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 article is to revisit the meaning of the concept «educational discussion» based on the analysis of definitions offered by psychological, didactic and linguistic researches. The objective of the study is to characterize discussion as an interactive teaching method and to determine those content components of teaching Ukrainian and Spanish in high school which are appropriate for applying the method of discussion. Results: Our theoretical speculations have led us to the conclusion that an educational discussion method in language pedagogy should be viewed as a special method aimed at building communicative and strategic compe­tence of the student. Empirical researches carried out by the authors based on questionnaires, observations and interviews enable us to suggest that the method of discussion in teaching Ukrainian and Spanish has to be used in different stages of secondary education. The results of the survey of teachers-practitioners have shown that discussion appears effective for learning any aspect of the language (vocabulary, stylistics, grammar). The course of the discussion (debate, polemics) provides the information for monitoring the progress in students’ speaking skills. The advantages of the discussion method lie in the awareness of the role of dialogue in communication and necessary enriching the vocabulary. It is through educational discussion that the students practice new grammat­ical constructions in live communication with interlocutors and correct their own and others’ mistakes. Therefore, discussion has significant advantages for the development of communicative competence of the student at all stages of secondary education. Comparing the views of leading experts in Ukraine and Europe made it possible to present the main charac­teristics of the discussion as a method of interactive language learning: individual and collective development of learners’ personality, cooperative interaction of interlocutors, organizational function in the educational process; variety of forms of classroom work. Discussion: Interactive language learning and collaborative interaction of communication partners provide intensive language learning for students. By analyzing, criticizing, approving of the statements of the participants in the discussion, students develop communicative and strategic competence. At the same time, the use of the method of discussion is extremely effort-taking for the teacher, since requires unconventional techniques and creativity.
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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 (September 7, 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 bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.
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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 (December 17, 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 were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.
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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 (March 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 Islands (formal instruction in English as a Foreign Language –EFL, and Content and Language Integrated Learning –CLIL), where the introduction of English as a medium of instruction may be perceived as a threat to the unbalanced coexistence of Spanish and Catalan as the majority and minority languages, respectively. A 31-item questionnaire quantified the values ascribed to multilingualism, Spanish, Catalan, and English, the internationalisation of the latter, and the perception of the classroom as a genuine community of language practice. Qualitative data were collected through an essay eliciting students’ metalinguistic reflection on the position of different languages in their future imagined communities.The results shed light on the relevance of teaching methodologies in the development of identities, ascertaining the positive impact of integrative approaches such as CLIL on the construction of summative multilingualism.
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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 (June 28, 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 teachers in 8th grade were initially interviewed, thereafter observed for four consecutive lessons, and finally interviewed again to gain further insight into the rationale in their teaching practices. The data analysis manifested a gap regarding the curriculum intention and the implementation observed. In the articulation of the principles of their teaching, teachers provided evidence of the ways in which their prior beliefs about language, teaching and learning from schooling, and professional teaching experiences powerfully influenced the extent to which they implemented the curriculum. This study highlights the need (1) to reconsider the design of current pre-service language teacher training programs, (2) to provide continuous teacher training and teacher development opportunities to in-service language teachers, and (3) to clarify both the intention and the operationalization of the language subject curriculum reform if it attempts to bring about change.Keywords: Teacher Cognition/Teacher Beliefs, Classroom Observation, Oral Skills, Foreign Language Teaching, Spanish Didactics, Curriculum Reform.Lærerholdninger og Kunnskapsløftet (K06): Utvikling av muntlige ferdigheter i spanskundervisningenSammendragFor å kunne forstå språkundervisning bedre er det behov for å forske på lærerholdninger, det vil si, å finne ut hva lærerne vet, tror og tenker, og hvordan de får tilgang til og benytter seg av denne kunnskapen. Denne studien undersøker hvordan den intenderte læreplanen er implementert i spanskundervisningen ved norske ungdomsskoler. Mer spesifikt tar studien sikte på å undersøke hvordan lærerholdninger til språklæring og språkundervisning former utviklingen av muntlige ferdigheter. Ved hjelp av en kombinasjon av kvalitative og kvantitative metoder ble sju spansklærere på 8. trinn intervjuet og deretter observert i løpet av en toukers periode, før de ble intervjuet på nytt for å få et klarere innblikk av hva som ligger til grunn for deres undervisningspraksis. Resultatene viser et gap mellom intensjonene i læreplanen og den observerte undervisningen. Lærernes egne formuleringer av prinsipper i egen undervisningspraksis, viste at deres tidligere oppfatninger om språk, undervisning, og språklæring, både fra egen skolegang og som profesjonelle lærere, påvirket dem sterkt med tanke på i hvilken grad de implementerer læreplanen. Denne studien understreker behovet (1) for å revurdere utformingen av lærerutdanningsprogrammer ved universiteter og høyskoler, (2) for å gi utviklingsmuligheter til lærere for etter- og videreutdanning og (3) for å avklare både definisjonen og operasjonaliseringen av læreplanen dersom læreplanreformen forsøker å få til endring.Nøkkelord: lærerholdninger, klasseromsobservasjon, muntlige ferdigheter, fremmedspråkundervisning, spansk fagdidaktikk, læreplanreform
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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 scientific rigour of qualitative methodology: credibility, transferability, dependence and confirmability. Moreover, there is a high score in terms of interrater reliability on the criteria contrasted with Kendall's W test (>.07), as well as on its application in the coding process which was confirmed with Cohen's Kappa test (.658). It can be concluded that this instrument is a valid tool to help ELF teachers and secondary school students in the teaching and learning process of the written discourse in English as a foreign language.
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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 to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.
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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 (November 1, 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 Federal Institute in the south of Brazil. Furthermore, reflections on some specifics of this educational level in Vocational and Technological Education (VTE) and on the demands generated by such specifics are presented. The methodological approach adopted in this study is qualitative descriptive, since the research consists in describing aspects of a social environment (the institution, the school) with which the researcher is clearly interwoven. Our analysis is based on theoretical frameworks that address Language Policies, especially the educational ones (KAPLAN; BALDAUF, 1997; MENKEN; GARCÍA, 2010). The study deals with the aspects that should be considered when making decisions regarding the course planning, methodological choices and consequent development of teaching materials, as well as provides guidelines on how to handle the unique context of VTE.
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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 (July 21, 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 the eight-factor correlated structure and an invariant factor structure across genders. Internal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regulation was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motivational processes involved in the initial teacher education context.</span></p>
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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 (April 20, 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 study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.
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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. Demographic surveys and student interviews further yielded information to develop a current description of heritage learners in a formal, classroom setting. Teacher interviews provided insights into program structure and teacher preparation. The ultimate pedagogical goal of this investigation was to define implications for heritage language instruction and for the preparation of teachers for this relatively new, yet growing field. A total of 238 students from programs for Spanish heritage learners in ten schools encompassing four districts, public and private, took part in the study. Structure and practices of heritage programs were found to differ widely, with teachers exercising considerable discretion over curriculum. Students were found to be 90% recently arrived or second-generation students of Mexican, mostly Sonoran, background. Students expressed largely instrumental motivation for their pursuit of Spanish in school and 85% planned to pursue higher education. Results indicate significant differences in students' attitudes between the normative and vernacular language varieties tested. In this academic setting, students' attitudes reflected a distinct preference for more standard varieties. The English test variety was ranked below these and above the vernaculars. Student-participants also showed sensitivity to fine distinctions in register and style. Gender of both speaker and listener were shown to affect language attitudes. Students' habits of language use, in particular the extent of outside reading and radio listening in Spanish, were significantly correlated with more positive language attitudes toward standard varieties. These habits also correlated with higher proficiency levels. These results engendered three salient implications for teaching and teacher preparation: the need to enhance students' outside reading and listening habits, the need to extend students' familiarity with divergent speech styles, the necessary inclusion of sociolinguistic underpinnings in teacher preparation.
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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 this instruction. The primary language of the students was Spanish. A quasi-experimental research design was used to compare the effect of different treatments on two relatively equal groups of Hispanic LEP students in a single urban high school over a five year period. Achievement and completion of high school work were examined statistically for students enrolled in English as a Second Language and Espanol Para Hispanos (Spanish for Spanish-Speakers) classes during the course of the study. Hispanic LEP students in neither treatment group and all other Hispanic students in attendance at the school during the study made up additional comparison groups. Results of achievement tests, while not completely conclusive, suggest a qualified affirmative of the hypothesis. Students in the Espanol Para Hispanos (Spanish for Spanish-Speakers) groups demonstrated a statistically significant higher level of achievement in English Reading and Language Arts than did the other LEP groups in Tenth grade. Achievement in English in Eleventh and Twelfth grades, although substantial, was not as definitive. There was also corroboration for Cummins' views on "Student Empowerment". Correlations of Participation in Treatment Groups with Completion of Studies showed that a statistically significant percentage of students who received instruction in the development of their primary language (Spanish) graduated from high school. The Tenth grade was found to be the most crucial year for treatment to be effective, both for achievement and for completion of studies.
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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 beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.
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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 the impact of their school's culture on their academic and affective acculturation. As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences can provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL. Through 10 in-depth interviews with former Latino LTEL and employing qualitative coding analysis, this research explored and analyzed recently graduated Latino EL's perceptions of the impact of school culture on their academic acculturation. Even though schools have for many years attempted to address the needs of their linguistically diverse students, the results of this study indicate that the participants' high schools did not do enough to support their academic and affective learning needs. This lack of support impacted participants' self-perceptions of themselves as learners. To bridge Latino LTEL acculturative gaps, the findings support the need for school cultures to address the affective learning needs of their bi-cultural and Latino EL.
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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.
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 that are unmarked are underspecified.
Evidence to support this hypothesis comes from two sets of experiments conducted on intermediate- and advanced-proficiency L2 Spanish subjects (L1 English). The first set of experiments addresses verbal morphology, and consists of a spontaneous production experiment on person, number, tense, and finiteness, and a comprehension task on person and number. The second set of experiments addresses gender and number in nominal morphology, and consists of a spontaneous production experiment on determiners, an elicited production experiment on clitics and adjectives, and a picture-selection task on the comprehension of clitics. Across tasks and across verbal and nominal domains, errors involve the systematic substitution of underspecified morphology. The observation that morphological variability extends to comprehension, and is qualitatively similar to the variability found in production, counters the suggestion that variability is strictly a product of mere performance limitations on production. Finally, the systematicity of substitution errors suggests that the natural classes of features such as gender, number, tense, and person are acquirable in an L2, regardless of whether or not these features have been instantiated in the native language.
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Blaurock, Colleen A. "Skype™: A Portal Into the 21st 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! Blackburn: Educational Printing, 2004.

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McConnell, Mary. Snappy starters for Spanish classes. Auburn Hills, Mich: Teacher's Discovery, 1997.

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

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

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Learning, Alberta Alberta. Spanish language and culture, 10S-20S-30S. 2nd ed. [Edmonton], AB: Alberta Learning, 2002.

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Alberta. Alberta Education. Language Services. Spanish language and culture 10-20-30. [Edmonton]: 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. Yonkers, NY: The Council, 1990.

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

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

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Learning, Alberta Alberta. Spanish language and culture, grades 7-8-9. 2nd ed. [Edmonton], AB: 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, 299–332. Amsterdam: 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, 85–99. Amsterdam: 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, 73–95. Cham: 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, 223–39. Cham: 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, 21–47. Cham: 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, 35–55. 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. Berlin, New York: 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, 211–27. 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. Berlin, Boston: 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. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: 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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