Relevant bibliographies by topics / Spanish Second Language Teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Spanish Second Language Teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Spanish Second Language Teaching"

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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 (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, e
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YOON, Jiyoung. "Teaching Infinitival Complements in Spanish as a Second Language: Spanish Textbook Explanations." International Journal of Languages' Education 1, Volume 6 Issue 4 (2018): 300–320. http://dx.doi.org/10.18298/ijlet.3222.

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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.

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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Depar
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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 (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
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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 (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
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Lakshmanan, Usha. "THE TEACHING AND ACQUISITION OF SOUTH ASIAN LANGUAGES.Vijay Gambhir (Ed.). Philadelphia: University of Pennsylvania Press, 1995. Pp. xv + 226. $29.95 cloth." Studies in Second Language Acquisition 21, no. 4 (1999): 659–61. http://dx.doi.org/10.1017/s0272263199234067.

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The last thirty years have witnessed considerable research in the fields of second language acquisition (SLA) and second language teaching (SLT). However, most of this research has been concerned with second languages such as English, Spanish, French, and German. There has been comparatively little research on the less commonly taught second languages such as Hindi and other South Asian languages. As the editor states in the preface, enrollment in courses on South Asian languages has rapidly grown in universities in the United States and there is an urgent need for a careful examination of the
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Enriquez, Javier Julian. "Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (2021): 1–10. http://dx.doi.org/10.30598/jppgivol1issue1page1-10.

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This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a G
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CohenMiller, Anna. "Stealth Language Teaching: A Preschool Foreign Language Pilot Program." Practicing Anthropology 30, no. 1 (2008): 50–53. http://dx.doi.org/10.17730/praa.30.1.qh1j90u1466t77p3.

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In 2003, I worked at the Deacon Park Preschool1, non-profit private preschool in Atlanta, Georgia, to create a foreign language-learning environment that used second language (L2) as a medium for the curriculum instead of as a separate subject matter. With a background in Montessori education, through first hand experience as a student as well as professional experience as a Montessori teacher, I was interested in the possibility of creating a Montessori inspired content-based environment where early learners (ages ranging from months to 5 years old) could be exposed to Spanish as a natural pa
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Rama, Paul S., Rebecca W. Black, Elizabeth van Es, and Mark Warschauer. "Affordances for second language learning in World of Warcraft." ReCALL 24, no. 3 (2012): 322–38. http://dx.doi.org/10.1017/s0958344012000171.

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AbstractWhat are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners’ experiences participating in the Spanish language version of the massively multi-player online game World of Warcraft. Using data culled from participant observation, interviews, logs of in-game chat, and student journal entries, we describe how the design of the game, cultural norms for its use, and participants’ own abilities interact to afford distinct opportunities for language learning for
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Geeslin, Kimberly L. "The art of teaching Spanish: second language acquisition from research to praxis." International Journal of Bilingual Education and Bilingualism 12, no. 1 (2009): 101–4. http://dx.doi.org/10.1080/13670050802149549.

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Dissertations / Theses on the topic "Spanish Second Language Teaching"

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

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Research on morphological variability in second language (L2) acquisition has focused on the syntactic consequences of variability: that is, whether or not morphological variability entails underlying syntactic deficits. The interrelationship between morphological features in their own right has been largely ignored. This thesis addresses the representation of L2 features by investigating the use of default morphology---the outcome of systematic substitution errors employed by speakers of L2 Spanish. It is hypothesized that underspecified features act as defaults; by assumption, those features
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Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.

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González, Fariña Elena. "Attending to form and meaning in processing second language input : a study of advanced second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64154.pdf.

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Suárez, Cepeda Sonia. "L2 acquisition of Spanish telic se constructions." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2596/.

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This thesis examines the acquisition of the aspectual properties of the Spanish se in transitive constructions by L2 learners of Spanish. Based on a parameterized distinction of the telic features in English and Spanish, this study investigates whether second language (L2) learners are able to reset the aspectual value of the English parameter to that of Spanish in their interlanguage grammar. Results indicate that L2 learners' responses to a picture interpretation task vary according to proficiency levels. Low-intermediate and intermediate learners did not differentiate between telic and atel
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Pearson, Lynn Ellen. "Pragmatics in foreign language teaching : the effects of instruction on L2 learners' acquisition of Spanish expressions of gratitude, apologies, and directives /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035162.

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

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This case-study had as its principal focus the applicability of James Cummins' theory of developmental interdependence in language acquisition to secondary age students. This theory postulates that, for younger children, the development and strengthening of the first language can ultimately lead to a more rapid and efficient acquisition of the second. The study set out to test the hypothesis that secondary age Limited English Proficient (LEP) students who receive Primary Language Arts instruction demonstrate higher levels of English acquisition than do comparable students who do not receive th
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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.

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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. T
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Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assis
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Foster, Sarah Jenne. "Processing Instruction and Teaching Proficiency Through Reading and Storytelling: A Study of Input in the Second Language Classroom." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67982/.

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This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made th
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Berdugo, Oviedo Gloria. "Comprehension and representation of algebra word problems in a second language." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84473.

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The present study was designed to examine students' comprehension and problem representation when reading and solving algebra word problems in their first language (L1: Spanish) and their second language (L2: English). The main interest was to investigate the role of the L2 in performing the task. It was hypothesized that difficulty in understanding and solving word problems is a function of carrying out the task in the L2 and discourse factors inherent to the specific type of text.<br>The sample consisted of 31 grade 9 students who attended a private bilingual school in a Colombian cit
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Books on the topic "Spanish Second Language Teaching"

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Second language competence: The acquisition of complex syntax in Spanish. Cambridge Scholars Pub., 2011.

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Liebowitz, Dorothy Gabel. Basic vocabulary builder blackline masters: For teaching basic second-language skills in various languages. National Textbook Co., 1988.

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I, Llorente Lucía, ed. Spanish as an international language: Implications for teachers and learners. Multilingual Matters, 2009.

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Bayonas, Mariche Garcia. The acquisition of vowels in Spanish and English as second language. LINCOM EUROPA, 2007.

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Second language rhetorics in process: A comparison of Arabic, Chinese, and Spanish. P. Lang, 1993.

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Snow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. Center for Language Education and Research, University of California, Los Angeles, 1986.

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Columna, Luis. Promoting language through physical education: Using sign language and Spanish to engage everyone. Human Kinetics, 2011.

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Singleton, David. University-level learners of Spanish in Ireland: A profile based on data from the TCD Modern Languages Research Project. Trinity College Dublin, Centre for Language and Communication Studies, 1992.

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Overcoming language barriers through physical education: Using sign language and Spanish to engage everyone. Human Kinetics, 2011.

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Lindholm, Kathryn J. English question use in Spanish-speaking ESL children: Changes with English language proficiency. Center for Language Education and Research, University of California, Los Angeles, 1986.

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Book chapters on the topic "Spanish Second Language Teaching"

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Lord, Gillian, and Maria I. Fionda. "Teaching Pronunciation in Second Language Spanish." In The Handbook of Spanish Second Language Acquisition. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118584347.ch29.

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Kowalczyk, Małgorzata, and Maciej Widawski. "Spanish Borrowings in American Slang and Their Semantic Fields." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12590-5_2.

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Sanz, Cristina. "Spanish as a Second Language and Teaching Methodologies." In The Handbook of Hispanic Linguistics. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118228098.ch33.

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Carciu, Oana Maria. "A Comparison of Author Reference in the Spanish Context of Biomedical RAs Publication." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02526-1_3.

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Restorick Elordi, Audrey. "L3 Acquisition of the Spanish Subjunctive: Contexts Where Mood Can Alternate Without Ungrammaticality." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29557-7_7.

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Fernández-Dobao, Ana. "Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.55.04fer.

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Safont-Jordà, Maria-Pilar. "A Longitudinal Analysis of Catalan, Spanish and English Request Modifiers in Early Third Language Learning." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29557-7_6.

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Szyszka, Magdalena. "Multimedia in Learning English as a Foreign Language as Preferred by German, Spanish, and Polish Teenagers." In Second Language Learning and Teaching. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_1.

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

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Rego de Andrade, Izabel. "Development of Application to Learn Spanish as a Second Language: Lessons Learned." In Handbook of Mobile Teaching and Learning. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_122-1.

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Conference papers on the topic "Spanish Second Language Teaching"

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Belenkova, Nataliya, and Victoriya Davtyan. "PHONETIC-GRAPHICAL CORRELATION IN TEACHING SPANISH AS A SECOND FOREIGN LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0412.

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Zvereva, Ekaterina, and Kamo Chilingaryan. "FEATURES OF USING THE STAGING METHOD IN TEACHING LEGAL SPANISH AS THE SECOND LANGUAGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0401.

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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical
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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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Goryacheva, E. N., and I. N. Goryacheva. "The role of digital technologies in the formation of communicative competence in teaching a second foreign language (Spanish) to bachelors in Economics and Finance." In Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth" (MTDE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/mtde-19.2019.136.

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Peñaranda, David Sanchez, Carmen Naturil Alfonso, Francisco Marco Jiménez, and José Salvador Vicente Antón. "Flipped classroom and ICTs as the tools to reach key competences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8122.

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The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competence
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Diaz-Martinez, Javier, Anna Gadd, Antonella Strambi, Ann Luzeckyj, and Antonia Rubino. "FLOURISHING IN SPANISH: PROMOTING STUDENTS' WELLBEING IN SECOND LANGUAGE SPANISH CLASS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1485.

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Gazizova, Liliia. "TEACHING GRAMMAR WITH AUTHENTIC MATERIALS IN SPANISH LANGUAGE CLASSROOM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0539.

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Mille, Simon, Stamatia Dasiopoulou, Beatriz Fisas, and Leo Wanner. "Teaching FORGe to Verbalize DBpedia Properties in Spanish." In Proceedings of the 12th International Conference on Natural Language Generation. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-8659.

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Vorobiova Munguia, Marina. "LEARNING SPANISH AS A SECOND LANGUAGE WITH SOCIOLINGUISTIC APPROACH." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2428.

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Reports on the topic "Spanish Second Language Teaching"

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Ramirez, Jorge. Weekend Spanish Immersion Camp: A Non-Traditional Teaching World Language to Middle School American Students. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7348.

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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6091.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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