NETTLE Reference Framework for Educational Development, in English, Spanish and French

The framework was developed in response to feedback from partner institutions around Europe.

English for specific purposes.

Da a los profesores consejos prácticos para la enseñanza del inglés profesional a cualquier profesión. Ayuda a enseñar a identificar las áreas del lenguaje que son comunes a la mayoría de las diferentes vocaciones. Ofrece más de ochenta actividades para los alumnos de todos los niveles. Está organizado en capítulos genéricos en áreas tales como las estructuras organizativas (capítulo 2), atención al cliente y garantía de calidad (capítulo 6), la salud y la seguridad (capítulo 7). Todas las actividades pueden ser adaptadas para satisfacer las necesidades de los profesionales empleados en otros sectores, y hay sugerencias de cómo lograrlo. Adecuado para maestros, formadores de docentes, y profesores principiantes.

Teaching other subjects through English.

Este recurso pretende ayudar a los profesores que imparten la enseñanza de otras asignaturas en inglés (AICLE), Aprendizaje Integrado de Conocimientos Curriculares y Lengua Extranjera, y sugiere soluciones a algunos de sus problemas. Ofrece más de sesenta actividades interactivas especialmente adecuadas para alumnos entre once y dieciocho años que dan ideas para trabajar con grupos, parejas, clases enteras, y clases con distintas capacidades. Tiene apéndice para ayudar con el idioma en el aula; frases útiles para los estudiantes; bibliografía y sitios web.

Grammar.

Recurso tanto para los profesores sin experiencia docente, como para los que tienen necesidad de ampliar su repertorio en la enseñanza de la gramática con estudiantes de secundaria y adultos. Está organizado en tres secciones: la gramática de palabras, gramática de la oración y la gramática de texto .

Grammar for young learners.

Recurso para profesores de primaria y secundaria que deseen enseñar gramática de una manera divertida a sus alumnos entre seis y trece años. Es adecuado tanto para los profesores con inglés como idioma materno, o no. Las actividades se centran en los principales puntos gramaticales para niños y jóvenes y se alinean con el Marco Común Europeo de Referencia para las Lenguas (Common European Framework of Reference for Languages) (CEFR). Los contenidos están organizados por objetivos de comunicación (por ejemplo, hablando del pasado), así como terminología gramatical tradicional (por ejemplo, pasado simple). Los puntos específicos de la gramática se enumeran en la cabecera de cada actividad, y el índice en la parte posterior del libro, proporciona una referencia cruzada de gramática. Incluye actividades para los diferentes estilos de aprendizaje. Promueve las destrezas de pensamiento crítico y creativo. Hay hojas fotocopiables para muchas de las actividades.

A resource guide: Mainstreaming a child with a hearing impairment: What teachers need to know

This paper is intended as a resource for teachers by providing information and teaching strategies to help meet the needs of children with a hearing impairment in the mainstream educational setting.

Terrestrial implications for the maritime geoarchaeological resource: A view from the Lower Palaeolithic

Stone tools and faunal remains have been recovered from the English Channel and the North Sea through trawling, dredging for aggregates, channel clearance, and coring. These finds highlight the potential for a maritime Lower Palaeolithic archaeological resource. It is proposed here that any Lower Palaeolithic artefacts, faunal remains, and sediments deposited in the maritime zone during dry, low-stand phases were once (and may still be) contextually similar to their counterparts in the terrestrial Lower Palaeolithic records of north-western Europe. Given these similarities, can interpretive models and analytical frameworks developed for terrestrial archaeology be profitably applied to an assessment of the potential value of any maritime resource? The terrestrial geoarchaeological resource for the Lower Palaeolithic is dominated by artefacts and ecofacts that have been fluvially reworked. The spatio-temporal resolution of these data varies from entire river valleys and marine isotope stages to river channel gravel bar surfaces and decadal timescales, thus supporting a variety of questions and approaches. However, the structure of the terrestrial resource also highlights two fundamental limitations in current maritime knowledge that can restrict the application of terrestrial approaches to any potential maritime resource: (i) how have the repetitive transgressions and regressions of the Middle and Late Pleistocene modified the terrace landforms and sediments associated with the river systems of the English Channel and southern North Sea basins?; and (ii) do the surviving submerged terrace landforms and fluvial sedimentary deposits support robust geochronological models, as is the case with the classical terrestrial terrace sequences? This paper highlights potential approaches to these questions, and concludes that the fluvial palaeogeography, Pleistocene fossils, and potential Lower Palaeolithic artefacts of the maritime geoarchaeological resource can be profitably investigated in future as derived, low-resolution data sets, facilitating questions of colonisation, occupation, demography, and material culture.

Still water, hidden depths: the deposition of Bronze Age metalwork in the English Fenland

Finds of metalwork always raise the question of why they were deposited: a smith's collection, a concealed hoard or a votive offering? Findspots in water suggest offerings, since they would be awkward to retrieve. But understanding the context of deposition means knowing the prehistoric environment. The Fenland area of England has many Bronze Age sites, and deposits of metalwork and a well-mapped ancient environment too. Putting all three together the authors begin to assemble a grammar of deposition: swords and rapiers in rivers, some mixed collections placed in still water and others on once-dry land with burnt mounds.

Task design and second language performance: the effect of narrative type on learner output

This article reports on a detailed empirical study of the way narrative task design influences the oral performance of second-language (L2) learners. Building on previous research findings, two dimensions of narrative design were chosen for investigation: narrative complexity and inherent narrative structure. Narrative complexity refers to the presence of simultaneous storylines; in this case, we compared single-story narratives with dual-story narratives. Inherent narrative structure refers to the order of events in a narrative; we compared narratives where this was fixed to others where the events could be reordered without loss of coherence. Additionally, we explored the influence of learning context on performance by gathering data from two comparable groups of participants: 60 learners in a foreign language context in Teheran and 40 in an L2 context in London. All participants recounted two of four narratives from cartoon pictures prompts, giving a between-subjects design for narrative complexity and a within-subjects design for inherent narrative structure. The results show clearly that for both groups, L2 performance was affected by the design of the task: Syntactic complexity was supported by narrative storyline complexity and grammatical accuracy was supported by an inherently fixed narrative structure. We reason that the task of recounting simultaneous events leads learners into attempting more hypotactic language, such as subordinate clauses that follow, for example, while, although, at the same time as, etc. We reason also that a tight narrative structure allows learners to achieve greater accuracy in the L2 (within minutes of performing less accurately on a loosely structured narrative) because the tight ordering of events releases attentional resources that would otherwise be spent on finding connections between the pictures. The learning context was shown to have no effect on either accuracy or fluency but an unexpectedly clear effect on syntactic complexity and lexical diversity. The learners in London seem to have benefited from being in the target language environment by developing not more accurate grammar but a more diverse resource of English words and syntactic choices. In a companion article (Foster & Tavakoli, 2009) we compared their performance with native-speaker baseline data and see that, in terms of nativelike selection of vocabulary and phrasing, the learners in London are closing in on native-speaker norms. The study provides empirical evidence that L2 performance is affected by task design in predictable ways. It also shows that living within the target language environment, and presumably using the L2 in a host of everyday tasks outside the classroom, confers a distinct lexical advantage, not a grammatical one.