Academic and professional writing in English : a study in the pedagogy of second language writing for Spanish university students.

Abarcar la enseñanza de la redacción en inglés como segunda lengua para fines académicos y profesionales en la universidad española. En primer lugar, se establece un marco teórico para la pedagogía de la redacción a base del entendimiento del texto escrito como nexo en una red compleja de relaciones sociales y negociaciones culturales. Luego se lleva a cabo un estudio de la práctica de la redacción en el contexto de la universidad española, con un análisis a fondo de los escritores y sus actitudes y expectativas, por un lado, y sus textos (un ensayo y un informe), por otro. Se analizan los textos usando técnicas cualitativas y cuantitativas. A partir de este estudio inicial, se diseña un proyecto de investigación-acción, en el que dos grupos paralelos de alumnos siguen dos programas diferentes en que se plasman dos aproximaciones distintas a la pedagogía de la redacción: el análisis textual, siguiendo la tradición del inglés para fines específicos y la escuela del género, y el análisis contextual, influenciado por los planteamientos y los procedimientos de la nueva retórica. Los textos resultantes son analizados mediante unas escalas detalladas de evaluación desarrolladas a base de los resultados del primer estudio. Los resultados de los dos programas son positivos, aunque el grupo de análisis contextual demuestra una mejora superior. Para concluir, se esboza una serie de principios que deberán servir de guía para el diseño de los futuros programas de redacción para universitarios españoles.

Reading games. Book-based: a language matters publication.

Recurso para los profesores que buscan proporcionar a los niños una significativa y placentera práctica de lectura. Ofrece explicaciones acerca de cómo diseñar y hacer los juegos y cómo utilizar los libro-juegos para ayudar a los niños a centrarse en la impresión y en profundizar su comprensión del lenguaje literario y ritmo.

Professional development for language teachers: strategies for teacher learning.

Examina diez enfoques diferentes para facilitar el desarrollo profesional en la enseñanza de idiomas: auto-escucha, profesor de grupos de apoyo, observación de la clase, análisis crítico de incidentes, análisis de casos, los compañeros de entrenamiento, equipo docente, investigación-acción El capítulo introductorio ofrece un marco conceptual de la naturaleza de la formación del profesorado. Todos los capítulos contienen ejemplos prácticos y preguntas de reflexión para ayudar a los lectores aplicar el enfoque de la enseñanza en su propio contexto. Bibliografía al final de los capítulos. Tiene índice.

Games for language learning.

Edición revisada respecto de la de 1979, con la inclusión de nuevos juegos y con una nueva estructura que permite a los atareados profesores encontrar y seleccionar con facilidad las actividades más adecuadas para sus clases. Esta dividido en capítulos con ejemplos para practicar las distintas habilidades del lenguaje: hablar, escuchar, escribir y leer, así como, también, para enseñar, vocabulario, ortografía y gramática. El último capítulo se dedica solo a los juegos y sus hojas pueden fotocopiarse. Estas actividades se aplican a cualquier etapa del proceso de aprendizaje, se integran sin problemas en los cursos vigentes y los profesores pueden adaptarlas a distintos niveles.

Gender-fair Language Changes the Social Perception of Professional Groups: The Case of German and Italian.

Gender-fair language, including women and men, such as word pairs has a substantial impact on the mental representation, as a large body of studies have shown. When using exclusively the masculine form as a generic, women are mentally significantly less represented than men. Word pairs, however, lead to a higher cognitive inclusion of women. Surprisingly little research has been conducted to understand how the perception of professional groups is affected by gender-fair language. Providing evidence from an Italian-Austrian cross-cultural study with over 400 participants, we argue that gender-fair language impacts the perception of professional groups, in terms of perceived gender-typicality, number of women and men assumed for a profession, social status and average income. Results hint at a pervasive pay-off: on the one hand, gender-fair language seems to boost the mental representations in favor of women and professions are perceived as being rather gender-neutral. On the other hand professional groups are assigned lower salary and social status with word pairs. Implications of results are discussed.

Gender-Fair language and professional self-reference: The case of female psychologists in Polish

The struggle to achieve gender equality is accompanied by efforts to introduce gender-fair language. In languages with grammatical gender this implies the use of gender-appropriate forms (feminine for women and masculine for males). In the present research, results of a mixed method approach—a corpus analysis, a survey, and an experiment—provide consistent evidence that in Polish, feminine forms are still infrequent in women’s self-reference and that women psychologists continue to use masculine titles. Moreover, a qualitative inquiry examines the reasons why women prefer masculine over feminine job titles. Integrating findings from the two-stage design, we are able to identify the obstacles to promoting social change with the help of language and to understand the reasons behind them.

Kinematic and heart rate demands in 4x4 vs 7x7 small sided games in professional soccer players

Comparación de las variables cinemáticas y de frecuencia cardiaca en dos posesiones en fútbol

The role of games in the development of oral skills in Teaching english as a foreign language to adult learners from An extension course at Universidad del Valle [recurso electr?nico]

This research arose from the notorious need to promote oral production in the adult learners of the English Extension courses at Universidad del Valle in 2014. This qualitative research was carried out in a 60 hour course divided along 15 sessions on Saturdays, and with an adult population between the ages of 22 and 65 years old. Its main objective was to describe the impact of games aimed at promoting oral production in English with a group of adult learners. Data were collected from one demographic survey, video-recordings of classroom events during the implementation of games, students? surveys after each game and a teacher?s journal. The analysis of data showed that games did have an impact in students? performance which was related to a positive atmosphere in the classroom. Students showed progress in terms of fluency, interaction and even pronunciation; however they still showed difficulties with accuracy in their spontaneous utterances. These learners? achievements seemed to have a relation with the class atmosphere during games where students showed high level of involvement, confidence, mutual support and enjoyment.

Salivary immunoglobulin a responses in professional top-level futsal players

Moreira, A, Arsati, F, de Oliveira Lima-Arsati, YB, de Freitas, CG, and de Araujo, VC. Salivary immunoglobulin a responses in professional top-level futsal players. J Strength Cond Res 25(7): 1932-1936, 2011-The purpose of this study was to investigate the responses of salivary immunoglobulin A (SIgA) in 10 professional top-level Brazilian futsal players after 2 highly competitive games separated by 7 days. Unstimulated saliva was collected over a 5-minute period at PRE- and POST-match. The SIgA was measured by an enzyme-linked immunosorbent assay and expressed as the absolute concentration (SIgAabs) and secretion rate of IgA (SIgArate). Rate of perceived exertion and heart rate were used to monitor the exercise intensity. A 2-way analysis of variance with repeated measures showed nonsignificant differences between matches to SIgAabs, SIgArate, and saliva flow rate (p > 0.05). However, significant time differences were observed for all these parameters. In summary, we showed that a competitive training match induced a decrease in SIgA levels in top-level futsal players, which suggests an increment of the vulnerability to infections meditated by the training stimulus. This decrease suggests that the athletes were at an increased risk of developing an upper respiratory tract infection, and therefore, it could be necessary to take protective actions to minimize contact with cold viruses or even reduce the training load for athletes.

Emerging Issues Concerning the Education of Speech and Language Pathologists and Audiologists in Brazil and South America

Diversity is one of the major characteristics of Brazil and all South America. This paper presents an overview of the current situation of the education of speech and language pathologists (SLP) and audiologists in Brazil and in several other countries of South America. This paper also discusses the main challenges shared by these countries. The discussion is focused on the mutual interferences between education and the areas of professional practice, cultural diversity and continued education. There are many emerging issues about the education of SLP and audiologists in South America. The suggested conclusion is that, despite the many differences, the South American SLP and audiologists` education would benefit from joint efforts and collaborative experiences. Copyright (C) 2010 S. Karger AG, Basel