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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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Salvador-García, Celina, Oscar Chiva-Bartoll, and Juan José Vergaz Gallego. "Percepción del alumnado sobre el uso del método AICLE en Educación Física: estudio de caso (Students’ perception of the use of CLIL method in Physical Education: A Case Study)." Retos, no. 33 (September 15, 2017): 138–42. http://dx.doi.org/10.47197/retos.v0i33.53665.
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El Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) está siendo cada vez más extendido e investigado en el panorama educativo español. Dada la importancia de la motivación y la predisposición del alumnado para que el proceso de enseñanza-aprendizaje sea efectivo, este estudio de caso analiza la percepción de un grupo de secundaria durante la aplicación del método AICLE en la asignatura de Educación Física. Se optó por un enfoque metodológico cualitativo apoyado en la triangulación de diarios de reflexión del alumnado, registro anecdótico del profesor-investigador y un focus group. Los resultados afianzan el actual estado de la cuestión, desvelando cinco categorías sobre las que se conforma la percepción del alumnado: temor a la lengua, motivación y participación en la asignatura, aprendizajes específicos de Educación Física, mejora de la expresión oral en inglés e importancia del inglés para el futuro académico-profesional. En conclusión, el estudio desvela cómo de la aprensión inicial hacia el AICLE, derivado del temor a la lengua, se pasó a un incremento progresivo de la participación del alumnado, ligado a una creciente percepción de mejora de la propia competencia comunicativa.Abstract. Content and Language Integrated Learning (CLIL) is becoming more and more popular and studied within the Spanish educational panorama. Due to the importance of motivation and predisposition of students for an effective development of the teaching-learning process, the present case study analyses the perception of a secondary school group about the implementation of CLIL method in their classroom of Physical Education. A qualitative methodological approach was adopted, supported by the triangulation of students’ reflection diaries, teacher-researcher’s anecdotal register, and a focus group. Results reinforce the current status of the issue, uncovering five categories according to students’ beliefs: fear for the language, motivation and participation in the subject, specific Physical Education learnings, improvement of oral expression, and magnitude of English language for their academic-professional future. In conclusion, this research discloses how during a CLIL intervention an initial apprehension towards this approach is linked with fear for the language; however, it turns into a progressive increase of the students’ participation, associated with an improvement of self-perception regarding communicative competence.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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VAN COMPERNOLLE, RÉMI A., MARIA PIA GOMEZ-LAICH, and ASHLEY WEBER. "Teaching L2 Spanish Sociopragmatics Through Concepts: A Classroom-Based Study." Modern Language Journal 100, no. 1 (March 2016): 341–61. http://dx.doi.org/10.1111/modl.12318.
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Hart, Stephen M. "Call in Spanish the Consumers' View." ReCALL 2, no. 2 (May 1990): 10–12. http://dx.doi.org/10.1017/s0958344000002354.
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In any language-teaching institution the teaching staff can legitimately be seen as consumers of the various teaching aids which are commercially available, ranging from the staple diet of books, set texts, secondary reading, to video material, slides, computer software, etc. Another way of interpreting the principle of consumership is that the students are the ultimate beneficiaries of the materials we use in our teaching. The extent to which our students benefit from our teaching is largely dependent on the materials that we have at our disposal. ‘Bad materials = bad teaching’ is a rather simplistic way of looking at this issue, but one which has a lot to commend itself in my view. Would we change our teaching methods if our students made constructive criticism? In a recent temporary teaching post I held as Visiting Associate Professor at the University of Kentucky, I was struck by the importance given across the board in the USA to official student surveys carried out by the college administration based on the professors' performance, the results of which can be crucial in the securement of tenure. The attitude in the UK (at least in the universities) is totally at odds with this particular sense of consumership, and one can imagine the degree of resistance that a plan to introduce a similar system of student assessment of lecturers might meet in this country, most obviously because students are not consumers in this country in quite the same sense that they are in the USA. Although the student assessment system itself clearly has its pitfalls there are some positive things to be gained from surveys of this kind, in that they can be very informative about student response to courses, teaching methods, etc., and can lead the way to improved teacher-student relations.
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Lisíchkina, Alexandra. "Strategies for the formation of reading comprehension in teaching of the language (Primary, Secondary, Superior)." Cuadernos Iberoamericanos, no. 4 (December 28, 2018): 71–75. http://dx.doi.org/10.46272/2409-3416-2018-4-71-75.
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The article is concerned with the importance of the using of texts in the process of studying of foreign languages. The article gives an analysis of exercises for the texts. Attention is given to the differences between the exercises we use in the Russian and in the Spanish education systems.
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Сударь and G. Sudar. "The Problems of Formation of Communicative Competence of Secondary School Students in the Spanish Classes." Modern Communication Studies 4, no. 3 (June 17, 2015): 58–61. http://dx.doi.org/10.12737/11539.
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In this article the problem of providing Spanish language classes with new
updated materials meeting the requirements of communicative approach
in foreign language teaching in high school is being raised. The emphasis
is placed on training students to master the written language
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Lu 盧慧娟, Hui-Chuan, Cai-Yu Song 宋采育, and An Chung Cheng 鄭安中. "The Spanish Collocation Tool and Its Application in Corpus-Based Study of Spanish for Teaching and Learning." Círculo de Lingüística Aplicada a la Comunicación 85 (January 19, 2021): 269–76. http://dx.doi.org/10.5209/clac.73731.
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The purpose of this paper is to introduce a developed software program called the “Spanish Collocation Tool (SCT)” and its application in related corpus-based studies. The Spanish Collocation Tool (SCT) was designed to assist with the research and analysis of Spanish collocation. The SCT allows searches of collocated elements not limited to words, but also parts of speech and lemmas. Furthermore, it can compare two collocation lists to detect any significant differences between them. In this study, this collocation tool, SCT, and a constructed L3 Taiwanese learners’ written corpus of Spanish called CEATE were combined to create efficient access to results in a systematic approach. Furthermore, by using the SCT, the pedagogical implications of the search results for the development of on-line multimedia material for learning Spanish collocations are discussed in the end.
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Lu, Xiuchuan, Xiao Zou, and Jian Tao. "Spanish language teachers’ pedagogical beliefs in Chinese universities." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 41–53. http://dx.doi.org/10.5209/clac.71994.
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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.
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Michel, Marije, Christine Vidon, Rick de Graaff, and Wander Lowie. "Language Learning beyond English in the Netherlands: A fragile future?" European Journal of Applied Linguistics 9, no. 1 (March 1, 2021): 159–82. http://dx.doi.org/10.1515/eujal-2020-0020.
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Abstract The Netherlands have had a long tradition of modern foreign language (MFL) education: French, German and English have been standard subjects at secondary school since the 19th century. After the introduction of the Mammoetwet in 1968, several major educational reforms have shaped the current practice of Dutch MFL teaching. On the one hand, a greater diversity of languages is on offer in secondary schools (e. g., Arabic, Spanish), and following the implementation of the CEFR (Council of Europe 2001) MFL teaching has become more communicative. Additionally, more and more schools at all levels of education have adopted English as a medium of instruction. On the other hand, with the growing dominance of English in Dutch society, the time dedicated to languages other than English has declined substantially so that secondary school sections and university departments for other MFLs are closing down. In this article, we provide an overview of Dutch MFL teaching since 1945. We will sketch how the choices made by different parties involved, including learners and their parents, teachers, teacher educators, publishers and policy makers, have been shaping the teaching of MFLs at all levels of education with a special interest in MFL teacher education.
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Rodríguez, Alma Dolores. "Prospective Bilingual Teachers’ Perceptions of the Importance of their Heritage Language." Heritage Language Journal 5, no. 1 (June 30, 2007): 172–87. http://dx.doi.org/10.46538/hlj.5.1.8.
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This article describes the results of a study of future bilingual teachers’ perspectives on the importance of Spanish, their heritage language, in their careers. The study examined the participants’ experiences with Spanish throughout their education, their perceptions of the role of Spanish instruction in their teacher preparation program, and their anticipation of its importance in their teaching careers. The results show that prospective bilingual teachers have developed varying levels of academic Spanish proficiency before entering the university, and that they consider the academic Spanish instruction in their teacher preparation program to be adequate. The participants expect to benefit from this instruction as they pursue their teaching careers.
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Luque Agulló, Gloria. "Syllabus Design for Pre-service English Language Teachers in Spain." @tic. revista d'innovació educativa, no. 20 (June 21, 2018): 26. http://dx.doi.org/10.7203/attic.20.9592.
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This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.
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Ulisses, Carla, and Nic Hurst. "Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms." e-TEALS 7, no. 1 (December 1, 2016): 40–69. http://dx.doi.org/10.1515/eteals-2016-0007.
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Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.
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Sun, Yuliang, Lourdes Díaz, and Mariona Taulé. "The use of the past tense aspect in Spanish by study At-Home and Study-Abroad Chinese learners in semi-guided writing tasks." Círculo de Lingüística Aplicada a la Comunicación 81 (February 21, 2020): 301–18. http://dx.doi.org/10.5209/clac.67944.
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This work focuses on the influence of L2 acquisition environments (At-Home and Study-Abroad) on the language proficiency of L1 Mandarin Chinese learners of Spanish. We chose the use of Spanish past tense aspect (pretérito indefinido and pretérito imperfecto) as the entry point to analyze Chinese learners proficiency in three semi-guided writing tasks. Our results reveal that the different teaching objectives in these acquisition environments promote a different development of Chinese learners’ language capacities in Spanish: the At-Home learners have a more native-like performance when factors at the discourse level are taken into account, whereas the Study-Abroad learners have a more native-like performance when factors at the lexical level are taken into account. However, the usage pattern of the Spanish past tense aspect by learners in both environments share prototypical associations at the lexical and discourse levels.
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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Mir, Montserrat. "Teaching and learning about Spanish L2 compliments in short-term study abroad." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (October 7, 2020): 230–57. http://dx.doi.org/10.1075/sar.18004.mir.
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Abstract The case for pragmatics instruction in second language (L2) learning has been evidenced by empirical research, although investigations within the context of study abroad are more limited. The objective of this article is to detail the impact of a pedagogical intervention which included explicit teaching and ethnographic field work on the learning of Spanish compliments and compliment responses during a four-week study abroad program. Despite their restricted exposure to the target language community, the 20 participants in the study demonstrated approximation to native norms in their complimenting behavior. These results support the positive benefits of exploiting exposure to the TL community to aid pragmatics instruction in the classroom.
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Perozzi, Joseph A. "A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children." Journal of Speech and Hearing Disorders 50, no. 4 (November 1985): 403–6. http://dx.doi.org/10.1044/jshd.5004.403.
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Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subject. Analysis of each subject's trials to criterion for L2 in each condition indicated a strong tendency for recently learned receptive vocabulary in L1 to facilitate the learning of receptive vocabulary in L2. The results are interpreted as support for the practice of initial language intervention in L1 when bilingualism is a goal and for transference/facilitation theories of L2 learning.
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Shustova, Svetlana V., Mariya A. Khrustaleva, Ekaterina A. Beloborodova, and María Dolores Mondéjar Fuster. "Spanish Language for Tourists: Language Training of Adult Learners in the Context of Intensification." Integration of Education 23, no. 4 (December 31, 2019): 641–57. http://dx.doi.org/10.15507/1991-9468.097.023.201904.641-657.
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Introduction. Analysis of existing traditional and intensive teaching methods as well as study of ways of its intensification allow the authors to define and integrate most effective methods corresponding to educational needs of a modern person. The article aims to present a model of teaching which allows for realizing a short-term language training of adults for a trip to Spanish- speaking countries. Materials and Methods. The methods of intensification for foreign language teaching targeted at adult learners with due account for their psychological peculiarities were used as material for the article. The creation of stressful situations in the Spanish language class allowed for definition of factors which encourage a more intensive acquisition of linguistic competence. The methods include psycho-andragogical diagnosis (a questionnaire survey for adult learners), experimental learning (the creation of a stressful situation in the class), the observation method (monitoring of psychological and emotional state of adults and the correction of applied stressors), statistical processing of experimental data and its interpretation. Results. The manual ”Español para los turistas”, developed by the authors, was used in the teaching of the Spanish language in the context of simulated stressful situations which triggered an increase in the motivational capacity of adult learners. Stimulation of stressful situations during the process of acquisition of linguistic competence by adult learners has become an integral tool in learning intensification. Discussion and Conclusion. Use of the created method in the teaching of the Spanish language, in the context of the tourist, allows one to meet existing requirements to modern student for quick and effective language training for tourism abroad. The offered model of intensification can be used in the life-long learning, notably for the training of adults in intercultural communication.
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Cebrián, Gisela, David Pascual, and Álvaro Moraleda. "Perception of sustainability competencies amongst Spanish pre-service secondary school teachers." International Journal of Sustainability in Higher Education 20, no. 7 (November 4, 2019): 1171–90. http://dx.doi.org/10.1108/ijshe-10-2018-0168.
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Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.
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Ustyantseva, K. E. "SPECIAL ASPECTS OF TEACHING FOREIGN LANGUAGE GRAMMAR TO RUSSIAN-SPEAKING STUDENTS WITH DUE ACCOUNT OF FUNCTIONAL BRAIN ASYMMETRY (ON THE MATERIAL OF THE SPANISH LANGUAGE)." Siberian Philological Forum 13, no. 1 (March 30, 2021): 24–30. http://dx.doi.org/10.25146/2587-7844-2021-13-1-68.
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Nowadays, individual features of functional brain asymmetry are rarely taken into account in teaching a foreign language. The purpose of this article is to theoretically prove the need to consider these features in teaching Spanish grammar. The article reviews the main theoretical framework of the functional brain asymmetry and its relation to teaching a foreign language, types of perception, and special aspects of teaching Spanish grammar to Russian-speaking students. Research methods include analysis of scientific literature and classification of obtained data. As a result, this study provides evidence for the due account of individual brain asymmetry and suggests classification of exercises for left-dominant and right-dominant students.
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Gómez Vicente, Lucía. "Description, acquisition and teaching of polysemous verbs: The case of quedar." International Review of Applied Linguistics in Language Teaching 57, no. 1 (February 25, 2019): 21–44. http://dx.doi.org/10.1515/iral-2018-2005.
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Abstract This paper analyzes the usage of frequent polysemous verbs by native speakers and by L2 learners and it makes several pedagogical suggestions on how to teach polysemous verbs in a L2 classroom. To achieve these objectives, we have examined the case of the Spanish verb quedar, which means “to remain”, “to stay”, “to be left”, “to make an appointment”, etc. A methodology based on narratives and sentence elicitation has been created. The experiences were accomplished by Spanish speakers (adults and children), and French university students of Spanish, who performed productions in Spanish (L2) and in French (L1). The results of this study seem to confirm that adult native speakers used the semantic network of polysemous verbs in a very conventional manner. Meanings appear to have been acquired thanks to usage, by storing linguistic experiences as patterns, and operating mostly by analogy process. Children seem to have primarily elicited quedar in conventional situations (for instance, to fix an appointment) and depending on a cost-effectiveness criteria (only if this verb adds a pragmatic gain compared to simpler options). The acquisition path of quedar by children (L1) seems to be driven by different factors than for L2 learners. French learners of Spanish used quedar meanings differently from native speakers and they were highly influenced by their L1, both semantically and syntactically.
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Hernández, Todd A. "L2 Spanish apologies development during short-term study abroad." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 599–620. http://dx.doi.org/10.14746/ssllt.2018.8.3.4.
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The present study examined the apologies of 18 study abroad (SA) students during a short-term SA experience in Madrid, Spain. Apologies were assessed with a discourse completion task (DCT) consisting of five vignettes that varied across three variables: relative social status of the interlocutor, relative social distance, and seriousness of the offense. Based on performance ratings assigned to them by two native Spanish speakers, the students made significant gains in pragmatic appropriateness from pretest to posttest, on two out of the five individual vignettes, and on the five combined vignettes. Examination of the students’ apologies before and after SA further revealed that they increased several strategies during their time abroad. Despite these gains, other aspects of the SA group’s performance remained the same or, in some cases, moved in the opposite direction of the target norm. Moreover, the students also demonstrated continued overreliance on routine, formulaic expressions on the posttest DCT while underusing some important target-like mitigation strategies. Given the study’s findings, the researcher offers recommendations for teaching pragmatics before and during the SA experience.
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Slivchikova, Y. V. "Vestimentary eponyms in contemporary Spanish language." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 290–95. http://dx.doi.org/10.24833/2071-8160-2014-1-34-290-295.
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In a consequence of the perpetual changes in the world of fashion, which can be explained by the introduction of new tendencies, materials and designers, the vocabulary that describes clothing enlarges by the internal means of the language and with the help of lexical borrowing. The article considers the characteristic usage of terms-eponyms for clothing description in Spanish language. Eponyms complicate the learning of languages and translation being a result of the worldview reflection of a determinate group of people in a determined period of time. As the study sets out to find out and explain the connotative meanings of vestimentary eponyms and suggest an approach for synonyms choice from their family for the discourse purposes, the toponyms are not taken into consideration, and the study concentrates on the anthroponyms, proper nouns which identify people, because they can adjust special connotative meanings to the terms within cultural linguistics context. The author shows the examples of etymology of originally Spanish and borrowed terms. Their comparison allows to make out the principles for the classification, authenticity and internationality amongst them. This classification divides all the vestimentary terms-eponyms into two main groups (neutral and with connotative meaning). Then it is possible to systematize and explain the meaning of the second group. According to the study international borrowed terms-eponyms look to neutrality, but among other synonyms acquire the meaning of elitism. Not international vestimentary terms-eponyms have a special connotative meaning, which is known amongst native speakers, that is why while teaching or translating more attention should be paid to them.
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Lacorte, Manel. "Sociopolitical and institutional conditions for teaching Spanish as a L2 in US universities." Spanish in Context 10, no. 3 (November 29, 2013): 331–49. http://dx.doi.org/10.1075/sic.10.3.01lac.
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This article examines the teaching of Spanish as a second language (L2) in the US in recent years through a review of public documents and a synthesis of relevant literature. The main goals of the article are to compare the sociopolitical and institutional presence of Spanish with that of other languages within the US educational context, and to explore specific critical dimensions that are likely to influence the future development of Spanish as a L2 in this country. This analysis makes it clear that the current abundance of students studying Spanish does not guarantee a constantly increasing number of learners in future Spanish programs, especially in a sociopolitical and institutional climate such as the present one, in which the study of the humanities, in general, as well as the study of second or foreign languages, in particular, seem to be heading for a marked decline.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.
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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.
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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.
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Burgin, Ximena, and Mayra C. Daniel. "Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution." GiST Education and Learning Research Journal, no. 14 (June 29, 2017): 107–34. http://dx.doi.org/10.26817/16925777.364.
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This article presents a case study focused on the pedagogy of nine English language teachers’ pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers’ delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations.
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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (October 18, 2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers
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del Valle, José. "Departments and disciplinary gatekeeping: The sociolinguistics of Spanish in US academia." International Journal of the Sociology of Language 2020, no. 263 (April 28, 2020): 45–50. http://dx.doi.org/10.1515/ijsl-2020-2081.
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AbstractIn his contribution, José del Valle looks at the intersection of the sociolinguistic study of Spanish in the US and the transformations of Spanish language departments in higher education. Del Valle traces the history of the institutionalization of Spanish teaching and study and its effects on linguistic research’s position within Spanish departments. Shifts in approaches to the use of language in social practice, and the growing demands on language units to act as service departments for language learners, has isolated scholars in those institutional homes from broader integration into sociolinguistic research.
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Cimermanová, Ivana. "Creativity in Foreign Language Teaching." International Journal for Innovation Education and Research 1, no. 3 (November 30, 2013): 7–14. http://dx.doi.org/10.31686/ijier.vol1.iss3.110.
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The author deals with a topic quite often discussed by not only pedagogy and psychology. Creativity is present everywhere and the author suggests it should be a part of University education preparing pre-service teachers. Even though there are researches proving that creativity can be learnt and developed (to certain extent) it is still missing at our schools. Students and pupils still claim that they are asked to memorize the facts rather than to discuss their own opinions and perception.The study briefly presents part of the data gained in the research focused on using creativity at elementary and secondary schools. The interview with 22 teachers was done in 2 sessions (10 and 12 teachers to manage to administer the responses).
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SOLAZ-PORTOLÉS, Joan Josep, Óscar J. DEL CAMPO, and Vicent SANJOSÉ. "AN EXPLORATORY STUDY ON SECONDARY EDUCATION STUDENTS PREFERENCES REGARDING SCIENCE TEACHING METHODS: THE CASE OF A HIGH SCHOOL." Periódico Tchê Química 13, no. 26 (August 20, 2016): 33–45. http://dx.doi.org/10.52571/ptq.v13.n26.2016.33_periodico26_pgs_33_45.pdf.
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This study aims to carry out an initial approach to the secondary education students preferences regarding science teaching methods. The study also analyses the influence of academic level and gender on these preferences. Two hundred and forty spanish secondary education students (112 women and 128 men) at different educational levels (but they are all from the same high school) have participated in this research. All of them have been administered a multiple choice test of 6 items each with four options. In these items each option offers a way of teaching. The statistical analysis of the results obtained allow us to conclude that: a) Students show a significant predilection for student-centered teaching methods; and b) Academic level has a significant effect on teaching method preferences among students, but gender does not.
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Labrador, Belén. "Crossed transposition in a corpus-based study of motion in English and Spanish." Languages in Contrast 18, no. 2 (November 15, 2017): 207–29. http://dx.doi.org/10.1075/lic.15019.lab.
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Abstract The present paper reports on a translation-based teaching-oriented study of the expression of path and manner of motion (Talmy 1972) in English and Spanish. The aim is to explore contrastive differences by analysing translations, with special attention to crossed transposition (Molina and Hurtado Albir 2002), which implies a double shift of part-of-speech from the source text to the target text, and is the expected type of transfer between a satellite-framed language like English and a verb-framed language like Spanish. Two corpora have been used, a monolingual corpus of Children’s Short Stories, the CSS-corpus, and a parallel corpus English-Spanish, P-ACTRES 2.0. The results show a high tendency for implicitation of either path or manner and for compression in the translations into Spanish, whereas crossed transposition is preferred in the translations into English. Also, some pedagogical applications are suggested for including these motion expressions in TEFL to young learners through storytelling.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and María Elena Gómez-Parra. "Language teaching and bilingual education policies in Scotland and Andalusia: A language-use-based comparative study." Research in Comparative and International Education 16, no. 2 (April 16, 2021): 140–59. http://dx.doi.org/10.1177/17454999211008660.
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European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.
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Guzmán Munita, Marisa, and Mario Díaz Díaz. "Propuesta pedagógica constructivista para la enseñanza de literatura española, en 2° año de enseñanza media." Foro Educacional, no. 24 (January 11, 2016): 125. http://dx.doi.org/10.29344/07180772.24.616.
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RESUMENUn desafío para los profesores de castellano en Chile corresponde a la vinculación de los contenidos teóricos con la elaboración de actividades prácticas, que permitan el acercamiento de los estudiantes a diversas temáticas, desde el enfoque constructivista que plantea el currículum nacional. El presente artículo tiene por objetivo proveer de una propuesta pedagógica, que asume este enfoque al orientar metodológicamente la enseñanza de la Literatura Española. Se repara, particularmente, en la poesía ascética medieval, en correspondencia con lo prescrito por el programa de estudio de la asignatura para segundo año de Enseñanza Media.Palabras clave: Literatura Española, poesía ascética, propuesta pedagógica, constructivismo, segundo año de Enseñanza Media.Constructivist pedagogical proposal for the teaching of Spanish Literature in the second grade of High SchoolABSTRACTA challenge for teachers of Spanish language in Chile corresponds to linking the theoretical content with the development of practical activities that allow students to approach various topics, from the constructivist approach imposed by the national curriculum. This article aims to provide an educational proposal assuming this approach and methodologically guiding the teaching of Spanish Literature. It particularly emphasizes the ascetic medieval poetry in correspondence with the requirements for the curriculum of the course for the second grade of secondary school.Key words: Spanish Literature, ascetic poetry, pedagogical approach, constructivism, second grade of secondary School.
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Sutrisna, I. Putu Edi. "Kinesics in EFL Language Teaching." Yavana Bhasha : Journal of English Language Education 3, no. 2 (August 1, 2020): 27. http://dx.doi.org/10.25078/yb.v3i2.1709.
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This study was descriptive qualitative research to reveal the use of kinesics in EFL classrooms in STAHN Mpu Kuturan Singaraja. Specifically, the purposes of this study were: 1) to describe of how English lecturers perceive the kinesics in EFL communication; 2) to describe kinds of kinesics that the English lecturers use in their EFL classrooms; 3) to describe how the kinesics takes place in the EFL teaching and learning activities. The informants of the present study were three English lecturers in which the first informant was as the main informant and the two other informants were the secondary informants. The data were gathered through interviews using a validated interview guide. Data analysis was done by using Interactive Data Analysis Model proposed by Miles & Huberman (1984). From the data analysis conducted, this present study found out that kinesics was always be found in the communication process in EFL teaching and learning activities as it was very beneficial to help the students in acquiring the target language. There were four types of kinesics dealing with the EFL teaching and learning process found. Those were gestures, head movements, eye contact, and facial expressions. Those basic aspects of kinesics are very useful and considered as an easier way to help the EFL students to understand the meaning of utterances containing some difficult vocabularies as well helped them to acquire the target language.
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Asensio Pastor, Margarita Isabel, and Juan Pablo Carmona García. "Exploratory Research for the Improvement of the Teaching of Spanish as a Second Language in a Spanish Public Center." Languages 4, no. 4 (November 25, 2019): 95. http://dx.doi.org/10.3390/languages4040095.
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This paper is part of the R&D project DIPURE (El Discurso Público sobre los Refugiados en España in English Public Discourse on Refugees in Spain) and it is one of the research lines of the research group “Andalusian Circle of Applied Linguistics, HUM-194” on the study of teaching Spanish as a second language (SSL) for immigrants and refugees. Its objective is to establish a profile of Spanish second language (SL) students at the Official School of Languages (OSL). To meet this objective, we carried out an exploratory study based on mixed quantitative–qualitative methods, including, among other methods, participant observation and a Likert-type questionnaire used with students of the OSL in Granada, from level A1 to B2. The data obtained has allowed us to reflect on the migration process in Spain and on the work in the classrooms of a public center with students who study Spanish as a second language—their learning beliefs, needs, and attitudes, as well as didactic preferences. The information obtained is envisaged to improve the teaching practice of Spanish as a host language in a public educational context.
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ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (March 20, 2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.
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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
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Garrido-Fernández, Almudena, Francisca María García-Padilla, José Luis Sánchez-Ramos, Juan Gómez-Salgado, Juan Diego Ramos-Pichardo, and Ángela María Ortega-Galán. "Promotion of Healthy Eating in Spanish High Schools." Nutrients 12, no. 7 (July 3, 2020): 1979. http://dx.doi.org/10.3390/nu12071979.
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Obesity and overweight are both public health problems, affecting increasingly younger populations. Promoting healthy eating should be a must in schools. Therefore, getting to know the eating habits of a population group as sensitive as adolescents and whether their schools apply an appropriate policy for their nutrition should be a priority. Therefore, the objective of this study was to discover whether the Secondary Education High Schools of Huelva and its province could be considered as centres that promote a healthy diet. A cross-sectional descriptive study was developed using a questionnaire comprising 39 indicators that were evaluated on 5 previously piloted subcategories of validated information. Data were obtained through a questionnaire presented to 200 key informants with four different profiles. The highest score for promoting healthy eating in the centres was related to the subcategory “School Curriculum”, whereas the lowest means were those related to the Community category. No practical activities such as outings or cooking workshops were carried out. The low participation in activities promoting healthy eating habits, research and health training must be highlighted. Little attention was paid to compliance and monitoring of school cafeterias. Most of the studied Secondary Education High Schools did not meet the requisites to be considered promoters of healthy eating habits. Only three of the studied centres can be considered healthy-eating promoters. Institutional commitment is needed to favour the intersectorality of the different agents implied and to provide teaching units and other teaching profiles with the necessary resources, training, and tools to achieve integral and protective teaching activities aimed at promoting students’ healthy eating habits.
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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.
Full textAbstract:
The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.
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Liu, Chunyan, and Rui Guo. "A Study of Localization of Task-Based Language Teaching in China." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 205–18. http://dx.doi.org/10.1515/cjal-2020-0013.
Full textAbstract:
Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.