Un Estudio de caso sobre la formación del profesorado de educación primaria en didáctica de la lengua y la literatura

Nuestro trabajo se fundamenta en primera instancia en las investigaciones que tratan y adoptan el conocimiento de los profesores como objeto de estudio y que vienen realizándose desde hace algunas décadas, arrancando de los prestigiosos trabajos de Lee Shulman (1987, 1991, 1992) y su equipo, donde se insiste en la importancia del contenido en la enseñanza y, sobre todo, donde se caracteriza el llamado “conocimiento didáctico del contenido”. Estos estudios han dado lugar a variadas líneas de investigación, impulsadas por autores tan prestigiosos como Grossman (1990), Leinhardt (1992), Clandinin et alii (1992), Connelly y Clandinin (1988), etc., líneas que han intentado conformar una base de conocimiento para la enseñanza centrándose en análisis relacionados con la comparación entre el conocimiento formal y el práctico; el conocimiento informado por los propios profesores; el conocimiento de la materia y su papel en la enseñanza; el conocimiento didáctico, de los aprendices, de los currículos y el didáctico del contenido o los procesos cognitivos de los profesores antes y durante la enseñanza. Se han aportado incluso nuevos lenguajes, como es el caso de los trabajos de Connelly y Clandinin (1985); se han estudiado los componentes usados en la construcción del conocimiento, el conocimiento previo de los docentes, las teorías implícitas de los profesores, el conocimiento práctico personal, las rutinas docentes, imágenes y creencias; se han descrito varios tipos de conocimiento (conocimiento para, en y de la práctica), y se habla últimamente de la adquisición social del conocimiento, proponiéndose “la indagación como actitud” (Cochran-Smith y Lytle, 1999)

La Phrase dictée du jour, de la recherche à la pratique en classe

Cette communication se propose d’en présenter la première étape qui concerne des professeursstagiaires en formation initiale. Après avoir décrit l’activité, nous en analyserons la mise en pratique dans deux dispositifs de formation. Pour ce faire, nous avons élaboré des indicateurs de reconnaissance de la transformation de l’activité du professeur débutant (Garcia-Debanc, 2009; Cogis, Elalouf, Brinker, 2009). En conclusion, nous tenterons de préciser quelques-unes des conditions d’une appropriation potentiellement réussie

Enseñanza-aprendizaje de la lengua oral por medio de contenidos del currículum en contextos escolares plurilingües

El tema de investigación que presentamos parte de una preocupación generalizada del ámbito de la educación en contextos plurilingües (Laplante, 1993; Carrasquillo y Rodríguez, 1996). Dicha preocupación emerge de dos constataciones: por una parte, existe la preocupación –a nivel social e institucional- sobre el uso y la calidad de la lengua oral euskara en los alumnos de Educación Primaria y por otra parte, existe la preocupación de propiciar ayudas a los alumnos que realizan el currículo en la L2, para que lo realicen con éxito

Començant pel començament: la pregunta d'investigació. Anàlisi del procés d’aprenentatge dels investigadors novells en didàctica de la llengua i la literatura

En la nova estructura derivada de l’EEES la formació d’investigadors en l’àmbit universitari s’organitza a través dels màsters de recerca, configurats com a període de formació dels programes de doctorat. En l’àrea de la didàctica de la llengua i la literatura (DLL), la Universitat de Barcelona ofereix, des del curs 2007-08, un màster de recerca adreçat a la formació d’investigadors capaços d'analitzar els processos i les relacions d’ensenyament-aprenentatge que es produeixen a les classes de llengua i literatura, d’aportar elements de crítica i de reflexió a la pràctica educativa, i d’elaborar i aplicar eines i recursos d’avaluació dels aprenentatges lingüístics i literaris

Enhanced convolution approach for CAC in ATM networks, an analytical study and implementation

The characteristics of service independence and flexibility of ATM networks make the control problems of such networks very critical. One of the main challenges in ATM networks is to design traffic control mechanisms that enable both economically efficient use of the network resources and desired quality of service to higher layer applications. Window flow control mechanisms of traditional packet switched networks are not well suited to real time services, at the speeds envisaged for the future networks. In this work, the utilisation of the Probability of Congestion (PC) as a bandwidth decision parameter is presented. The validity of PC utilisation is compared with QOS parameters in buffer-less environments when only the cell loss ratio (CLR) parameter is relevant. The convolution algorithm is a good solution for CAC in ATM networks with small buffers. If the source characteristics are known, the actual CLR can be very well estimated. Furthermore, this estimation is always conservative, allowing the retention of the network performance guarantees. Several experiments have been carried out and investigated to explain the deviation between the proposed method and the simulation. Time parameters for burst length and different buffer sizes have been considered. Experiments to confine the limits of the burst length with respect to the buffer size conclude that a minimum buffer size is necessary to achieve adequate cell contention. Note that propagation delay is a no dismiss limit for long distance and interactive communications, then small buffer must be used in order to minimise delay. Under previous premises, the convolution approach is the most accurate method used in bandwidth allocation. This method gives enough accuracy in both homogeneous and heterogeneous networks. But, the convolution approach has a considerable computation cost and a high number of accumulated calculations. To overcome this drawbacks, a new method of evaluation is analysed: the Enhanced Convolution Approach (ECA). In ECA, traffic is grouped in classes of identical parameters. By using the multinomial distribution function instead of the formula-based convolution, a partial state corresponding to each class of traffic is obtained. Finally, the global state probabilities are evaluated by multi-convolution of the partial results. This method avoids accumulated calculations and saves storage requirements, specially in complex scenarios. Sorting is the dominant factor for the formula-based convolution, whereas cost evaluation is the dominant factor for the enhanced convolution. A set of cut-off mechanisms are introduced to reduce the complexity of the ECA evaluation. The ECA also computes the CLR for each j-class of traffic (CLRj), an expression for the CLRj evaluation is also presented. We can conclude that by combining the ECA method with cut-off mechanisms, utilisation of ECA in real-time CAC environments as a single level scheme is always possible.

Postcolonial language : rejection and subversion

Postcolonial literature is often depicted as a form of cultural translation, a privileged space from which to rewrite history and retroactively reflect upon the colonial experience. Based on this notion of cultural translation, the article seeks to examine, respectively, Aimé Césaire’s Une Tempête (1969) and J. M. Coetzee’s Foe (1986) as regards the “written-back” characters Caliban and Friday. Both characters will be compared and contrasted concerning their peculiar use of language as an instrument of power, subversion, and rejection of the European ruling.

Strategy clusters and sources of knowledge in French L2 listening comprehension

This article reports on an exploratory investigation into the listening strategies of lower-intermediate learners of French as an L2, including the sources of knowledge they employed in order to comprehend spoken French. Data from 14 learners were analysed to investigate whether employment of strategies in general and sources of knowledge in particular varied according to the underlying linguistic knowledge of the student. While low linguistic knowledge learners were less likely to deploy effectively certain strategies or strategy clusters, high linguistic knowledge levels were not always associated with effective strategy use. Similarly, while there was an association between linguistic knowledge and learners’ ability to draw on more than one source of knowledge in a facilitative manner, there was also evidence that learners tended to over-rely on linguistic knowledge where other sources, such as world knowledge, would have proved facilitative. We conclude by arguing for a fresh approach to listening pedagogy and research, including strategy instruction, bottom-up skill development and a consideration of the role of linguistic knowledge in strategy use.

Retrieval of effective ice crystal size in the infrared: sensitivity study and global measurements from TIROS-N Operational Vertical Sounder

The difference between cirrus emissivities at 8 and 11 μm is sensitive to the mean effective ice crystal size of the cirrus cloud, De. By using single scattering properties of ice crystals shaped as planar polycrystals, diameters of up to about 70 μm can be retrieved, instead of up to 45 μm assuming spheres or hexagonal columns. The method described in this article is used for a global determination of mean effective ice crystal sizes of cirrus clouds from TOVS satellite observations. A sensitivity study of the De retrieval to uncertainties in hypotheses on ice crystal shape, size distributions, and temperature profiles, as well as in vertical and horizontal cloud heterogeneities shows that uncertainties can be as large as 30%. However, the TOVS data set is one of few data sets which provides global and long-term coverage. Having analyzed the years 1987–1991, it was found that measured effective ice crystal diameters De are stable from year to year. For 1990 a global median De of 53.5 μm was determined. Averages distinguishing ocean/land, season, and latitude lie between 23 μm in winter over Northern Hemisphere midlatitude land and 64 μm in the tropics. In general, larger Des are found in regions with higher atmospheric water vapor and for cirrus with a smaller effective emissivity.

Language, education and ethnicity: whose rights will prevail in an age of globalisation?

Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation-states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now greater recognition of the importance of language both for economic and educational development, as well as for human rights, the forces of globalisation are leading towards uniformity in the languages used, in culture and even in education. They are working against the development of language rights for smaller groups. We are witnessing a sharp decline in the number of languages spoken. Only those languages which are numerically, economically and politically strong are likely to survive. As a result many linguistic and ethnic groups are in danger of being further marginalised. This paper will illustrate this thesis both historically and from several contemporary societies, showing how certain policies have exacerbated ethnic conflict while others are seeking to promote harmony and reconciliation. Why this should be so will be explored. (c) 2006 Elsevier Ltd. All rights reserved.