RESUMEN: La presencia en las aulas de alumnos inmigrantes que no hablan la lengua del pais de acogida esta planteando nuevos retos a los profesores que deben ensenarles tanto el como a traves del nuevo idioma, por lo que la preparacion pedagogica de estos deberia incluir cursos sobre teorias, metodos y estrategias de aprendizaje de segundas lenguas. El presente articulo resume los metodos tradicionalmente usados en la ensenanza de lenguas, describe los avances mas significativos llevados a cabo en el area, y presenta un modelo que ayuda a los profesores que trabajan con alumnos con conocimientos limitados del idioma a preparar lecciones bien organizadas con las que poder mejorar su efectividad en clase. Palabras clave: Estrategias, inmigrantes, idiomas, segundos idiomas, didactica. A CLIL proposal to work with texts in second languages
{"title":"Una propuesta de AICLE para el trabajo con textos en segundos idiomas","authors":"F. Ramos","doi":"10.30827/digibug.31877","DOIUrl":"https://doi.org/10.30827/digibug.31877","url":null,"abstract":"RESUMEN: La presencia en las aulas de alumnos inmigrantes que no hablan la lengua del pais de acogida esta planteando nuevos retos a los profesores que deben ensenarles tanto el como a traves del nuevo idioma, por lo que la preparacion pedagogica de estos deberia incluir cursos sobre teorias, metodos y estrategias de aprendizaje de segundas lenguas. El presente articulo resume los metodos tradicionalmente usados en la ensenanza de lenguas, describe los avances mas significativos llevados a cabo en el area, y presenta un modelo que ayuda a los profesores que trabajan con alumnos con conocimientos limitados del idioma a preparar lecciones bien organizadas con las que poder mejorar su efectividad en clase. Palabras clave: Estrategias, inmigrantes, idiomas, segundos idiomas, didactica. A CLIL proposal to work with texts in second languages","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"1 1","pages":"169-182"},"PeriodicalIF":1.2,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate student motivation and achievement in English and their relation to teacher motivation and strategy use in the classroom. Research participants were 31 teachers in Catalonia (Spain) and the 694 students in their classes. The unit of analysis was the English class. The results of our study suggest that teacher motivation is related to teacher use of motivating strategies, which in turn are related to student motivation and English Achievement. Thus, any change in the educational system that promotes higher levels of teacher motivation should result in improved levels of education of the students.
{"title":"Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement","authors":"Mercè Bernaus, A. Wilson, R. C. Gardner","doi":"10.30827/digibug.31869","DOIUrl":"https://doi.org/10.30827/digibug.31869","url":null,"abstract":"The purpose of this study was to investigate student motivation and achievement in English and their relation to teacher motivation and strategy use in the classroom. Research participants were 31 teachers in Catalonia (Spain) and the 694 students in their classes. The unit of analysis was the English class. The results of our study suggest that teacher motivation is related to teacher use of motivating strategies, which in turn are related to student motivation and English Achievement. Thus, any change in the educational system that promotes higher levels of teacher motivation should result in improved levels of education of the students.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the results of a pre-experimental study into language learning in inclusive Content and Language Integrated Learning (CLIL) classrooms at secondary school, in which Science content was taught in English. The pedagogical experience lasted four weeks. The main pedagogical approach followed was the use of learning tasks carried out by students working in dyads. Through the use different indicators extensively employed in the field, the study attempts to measure the gains that students show in fluency and lexical repertoire in a pretest / treatment / post-test research design. The post-test demonstrated significant progress in the assessed indicators. The study also showed that improvements transcend purely formal linguistic aspects and that it is necessary to find other measurement tools which may help us to capture the extent of those improvements. The limited scope of the sample does not allow us to make strong claims about the suitability of pedagogical decisions adopted; however the outcomes encourage us to continue to explore how cooperation among students influences learning in CLIL
{"title":"Language learning through tasks in a content and language integrated learning (CLIL) science classroom","authors":"Cristina Escobar Urmeneta, Antonio Sánchez Sola","doi":"10.30827/digibug.31835","DOIUrl":"https://doi.org/10.30827/digibug.31835","url":null,"abstract":"This paper presents the results of a pre-experimental study into language learning in inclusive Content and Language Integrated Learning (CLIL) classrooms at secondary school, in which Science content was taught in English. The pedagogical experience lasted four weeks. The main pedagogical approach followed was the use of learning tasks carried out by students working in dyads. Through the use different indicators extensively employed in the field, the study attempts to measure the gains that students show in fluency and lexical repertoire in a pretest / treatment / post-test research design. The post-test demonstrated significant progress in the assessed indicators. The study also showed that improvements transcend purely formal linguistic aspects and that it is necessary to find other measurement tools which may help us to capture the extent of those improvements. The limited scope of the sample does not allow us to make strong claims about the suitability of pedagogical decisions adopted; however the outcomes encourage us to continue to explore how cooperation among students influences learning in CLIL","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"1 1","pages":"65-83"},"PeriodicalIF":1.2,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chaque annee, grâce au programme Erasmus, plus de 4.000 etudiants issus de diverses universites europeennes viennent etudier durant un quadrimestre en Communaute francaise de Belgique. Parmi eux, de nombreux espagnols choisissent plus specialement de realiser ce sejour a Louvain-la-Neuve. Comte tenu du rayonnement mondial de la culture francaise, le choix d'une region ayant la meme langue que les voisins francais fait emerger de nombreuses questions. Pourquoi choisir la Belgique? Les etrangers nous reconnaissent-ils une identite specifique? Au terme de ce sejour, leurs representations s'en trouvent-elles modifiees? La volonte d'etudier cette problematique est nee a partir de questions sur les particularites du francais parle en Belgique et la maniere dont elles sont percues par les personnes de passage dans le pays. Cette recherche s'inscrit dans un mouvement d'interet pour l'etude des representations au carrefour de plusieurs disciplines des sciences humaines (sociologie, psychologie et sociolinguistique). Comme sont titre l'indique, elle consiste en un travail descriptif et analytique. Les auteurs ont verifie s'il y a des correspondances entre les constatations des chercheurs et leurs observations sur le terrain.
{"title":"Représentations des étudiants Erasmus espagnols sur le français parlé en Belgique","authors":"L. Collès, Géraldine Bouillon","doi":"10.30827/digibug.31779","DOIUrl":"https://doi.org/10.30827/digibug.31779","url":null,"abstract":"Chaque annee, grâce au programme Erasmus, plus de 4.000 etudiants issus de diverses universites europeennes viennent etudier durant un quadrimestre en Communaute francaise de Belgique. Parmi eux, de nombreux espagnols choisissent plus specialement de realiser ce sejour a Louvain-la-Neuve. Comte tenu du rayonnement mondial de la culture francaise, le choix d'une region ayant la meme langue que les voisins francais fait emerger de nombreuses questions. Pourquoi choisir la Belgique? Les etrangers nous reconnaissent-ils une identite specifique? Au terme de ce sejour, leurs representations s'en trouvent-elles modifiees? La volonte d'etudier cette problematique est nee a partir de questions sur les particularites du francais parle en Belgique et la maniere dont elles sont percues par les personnes de passage dans le pays. Cette recherche s'inscrit dans un mouvement d'interet pour l'etude des representations au carrefour de plusieurs disciplines des sciences humaines (sociologie, psychologie et sociolinguistique). Comme sont titre l'indique, elle consiste en un travail descriptif et analytique. Les auteurs ont verifie s'il y a des correspondances entre les constatations des chercheurs et leurs observations sur le terrain.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"10 1","pages":"44-55"},"PeriodicalIF":1.2,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This PhD research is sponsored by Foundation for Science and Technology (FCT), Portugal, with the grant reference SFRH/BD/24819/2005.
本博士研究由葡萄牙科学技术基金会(FCT)资助，资助号为SFRH/BD/24819/2005。
{"title":"The psychosocial predisposition effects in second language learning: motivational profile in portuguese and catalan samples","authors":"S. Figueiredo","doi":"10.30827/digibug.31776","DOIUrl":"https://doi.org/10.30827/digibug.31776","url":null,"abstract":"This PhD research is sponsored by Foundation for Science and Technology (FCT), Portugal, with the grant reference SFRH/BD/24819/2005.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"29 1","pages":"7-20"},"PeriodicalIF":1.2,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The power relationship between teachers/lecturers and students may have negative effects on the process of learning because it can limit both 'physical' and verbal access to the teacher/lecturer and give rise to a relatively negative attitude towards him/ her. This is why reconsidering that power relationship and trying to reduce the power asymmetry is likely to improve both the relationship and the student's learning and performance. A way to contribute to bridging the distance between student and lecturer and also enhance personalized teaching and learning is tutorials. This article reports the results of an "experiment" that was carried out, with such objectives in mind, in the Teacher Training School of Guadalajara (University of Alcala).
{"title":"Reconsidering tutorials and student-lecturer power relationships in language subjects","authors":"M. Taibi","doi":"10.30827/digibug.30657","DOIUrl":"https://doi.org/10.30827/digibug.30657","url":null,"abstract":"The power relationship between teachers/lecturers and students may have negative effects on the process of learning because it can limit both 'physical' and verbal access to the teacher/lecturer and give rise to a relatively negative attitude towards him/ her. This is why reconsidering that power relationship and trying to reduce the power asymmetry is likely to improve both the relationship and the student's learning and performance. A way to contribute to bridging the distance between student and lecturer and also enhance personalized teaching and learning is tutorials. This article reports the results of an \"experiment\" that was carried out, with such objectives in mind, in the Teacher Training School of Guadalajara (University of Alcala).","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"1 1","pages":"2"},"PeriodicalIF":1.2,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El presente articulo se centra en una investigacion llevada a cabo en Espana acerca de las percepciones que los profesores de ingles de secundaria tienen sobre la ensenanza que ellos realizan del componente cultural y su papel como mediadores de lengua y cultura en la clase de idiomas extranjeros. Esta investigacion forma parte de un estudio comparativo mas amplio en el que forman parte siete paises (Belgica, Bulgaria, Grecia, Polonia, Mejico, Espana y Suecia). El articulo describe como los profesores perciben la ensenanza de la lengua y la cultura, las percepciones y actitudes de sus alumnos hacia los paises y culturas extranjeras asociadas con la lengua que estan aprendiendo, y las practicas educativas que los profesores procuran en torno a la competencia y la comunicacion interculturales. Los resultados de este estudio tienen importantes implicaciones didacticas y han de servir de guia para el diseno de programas relacionados con la instruccion de la competencia intercultural en la ensenanza de idiomas extranjeros para profesores en activo.
{"title":"Culture teaching in foreign language education: EFL teachers in Spain as cultural mediators","authors":"L. Sercu, Maria Garcia, P. C. Prieto","doi":"10.30827/digibug.28351","DOIUrl":"https://doi.org/10.30827/digibug.28351","url":null,"abstract":"El presente articulo se centra en una investigacion llevada a cabo en Espana acerca de las percepciones que los profesores de ingles de secundaria tienen sobre la ensenanza que ellos realizan del componente cultural y su papel como mediadores de lengua y cultura en la clase de idiomas extranjeros. Esta investigacion forma parte de un estudio comparativo mas amplio en el que forman parte siete paises (Belgica, Bulgaria, Grecia, Polonia, Mejico, Espana y Suecia). El articulo describe como los profesores perciben la ensenanza de la lengua y la cultura, las percepciones y actitudes de sus alumnos hacia los paises y culturas extranjeras asociadas con la lengua que estan aprendiendo, y las practicas educativas que los profesores procuran en torno a la competencia y la comunicacion interculturales. Los resultados de este estudio tienen importantes implicaciones didacticas y han de servir de guia para el diseno de programas relacionados con la instruccion de la competencia intercultural en la ensenanza de idiomas extranjeros para profesores en activo.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"1 1","pages":"85-102"},"PeriodicalIF":1.2,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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