throughout multiple systems, knowledge of previous attempts at describing such issues, and the adoption of metrics to probe them effectively. The problem posed is exacerbated by the drive in higher education institutions and among state legislatures to understand and reduce time-to-degree and student attrition. With these factors in mind, insights into large-scale processes that affect student progression are essential to evaluating the success or failure of programs. </p><p> The goals of this work include describing the current educational research on switchers, identifying core concepts and stumbling blocks in my treatment of switchers, and using the Multiple Institutional Database for Investigating Engineering Longitudinal Development (MIDFIELD) to explore how those who change majors perform as a function of large-scale academic pathways within and without the engineering context. To accomplish these goals, it was first necessary to delve into a recent history of the treatment of switchers within the literature and categorize their approach. While three categories of papers exist in the literature concerning change of major, all three may or may not be applicable to a given database of students or even a single institution. Furthermore, while the term has been coined in the literature, no portable metric for discussing large-scale navigational flexibility exists in engineering education. What such a metric would look like will be discussed as well as the delimitations involved. </p><p> The results and subsequent discussion will include a description of changes of major, how they may or may not have a deleterious effect on one's academic pathway, the special context of changes of major in the pathways of students within first-year engineering programs students labeled as undecided, an exploration of curricular flexibility by the construction of a novel metric, and proposed future work.</p>

The literacy skills of students have become a significant concern among legislators and educators. The federal government has responded to this by enacting legislation that increases state accountability to provide evidence-based interventions to struggling readers. In response, the State of Florida has mandated mandatory retention for third-grade students who are at risk for reading failure. Third-grade students who do not pass the Florida comprehensive Assessment Test-Reading (FCAT) are retained. Students who score at Level 1 are retained, and students who scored at Levels 2 through 5 are promoted. Research has indicated that retention has been an ineffective intervention to improve academic performance. However, it is difficult to compare research findings with Florida’s current retention plan. Previous research has not delineated the intervention strategies that were utilized during the retention year. Florida requires that all students are provided evidence-based reading remediation. The purpose of this study was to explore the association of Florida’s model of student progression and academic achievement. More specifically, the study investigated the academic outcomes of third-grade students who scored within 10 scaled score points below the student progression achievement cut-off, attained a Level 1 designation in 2003 and were retained, and students who scored within 10 scaled score points above the student progression achievement cut-off, attained a Level 2 designation in 2003 and were promoted to fourth grade. Results indicated that 87% of the higher performing retained students subsequently scored at Level 2 or higher in 2004 while 67% of the promoted, low achieving student scored at Level 2 or higher in 2004. Furthermore, gender, SES and race were significantly associated with the reading outcomes of higher achieving retained and promoted, low achieving students. This study contributes to the literature by examining the outcomes of a retention model within a framework of academic remediation. In addition, the utility of high stakes testing and retention decisions were also examined. Future implications for research include direct comparisons of retained and promoted students, a longitudinal research design to examine the long-term effects of retention, and the identification of more effective services and intervention strategies to target at-risk students.

Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.<br>Ph. D.

Made available in DSpace on 2016-06-02T20:29:24Z (GMT). No. of bitstreams: 1 5481.pdf: 4717266 bytes, checksum: 0987eee80f72c1968702d3a21f048f97 (MD5) Previous issue date: 2013-08-17<br>Financiadora de Estudos e Projetos<br>This work aims to assist the Geometric Progression Content Learning, developing educational material supported by research methodology called didactic engineering. We developed an instructional sequence based on a problem situation, in which students, by providing a simulation of a polluted river, should predict the time needed for the de-pollution to occur and develop a mathematical model in order to explain this phenomenon. The work was applied in a Ninth Grade classroom (Junior High School) in the State School called Victor Maida in Ibitinga with 29 students divided into trios. These trios remained together until the end of the application of the instructional sequence, which lasted five days. The sequence contained about 60 questions, which were formulated into a form with which the student could act autonomously, with minimal teacher intervention. Finally, this work was based on the collection of results in the analysis of priori and a posteriori of the responses provided by the teams, in order to check the results obtained.<br>Este trabalho tem o objetivo de auxiliar a aprendizagem do conteúdo de progressão geométrica, desenvolvendo um material didático, embasado na metodologia de pesquisa chamada engenharia didática. Para tanto foi desenvolvida uma sequência didática baseada em uma situação-problema, em que os alunos deveriam, através da simulação de um rio poluído, prever o período necessário para que ocorresse a despoluição, criando, portanto, um modelo matemático que explicasse esse fenômeno. O trabalho foi aplicado em uma sala de aula de 1ª série do ensino médio da Escola Estadual Victor Maida em Ibitinga, com 29 alunos divididos em trios e estes permaneceram juntos até o fim da aplicação da sequência didática, a qual durou cinco dias. A sequência continha cerca de 60 questões, que foram elaboradas de forma que o aluno pudesse agir de forma autônoma, isto é, com a mínima intervenção do professor. E por fim, este trabalho fundamentou-se na coleta de resultados em análise a priori e a posteriori das respostas apresentadas pelas equipes, a fim de verificar os resultados obtidos.

碩士<br>國立屏東大學<br>科普傳播學系數理教育碩士班<br>105<br>The purpose of the study is to improve students’ learning performance on algebra word problems solving through the progressive scaffolding instruction model (PSIM). Based on the steps of Polya problem-solving, the researcher, supplemented by the type of knowledge needed in the process of Mayer's math problem solving, developed the PSIM and applied it through the help of the progressive scaffolding in students’ problem solving, this study investigate the implementation process of the PSIM and the effect on the sixth grade students with learning mathematical word problems. There are four students, two of them are low achievements; the other two are medium, involved in the study, after five hundred and forty minutes of teaching, the results demonstrate as follows: First, the students are from without understanding the meaning of the problem and knowing how to solve it to understanding the meaning of the problem, to well concept connect, writing structural sentences and finally finding the answer. Second, by comparing the correct answer ratio pre-test and post-test, the four students have a significant ratio of improvement on word problems solving. Third, by the PSIM record table analysis, each student has made great progress obviously after accepting the help of PSIM. With the PSIM, each student’s problem solving ability also has a great improvement. As shown by various data, implementing problem solving teaching with the PSIM has a great help to those four students in word problem learning.

This dissertation arose from a need to derive an inclusive model for describing the historical meanings of progressive education. It considers reform rhetoric published in two widely distributed and accessible journals in Ontario, The School and The Canadian School Journal, between 1919 and 1942. These sources brought together a wide variety of educationists in the province, including teachers, school board representatives, members of the Department of Education, inspectors, and the staff of teacher training institutions, and were forums for the exploration of new and progressive educational ideas. Various conceptions and interpretations of what progressive education would entail were published side by side, in parallel. This dissertation describes the rhetoric of progressive education, which concerned three domains—active learning, individualized instruction, and the linking of schools to contemporary society—and considers the distinctions within this language. Further, this dissertation argues that progressivist ideas were interpreted and represented in different ways according to conceptual orientation and context. Three distinct interpretations of progressive education are described in this thesis. The first progressivist orientation was primarily concerned with child study and developmental psychology; the second concerned social efficiency and industrial order; the third concerned social meliorism and cooperation. Hence, I draw not only on three different domains of progressivist rhetoric, but also on three distinct orientations to reform. What emerges is a description of how different progressivists understood and represented Ontario’s transforming schools, in a context affected by the forces of modernity, world war, and economic depression.<br>Thesis (Ph.D, Education) -- Queen's University, 2009-06-14 19:00:04.184

碩士<br>國立臺灣師範大學<br>英語學系<br>104<br>The aim of this study is to help English as Foreign Language (EFL) senior high school students in Taiwan write better in terms of coherence and cohesion and to make recommendations for writing instructors to assist EFL learners in writing. Generic structure and TP are two vital elements in the texture of a text. They represent generic coherence and structural cohesion respectively in a text. They are also highly related because they are two Systemic Functional Linguistics (SFL) concepts that deal with textual structure and the metafunction of a text. Previous studies have shown that genre and TP instruction especially have a positive effect on EFL college students, but how the combination of genre and TP instruction affect senior high school EFL students’ writing has rarely been discussed. The current study empirically examined how EFL senior high school students’ expository writing and their TP patterns evolve after genre and TP instruction in order to reveal the relationship between students’ writing and TP performances. The present study was conducted at a public senior high school in central Taiwan. Six 11th graders were randomly chosen as the participants in the present study. Participants’ texts before and after the 12-week genre and TP instruction were collected and analyzed to understand how their writing performances were influenced by genre and TP-based writing instruction. After the intervention, interviews were also conducted to investigate participants’ perceptions after intervention. Several findings were found (1) participants, especially those with low language proficiency, made progress in terms of generic structure, coherence and cohesion after the instruction. (2) The frequency of using TP patterns in their texts was higher after instruction. (3) Constant TP predominated in participants’ texts. (4) The more well-organized their expositions are, the more they applied TP in their texts. (5) Participants perceived genre and TP instruction positively, but they still asked for more grammar instruction. In conclusion, it was generally found that genre and TP instruction have a positive effect on senior high school EFL students in Taiwan, but students’ attention on grammar in writing should be gradually redirected to writing coherence and cohesion. Furthermore, because genre and TP writing instruction is still a new teaching approach in Taiwan, it should be included in language teachers’ in-service training. It is hoped that the present study offers educational implications for enhancing senior high school EFL students’ writing abilities Keywords: genre pedagogy, thematic progression, expository writing, senior high school, coherence, cohesion

博士<br>國立中山大學<br>教育研究所<br>100<br>This study aims to develop assessment which measures learning progressions for important scientific concepts such as oxidation-reduction (redox) and to identify students’ zone of proximal development (ZPD) through teaching practice incorporating assessment feedback. The assessment items of redox were developed based on the framework of the BEAR (Berkeley Evaluation and Assessment Research) Assessment System. Six experts from chemistry, science education, and educational assessment, and three high school chemistry teachers with fruitful instructional experiences were recruited into the assessment team. Through 24 panel discussions, 28 ordered multiple-choice items were developed. Two samples of Taiwanese middle-school students participated in the test development: one for item revision and the other for validation. Sample 1 and 2 consisted of 626 middle school students (304 8th graders and 322 9th graders) and 903 9th graders, respectively. The materials for instruction integrated assessment feedback were designed by the researcher and two middle-school science teachers through seven group meetings. A teaching experiment was implemented to examine the effect of assessment feedback on students’ understandings of redox and to identify their ZPD. The teaching experiment employed a quasi-experiment with a non-equivalent-group pretest-posttest design. Participants were 196 eighth graders (101 boys and 95 girls) from three middle schools. The findings showed that (a) the BEAR assessment system and Rasch measurement approaches provided a feasible framework for developing validated tools to assess learning progressions; (b) the empirical data supported students’ learning of redox concept usually progressed “from uni-structure to multi-structure” and “from discrete sub-concepts to integrated concepts”; (c) the teaching practice integrated assessment feedback effectively facilitated students’ understanding of scientific concepts; (d) the assessment of learning progressions provided a mechanism for identifying students’ ZPD and helped realize the abtract idea of ZPD in teaching practices. The main contributions of the study included (a) demostrating how to carry out the idea of ZPD into teaching practices through linking learning progressions and ZPD; (b) presenting how to apply BEAR assessment system and Rasch techniques to develop tools for assessing learning progressions; (c) developing a set of items for assessing learning progressions of redox and a series of materials for teaching practices integrated assessment feedback.

碩士<br>國立臺南大學<br>科技發展與傳播研究所<br>95<br>The purpose of this study is to develop the “Progressive Adjustment Instructional Design Model” (PAIDM) and apply this model to the production of e-learning (eL) courses. Since a project-oriented consensus is necessary in the early stages of instructional design (ID), there is a need to develop a model for group consolidation. As a result, members of eL team can exchange their considerations in order to develop better materials and methods. The model combines internal interaction and external adjustment through analysis, development, implementation and evaluation. Research design and data collection are both qualitative and quantitative. The process of ID was observed among 11 eL courses throughout an academic semester in a national university in southern Taiwan. On the regular basis, 16 eL instructors and assistants were interviewed in the production site. Also, 62 students were surveyed at the end of the semester to examine their feedback. The findings were as follows: 1. Adjusting ID progressively indeed facilitated the development of materials and methods. 2. Instructional designers played an important role in the production of eL courses. 3. eL courses were diverse in presentation when more advices were considered. 4. Interpersonal communication in a step-by-step manner could bring eL instructors with more confidence. 5. Learners were interested in more sophisticated materials such as animated images and interactive interface. This study discusses the results and implications, and makes suggestions on educational practice and future studies.

碩士<br>國立政治大學<br>英語教學碩士在職專班<br>100<br>As an indispensable element in English learning, writing instruction in Taiwan actually has been given through the analysis of grammar and sentence patterns. This however ignores another primary key to successful writing—coherence. Due to its obscurity, teachers and students both find it complicated to teach and acquire the ability to organize a written text logically and coherently. The current study investigated the possibility to improve the high school students’ writing by instructing them how to apply the coherence strategies to their writing—cohesive devices (CD) and thematic progression (TP). In this study, with the teaching schedule unaffected, the researcher’s 39 second-graders in one Taipei senior high school were first taught how to analyze the coherence of the reading passages in the textbooks. Then they were required to apply and examine CD and TP when writing. Two low achievers of these students were further selected to investigate their writing development by examining their written texts with CD and TP applied in writing conferences, having interviews with the researcher and keeping journals between classes and writing conferences. Concluded from the quantitative and qualitative data collected, the results revealed that the two low-proficiency students were able to get high grades in the holistic writing performance and coherence of writing. They were meanwhile found to be able to apply the same categories of CD (reference, conjunction and reiteration) and types of TP (simple linear TP type and TP with a constant theme) as the ones used by the high-proficiency learners in previous studies. During the five-month study, the participants also cultivated the ability to focus more on content level and to revise properly in their writing with the help of CD and TP. Besides, since the participants held positive attitudes toward the learning of CD and TP, the researcher recommends that the combination of CD and TP should be integrated into the writing instruction in current normal English writing class in Taiwan to help students comprehend the abstract coherence and to improve their writing by analyzing CD and TP in the written texts.

碩士<br>國立臺中教育大學<br>數學教育學系<br>98<br>The research field is “The unit of Arithmetic Progression” in “Grade 1-9 Curriculum Guidelines- The fourth phase in Mathematics Area” promulgated by Department of Ministry in 2003. The study analyzes the Competence Indicators in this unit and the relevant studies in order to structure profession knowledge structure in the unit of Arithmetic Progression and combine the knowledge structure and Bayesian networks to compile some materials of instruction. By using the instruction materials and Bayesian Networks based computerized adaptive diagnostic testing(BNAT) as tools, the present study can design some ways to do Computer- Technology Math Teaching and Make-up Teaching. Next, the present study evaluates the effect of the design by doing some teaching experiments. Besides, it discusses the influence on the effects of make-up teaching and learning efficiency of students who owns different attitudes toward computer technology in Computer-Technology Math Teaching. In addition, the present study discusses the students’ opinions on the Computer-Technology Math Teaching and the effect of computerized diagnosis exams. The results are as follows: 1.The computerized diagnosis tests based on the knowledge structure and Bayesian networks can shorten the test time and predict precisely the diagnosis. It can be used on practical teaching diagnosis exams. 2.About the learning efficiency, integrating information technology into instruction model, using the teaching materials compiled by researchers, is better than the traditional classroom teaching. As for the learning efficiency of students who owns different attitudes toward computer technology in Computer-Technology Math Teaching, there are no distinct differences. 3.About the learning efficiency of Make-up Teaching, integrating information technology into instruction model, using the teaching materials compiled by researchers, is better than the traditional classroom teaching. As for the learning efficiency of students who owns different attitudes toward computer technology in Computer-Technology Math Teaching, there are no distinct differences. 4.Integrating information technology into instruction model can make students think positively about the computers and the use of them. 5.After taking the Make-up Teaching, students in the group of integrating information technology into instruction are better than those in traditional classroom teaching on correcting mistakes and improving the secondary skills. 6.Over 95% of the students in the experimental group have non-negative opinions on integrating information technology into math teaching and the ways of evaluation. It shows that the students are fond of them. 7.Students with different attitudes toward computer technology share the opinions on integrating information technology into instruction and the ways of evaluation. On the two items “I hope teachers can take advantage of computers to teach us math more often” and “I think the computer test system can truly show my math ability”, “Positive-computer-attitude group” tend to own positive ones, while the “ Negative -computer-attitude group” tend to own non-positive ones. However, they can still accept them and won’t deny their functions. And the “Negative-computer-attitude group” agree more on that “Teachers’ lecture” are helpful ways to learn than “Positive-computer- attitude group”. Except for the above, there are no distinct differences on the opinions between students who own different attitudes toward computer technology.

Questa ricerca è incentrata sullo sviluppo di contenuti e strategie d'insegnamento che incoraggino l'acquisizione di competenza in arabo parlato. Pertanto, interazione, ascolto e comprensione sono individuate quali abilità chiave ed a fondamento della padronanza dell'arabo per parlanti non madrelingua. Le capacità di ascolto e comprensione rappresentano il primo passo, per poter dopo replicare ed interagire con gli altri parlanti: perciò costituiscono le basi della comunicazione. L'idea che le abilità di ascolto e comprensione richiedano inevitabilmente competenza pragmatica è facilmente intuibile. La padronanza del registro colloquiale, la conoscenza di lessemi ad alta frequenza, forti capacità di discriminazione fonetica, sufficiente memoria linguistica: sono questi gli ingredienti per la 'ricetta della competenza linguistica'. Naturalmente, questi ingredienti si amalgamano al meglio con l'interazione, non con la mera lettura, la traduzione o gli esercizi di grammatica. Una lingua non dev'essere più considerata un campo per lo sviluppo di abilità passive, né il processo d'apprendimento può rimanere centrato sul riconoscimento dei significati (lettura, traduzione). Al contrario, l'apprendimento dev'essere inteso verso l'acquisizione di strumenti utili per la vita quotidiana; la classe e l'ambiente didattico devono essere rappresentativi della realtà. Ignorando tutte le considerazioni precedenti, la maggior parte degli insegnanti di arabo introducono precocemente lo studio della varietà classica (o standard o formale), fin dai livelli di principianti o elementari. Essi, con ogni probabilità, commettono un errore procedurale e pragmatico. Ryding (Ryding in Wahba 2006: 16) ha affermato che lo studio dell' arabo ha dato preferenza ad una 'priorità inversa' ('reverse privileging') nella scelta della varietà di arabo da insegnare. Infatti, è stata assegnata priorità alla varietà standard, che è adottata per funzioni secondarie del linguaggio. Piuttosto, è necessario accordare un ruolo privilegiato all'arabo parlato, utile nelle funzioni primarie e familiari. Molti studiosi come Wahba (Wahba 2006: 150), Younes (Younes 2015: 56), Palmer (Palmer 2007: 111), Chouairi (Chouairi 2009: 40) ed ultimamente Al-Batal (Al-Batal 2018: 9) hanno addirittura sostenuto che insegnare l'arabo moderno standard (MSA) rappresenta un disservizio verso gli studenti, nel senso che non fornisce loro strumenti base per una competenza comunicativa minima. Di conseguenza, gli insegnanti che rifiutano di adattare la loro pratica didattica a questo nuovo orientamento rigettano esplicitamente il percorso mirato alla conquista della competenza pragmatica, inoltre non si attengono alle prescrizioni fissate dal Consiglio d'Europa per le lingue, ad esempio in termini di 'performance' e 'know-how'. Alosh (Alosh 1997: 137) da parte sua ci ha invitato ad aiutare gli studenti nel conseguire degli "standard minimi di performance" ("minimum performance standards"). Questo minimo si può ottenere attraverso una pianificazione precisa, che fissi in anticipo una sequenza specifica d'insegnamento, per coprire tutti gli aspetti necessari allo sviluppo delle varie abilità. Effettivamente, il processo per far sviluppare le abilità di comunicazione nei nostri apprendimenti merita la stesura di un programma educativo dettagliato. La seconda parte della mia tesi, perciò, offre dei piani di studio con una selezione precisa di contenuti didattici suddivisi per moduli, registro per registro: levantino di Beirut, omanita di Ibri, marocchino di Rabat, egiziano de Il Cairo. Fonologia, morfologia e sintassi sono trattate secondo un approccio differente, che richiede massima dedizione e creatività all'insegnante. La grammatica non è affrontata direttamente, ma costituisce solamente un criterio organizzativo degli elementi linguistici da imparare.<br>Abstract This research focuses on the development of content and teaching strategies that encourage the acquisition of Spoken Arabic. Because of the focus on a speech-oriented approach, interaction, listening, and comprehension are identified as key skills, as well as basics for building a command of Arabic in non-native speakers. Listening and comprehension constitute the first steps in replicating speech, and interacting with other speakers becomes the basis on which we build communication. The idea that listening and comprehension inevitably require pragmatic competence is intuitive. The mastery of the colloquial register, the knowledge of high frequency lexemes, strong aural discrimination skills, and sufficient linguistic memory: all of these ingredients are required for the “recipe for linguistic competence.” Of course, these components are mixed together through interaction, not merely by reading, translation, or grammar exercises. A language should no longer be considered a field for developing passive skills, nor can the learning process remain centered on the recognition of meanings (reading, translation). On the contrary, it must be intended as an effective tool for everyday life; the classroom and the learning environment must be representative of reality. Neglecting all the above considerations, the majority of Arabic teachers introduce early on the study of the classical variety (or standard or formal), starting from elementary levels. They likely without notice commit a procedural and pragmatic mistake. Ryding (Ryding in Wahba 2006: 16) claimed that Arabic studies have been giving preference to a reverse privileging in the variety of Arabic to teach. Priority has been given to the standard variety, which is used for the secondary functions of the language.  We rather need to accord a privileged place to Spoken Arabic, for it is useful in familiar primary functions. Many scholar like Wahba (Wahba 2006: 150), Younes (2015: 56), Palmer (Palmer 2007: 111), Chouairi (Chouairi 2009: 40), and recently Al-Batal (Al-Batal 2018: 9) have stated that teaching MSA does a disservice to students, in the sense it that does not equip them with basic tools for a minimal communicative competence. As a consequence, the instructors who refuse to adapt their practice to this new orientation , explicitly reject the achievement of pragmatic competence goals and do not abide by the requirements posed by the European Council, for example, in term of “performance” and “know how”. Alosh (Alosh 1997: 137) invited to help students in achieving “minimum performance standards”. This “minimum” can be reached through precise planning, setting in advance a specific sequence to cover all the required aspects for skill development. In fact, developing communicative skills in our learners, deserves a precise and detailed instructional schedule. The second part of my dissertation offers a precise sequence for the teaching practice, register per register: Levantine of Beirut, Omani of Ibri, Moroccan of Rabat, Egyptian of Cairo. Phonology, morphology, and syntax are addressed according to a different approach, which requires commitment and creativity from instructors. Grammar is not addressed directly, but constitutes organizational criteria for the linguistic elements to be learned.<br>Resumen Esta investigación se centra en el desarrollo de contenidos y estrategias de enseñanza que fomenten la adquisición de la lengua árabe hablada. Por lo tanto la interacción, la escucha y la comprensión destacan como competencias clave, y como los elementos básicos para conseguir el dominio del árabe de hablantes no nativos. Escucha y comprensión, que constituyen el primer paso para interactuar con los otros, representan la base sobre la cual construimos la comunicación. La idea de que escuchar y comprender requiere inevitablemente competencia pragmática es incontestable. El dominio del registro coloquial, el conocimiento de lexemas de alta frecuencia, fuertes habilidades de discriminación auditiva y suficiente memoria lingüística: todos estos son los ingredientes necesarios para la “fórmula de la competencia lingüística”. Por supuesto, estos componentes se mezclan mediante la interacción, no mediante ejercicios de lectura, traducción o gramática. Una lengua ya no debería considerarse como un campo para desarrollar habilidades pasivas, ni el proceso de aprendizaje puede permanecer centrado en el reconocimiento de significados (lectura, traducción). Por el contrario, debe ser una herramienta efectiva para la vida cotidiana; el aula y el entorno de aprendizaje deben ser representativos de la realidad. Descuidando todas las consideraciones anteriores, la mayoría de los profesores de árabe introducen en el estudio sobre el de la variante clásica (o estándar o formal) solamente, desde la clase de principiantes. Probablemente cometen un error de procedimiento y de planificación. Ryding (Ryding in Wahba 2006: 16) afirmó que los estudios árabes han dado preferencia a un “privilegio inverso” en la variedad del árabe a enseñar. Se dio prioridad a la variante estándar, que se usa para las funciones secundarias del lenguaje. En cambio, es necesario asignar un papel privilegiado al árabe hablado, ya que esto es útil en las funciones primarias y familiares. Muchos eruditos como Wahba (Wahba 2006:150), Younes (Younes 2015: 56), Palmer (Palmer 2007: 111), Chouairi (Chouairi 2009: 40), y recientemente Al-Batal (Al-Batal 2018: 9) declararon que la enseñanza de Modern Standard Arabic hace un flaco servicio (“disservice”) a los estudiantes, en el sentido de que no los equipa con instrumentos básicos para obtenir una competencia comunicativa mínima. Como consecuencia, los enseñantes que se niegan a adaptar su práctica a esta nueva orientación rechazan explícitamente los objetivos de competencia pragmática y no cumplen los requisitos establecidos por el Consejo Europeo, por ejemplo, en términos de performance y know-how. Por su parte Alosh (Alosh 1997: 137) nos invita a ayudar a los estudiantes a alcanzar minimum performance standards. Este “mínimo” puede alcanzarse mediante una planificación precisa, estableciendo de antemano una secuencia específica para cubrir todos los aspectos necesarios para el desarrollo de las habilidades. De hecho, desarrollar una habilidad comunicativa en nuestros alumnos merece un plan de entrenamiento preciso y detallado. La segunda parte de mi tesis ofrece una secuencia precisa para la práctica de la enseñanza, según el registro elegido: el levantino de Beirut, el omaní de Ibri, el marroquí de Rabat y el egipcio de El Cairo. Fonología, morfología y sintaxis se tratan de acuerdo con un enfoque diferente, que requiere el compromiso y la creatividad de los profesores. La gramática no es un tema docente directo y principal, sino que constituye un criterio organizativo de los varios elementos lingüísticos que aprender.