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Relevant bibliographies by topics / Spanish language – Study and teaching (Secondary)

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Academic literature on the topic 'Spanish language – Study and teaching (Secondary)'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Spanish language – Study and teaching (Secondary)"

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Liubashenko, Olesia, and Olena Popova. "INTERACTIVE LANGUAGE TEACHING THROUGH DISCUSSIAN IN A SECONDARY SCHOOL CLASSROOM." АRS LINGUODIDACTICAE, no. 2 (2018): 4–11. http://dx.doi.org/10.17721/2663-0303.2018.2.01.

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Background: Discussion is extensively used in native and foreign language classrooms at school and is viewed as language an instrument for enhancing capacity of students in different communication situations. Noteworthy is the fact that researches employ a range of different terms to refer to the concept synonymously: polemics, debate, public polylogues etc. Moreover, there is a lack of common understanding regarding characteristics of discussion as a method of interactive learning as well as its types in the context of different national educational systems. Purpose: The purpose of the articl

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Bellés-Calvera, Lucía. "Teaching Music in English: A Content-Based Instruction Model in Secondary Education." Latin American Journal of Content & Language Integrated Learning 11, no. 1 (2018): 109–40. http://dx.doi.org/10.5294/laclil.2018.11.1.6.

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Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish b

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Ruiz Cordero, María Begoña. "Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study." Theory and Practice of Second Language Acquisition 5, no. 2 (2019): 95–113. http://dx.doi.org/10.31261/tapsla.7658.

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The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we we

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López-Deflory, Estefania, and Maria Juan-Garau. "Going glocal: The impact of CLIL on English Language Learners’ multilingual Identities and Attitudes in the Balearic Islands." European Journal of Applied Linguistics 5, no. 1 (2017): 5–30. http://dx.doi.org/10.1515/eujal-2016-0015.

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AbstractLanguages are a defining identity component, intrinsic to all individuals and societies. Identities are not fixed but ever fluctuating, hence the process of learning a second or foreign language may entail a negotiation of shifting identities, modifying positioning, attitudes and beliefs. Departing from this premise, in multilingual contexts the potential of education in shaping multilingual identities should be addressed.This study contrasts the attitudes of two groups of secondary education students (n=73), partaking in two different language learning programmes in the Balearic Islan

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Llovet Vilà, Xavier. "Language Teacher Cognition and Curriculum Reform in Norway: Oral Skill Development in the Spanish Classroom." Acta Didactica Norge 12, no. 1 (2018): 12. http://dx.doi.org/10.5617/adno.5443.

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AbstractTo better understand language teaching, there is a need to carry out research on teacher cognition, that is, to find out what teachers know, believe, and think, how they access these cognitions, and how they draw on them. This study examines how the intended curriculum reform is implemented in the Spanish as a second foreign language classroom in Norwegian lower secondary schools. More specifically, the study focuses on how teacher cognition about language teaching and learning shapes the development of oral skills. Using a mixed method research approach, seven Spanish language teacher

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Corral-Robles, Silvia, Micaela Sánchez-Martín, and Gracia González-Gijón. "Design and validation of a system of categories to assess the written discourse of L2 English learners." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (April 18, 2021): 159–74. http://dx.doi.org/10.30827/portalin.v0i36.15944.

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This study is part of a broader research focused on written discourse analysis and its application in English language teaching. This paper aims to design and evaluate the validity of the content of an instrument (a system of categories) built to analyse the written discourse in L2 (English) of 112 Spanish students in Upper Secondary Education. This study was carried out from a qualitative approach using the technique of content analysis and the Delphi technique with five experts in the field. The results show that the category system has content validity as it meets the criteria to ensure the

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Amengual Pizarro, Marian. "Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 149. http://dx.doi.org/10.14198/raei.2010.23.09.

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In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts

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Cáceres, Glenda Heller, and Natalia Labella-Sánchez. "ESPECIFICIDADES E DEMANDAS DO ENSINO DA LÍNGUA ESPANHOLA EM UM INSTITUTO FEDERAL: POLÍTICAS LINGUÍSTICO-EDUCATIVAS EM CURSOS TÉCNICOS DE NÍVEL MÉDIO." Cadernos de Educação Tecnologia e Sociedade 11, no. 3 (2018): 492. http://dx.doi.org/10.14571/brajets.v11.n3.492-505.

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The strengthening of technical education in Brazil, by the creation of the Federal Institutes (Law 11.892/2008), brings a new and growing reality for Spanish teachers: the challenge of working in an educational context whose proposal is based on vertical integration. In this scenario, a teacher can teach at different levels of education (from Secondary Education to Postgraduate Education) at the same institution. The aim of this paper is to describe the context of teaching Spanish in secondary technical courses, in the integrated, concomitant and sequential modalities, at two campuses of a Fed

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Burgueño, Rafael, Álvaro Sicilia, Jesús Medina-Casaubon, Manuel Alcaraz-Ibañez, and María-Jesús Lirola. "Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado." Anales de Psicología 33, no. 3 (2017): 670. http://dx.doi.org/10.6018/analesps.33.3.249601.

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<p><span style="font-family: Times New Roman;">The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Spanish initial teacher education context. There were 496 student participants (233 men and 263 women; <em>M</em><sub>age </sub>= 25.70, <em>SD</em> = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The confirmatory factor analysis showed acceptable fit-indexes for th

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Pozo Sánchez, Santiago, Jesús López Belmonte, Arturo Fuentes Cabrera, and Juan Antonio López Núñez. "Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement." Multimodal Technologies and Interaction 4, no. 2 (2020): 12. http://dx.doi.org/10.3390/mti4020012.

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Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two st

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Dissertations / Theses on the topic "Spanish language – Study and teaching (Secondary)"

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Duisberg, Stephanie. "High school heritage learners of Spanish: An investigation of language attitudes." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289789.

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This study explored language attitudes of high-school-level heritage learners of Spanish. Five varieties of Spanish and English, namely, standard Mexican, non-native and local Southern Arizona Spanish, code-switching, and Chicano-accented English were presented to heritage learners using audio-recorded voice samples. Evaluations were recorded on semantic differential scales designed to reflect two distinct attitude dimensions, solidarity and socio-intellectual status/prestige. In addition to quantifying language attitudes, the study attempted to establish correlations with demographic factors.

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del, Barco Dolores Villarreal. "First language instruction and second language acquisition among Spanish speaking high school students: A case study." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3364.

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This case-study had as its principal focus the applicability of James Cummins' theory of developmental interdependence in language acquisition to secondary age students. This theory postulates that, for younger children, the development and strengthening of the first language can ultimately lead to a more rapid and efficient acquisition of the second. The study set out to test the hypothesis that secondary age Limited English Proficient (LEP) students who receive Primary Language Arts instruction demonstrate higher levels of English acquisition than do comparable students who do not receive th

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Baker, Adelita Gonzales. "Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799503/.

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Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal

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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.

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Runyan, Joshua David. "A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2061.

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This study attemps to discover whether there is a difference in the academic performance of Spanish surname students in high school Spanish 1 language classrooms over their non-Spanish surname counterparts.

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Ray, Maureen. "School Culture and the Affective Learning Needs of Latino Long-term English Learners." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2209.

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The US Department of Education projects that by the year 2030 the total English Learner (EL) population in US schools will exceed 40 percent. Currently, by the time ELs make it to high school, after 6 or more years in English Language Development (ELD) programs, the majority (59 percent), are Long Term English Learners (LTEL). LTEL students represent a variety of ethnicities and language groups, but the focus of this qualitative study is LTEL students who identify as Latino LTEL. The purpose of this qualitative study was to describe and explain recently graduated Latino LTEL's perceptions of t

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Gago, Nuria. "Application of computer-based technology to the teaching of writing in Spanish as a foreign language a case study /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1477.

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Thesis (M.A.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains ix, 118 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 62-67).

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Guerrero, Lourdes R. "Project SOL shining light on teaching secondary level, Spanish-Dominant English learners using Colegio de Bachilleres content /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970030551&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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McCarthy, Corrine Lee. "Morphological variability in second language Spanish." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102837.

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Research on morphological variability in second language (L2) acquisition has focused on the syntactic consequences of variability: that is, whether or not morphological variability entails underlying syntactic deficits. The interrelationship between morphological features in their own right has been largely ignored. This thesis addresses the representation of L2 features by investigating the use of default morphology---the outcome of systematic substitution errors employed by speakers of L2 Spanish. It is hypothesized that underspecified features act as defaults; by assumption, those features

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Blaurock, Colleen A. "Skype™: A Portal Into the 21^st Century in a Secondary Spanish Classroom." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302178019.

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Books on the topic "Spanish language – Study and teaching (Secondary)"

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Spanish is fun! Educational Printing, 2004.

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McConnell, Mary. Snappy starters for Spanish classes. Teacher's Discovery, 1997.

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Kolkowska, Ana María. Revise GCSE Spanish. Hodder & Stoughton, 1997.

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Bates, John. GCSE Spanish. 2nd ed. Longman, 1998.

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Learning, Alberta Alberta. Spanish language and culture, 10S-20S-30S. 2nd ed. Alberta Learning, 2002.

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Alberta. Alberta Education. Language Services. Spanish language and culture 10-20-30. Alberta Education, 1997.

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Languages, American Council on the Teaching of Foreign. Spanish: ACTFL selected listing of instructional materials for elementary and secondary school programs. The Council, 1990.

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Burton, Mary Danielle. An investigation into Sternberg differentiation in secondary Spanish. Sweet Briar College,], 2006.

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Dekovic, Gene. Looking at Spanish cities: A pictorial introduction to the Spanish language and culture. National Textbook Co., 1988.

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Learning, Alberta Alberta. Spanish language and culture, grades 7-8-9. 2nd ed. Alberta Learning, 2002.

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Book chapters on the topic "Spanish language – Study and teaching (Secondary)"

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Fernandez, Julieta. "A corpus-based study of vague language use by learners of Spanish in a study abroad context." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.12fer.

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Neff, JoAnne. "Contrasting English-Spanish interpersonal discourse phrases: A corpus study." In Phraseology in Foreign Language Learning and Teaching. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.08aer.

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Jarosz, Anna. "The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.

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Bower, Rachel S. G., and Vanessa Z. Mari. "Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback." In Teaching Mathematics to English Language Learners. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_12.

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Calvo-Benzies, Yolanda Joy. "/ðə ˈmusɪk ɪnˈdustrɪ jas esˈtarted teikin leˈgal akˈʃɒn/*. A Preliminary Study on the Nature and Impact of Phonological and Orthographic Transfer in the English Speech of Bilingual Speakers of Spanish and Galician." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_2.

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Costuchen, Alexia Larchen. "Gamified Curriculum and Open-Structured Syllabus in Second-Language Teaching." In Advances in Early Childhood and K-12 Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9775-9.ch003.

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This chapter provides an example of a secondary-education curriculum tailored to increase 21st century students´ motivation in second-language study by integrating digital learning into the classroom. The proposed syllabus is competency-based, open-structured, and promotes active learning within the constructivist paradigm. The research focus of this chapter suggests raising discussion on the practical benefits this type of curriculum design has on learning. The accompanying challenges that institutions face will also be addressed. The legal framework was based on public-school policy, the autonomous regulations in the Valencian Community, Spanish National Legislation, and the International Guidelines of the Council of Europe. The syllabus content is supported by such programs as Quizlet and Anki App for vocabulary acquisition; Kahoot, Socrative, and Jeopardy App for reading comprehension and grammar work; and Augment and HP Reveal for visuospatial stimulus via augmented reality. Web-based platforms such as Adobe Spark, Explain Everything, Nearpod, Padlet, and Canva, among others, were applied for digital story-making, videocast, interactive presentations, discussion boards, graphic-novel writing activities, etc. It should be noted that this design is just one of various options, that the current educational system in Spain is expecting curricular changes and that digital technology and internet-based resources need to be constantly checked for updates.

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Neff-van Aertselaer, JoAnne, and Caroline Bunce. "Having many meanings: A corpus study of Spanish EFL writers' construals with have." In Fostering Language Teaching Efficiency through Cognitive Linguistics, edited by Sabine De Knop, Frank Boers, and Antoon De Rycker. De Gruyter Mouton, 2010. http://dx.doi.org/10.1515/9783110245837.119.

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Puyal, Miriam Borham, Susana Olmos-Migueláñez, Paola Perochena González, and María José Rodríguez-Conde. "Technology-Based Values Teaching in Secondary Education." In Multiculturalism in Technology-Based Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2101-5.ch013.

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This chapter presents a case study of the use of ICTs, and in particular the blog, in a Spanish Secondary School classroom in order to promote the teaching of values such as solidarity or tolerance. The aim was to enhance coexistence in increasingly diverse and multicultural classrooms in which the acknowledgement and development of these values prove essential for a successful coexistence.

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Sullivan, Karen, and Javier Valenzuela. "12. Comparing word sense distinctions with bilingual comparable corpora: A pilot study of adjectives in English and Spanish." In Usage-Based Approaches to Language Acquisition and Language Teaching, edited by Jacqueline Evers-Vermeul and Elena Tribushinina. De Gruyter, 2017. http://dx.doi.org/10.1515/9781501505492-013.

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Luhtala, Anneli. "Secondary Grammar Education in the Middle Ages." In The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch02.

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The study of language and literature had a fundamental role in medieval education, being a major subject at all levels of education. This chapter deals with medieval language teaching in Western Christendom, focusing on the core of grammatical treatises, consisting of a systematic description of the parts of speech and their syntax. From the Carolingian reform on, grammar instruction continued to be influenced by logic, and the role of literature diminished. Grammar teaching became increasingly analytical, and Donatus’s standard textbook could no longer meet the requirements of language pedagogy in the High and Later Middle Ages. Its study began to be accompanied by other short treatises, which represented new doctrines, e.g. syntactical theory, and new forms of teaching, such as parsing grammars and grammars in verse.

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Conference papers on the topic "Spanish language – Study and teaching (Secondary)"

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Dolzhich, Elena, Svetlana Dmitrichenkova, and Yoandry Sanchez Pozuelo. "FOREIGN LANGUAGE TEACHING TO GEN Z STUDENTS (A CASE STUDY OF SPANISH LANGUAGE)." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0181.

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Brosa-Rodríguez, Antoni, M. Dolores Jiménez-López, and M. José Rodríguez-Campillo. "GENDER PERSPECTIVE IN SECONDARY EDUCATION: A STUDY OF SPANISH LANGUAGE AND LITERATURE TEXTBOOKS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0956.

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Dmitrichenkova, S. V. "Youth Slang In Social Nets (A Case Study Of Spanish Language)." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.4.

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Garcia-Holgado, Alicia, Carina S. Gonzalez-Gonzalez, and Franciso Jose-Garcia-Penalvo. "Introduction of the gender perspective in the university teaching: a study about inclusive language in Spanish." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454113.

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Reichwalderová, Eva, and Carlos Dimeo. "E-LEARNING AND TEACHING STRATEGIES OF UNIVERSITY TEACHERS. A CASE STUDY IN THE TEACHING OF SPANISH AS A SECOND LANGUAGE IN SLOVAKIA, POLAND AND THE USA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0954.

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Zeng, Yueying. "BARRIERS TO TECHNOLOGY INTEGRATION INTO TEACHING CHINESE AS A FOREIGN LANGUAGE: A CASE STUDY OF AUSTRALIAN SECONDARY SCHOOLS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1795.

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Karamitrou, Amalia. "EDUCATIONAL POLICY AND INNOVATION OF GREEK SECONDARY INTERCULTURAL EDUCATION: STUDY OF THE GREEK LANGUAGE TEACHING PROGRAMS IN THE CONTEXT OF INTERCULTURAL EDUCATION PROGRAMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2733.

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