The case for using Duolingo as part of the language classroom experience

Resumen basado en el de la publicaci??n

Characterization about tutor??s actuation in the teachers training of mathematics

Resumen basado en el de la publicaci??n

Language learning strategy use by Spanish EFL students : the effect of proficiency level, gender, and motivation

Resumen basado en el de la publicaci??n

The use of oral presentations in Higher Education : CLIL vs. English as a foreign language

Incluye ap??ndice

Contribution of the research component in internship reports to the development of didactic knowledge of mathematics

Monogr??fico con el t??tulo: " Formaci??n de profesores. Perspectivas de Brasil, Colombia, Espa??a y Portugal"

The sight of silence : the conceptualisation of silence in the visual cultures of sign language communities

Deaf people are perceived by hearing people as living in a silent world. Yet, silence cannot exist without sound, so if sound is not heard, can there be silence? From a linguistic point of view silence is the absence of, or intermission in, communication. Silence can be communicative or noncommunicative. Thus, silence must exist in sign languages as well. Sign languages are based on visual perception and production through movement and sight. Silence must, therefore, be visually perceptible; and, if there is such a thing as visual silence, how does it look? The paper will analyse the topic of silence from a Deaf perspective. The main aspects to be explored are the perception and evaluation of acoustic noise and silence by Deaf people; the conceptualisation of silence in visual languages, such as sign languages; the qualities of visual silence; the meaning of silence as absence of communication (particularly between hearing and Deaf people); social rules for silence; and silencing strategies.

The development of a phonetically balanced word recognition test in the Ilocano language

Three different phonetically-balanced 50-word recognition lists were constructed in the Ilocano language. Factors that were considered in the construction of these lists were: phonetic balance, syllable structure, and commonness of words.

The essentials of written language

This paper discusses the development of written language in children.

A report on the language instruction provided to a group of deaf children

This paper is a summary of a course of language instruction provided to a group of deaf children over the course of one year.

The development of language and communicative behaviors in deaf/hearing twins

This paper examines language development in twins--one that is hearing and the other that is hearing impaired.

A comparison of two techniques for evaluating the development of syntax in children's language: developmental sentence analysis and the CID grammatical analysis of elicited language: simple sentence level

This paper compares two language evaluation tests--Development Sentence Analysis and the CID Grammatical Analysis of Elicited Language: Simple Sentence Level.

Determining the efficacy of summer school on maintaining hearing-impaired children’s language levels

This paper discusses the process of determining the efficacy of summer school on maintaining hearing-impaired children’s language levels.

Syntactic development in the oral and written language of profoundly deaf adolescents

This paper reviews a study to investigate oral and written syntactic development of profoundly deaf adolescents.

The effects of the SKILL Program on the language and socialization of hearing impaired children

This study will examine the effects of the SKILL Program on the social and pragmatic skills of the hearing-impaired children in the Pre-K department of the Central Institute for the Deaf. It will assess language and social skills necessary for the children to be successful in the mainstream and how having hearing peers may have contributed to their gaining of those skills.

The importance of direct language instruction for hearing impaired children

This paper discusses the importance of direct and intense language instruction for hearing impaired children in developing language and communication skills. The author presents a variety of activities for teacher use.