The Role of EFL Teachers in the ESL Setting

Se describen las acciones que los profesionales de la enseñanza del inglés como lengua extranjera deben llevar a cabo al trasladarse a un contexto en el que se aprende el idioma como segunda lengua. Se subraya la función de esos profesionales como defensores y tutores de estudiantes con diversidad cultural y lingüística. Asimismo, se señalan los importantes aspectos portener en cuenta para cumplir con esa función.A description is provided of the challenges that English as a Foreign Language teaching professionals face when being relocated to an English as a Second Language setting. Language teaching professionals' role as advocates and educational parents to Culturally and Linguistically Diverse (CLD) students is highlighted. The most important aspects to take into account to fulfill such a role are also presented.

Enseñanza de lenguas materna y extranjeras a niños con necesidades especiales: caso Síndrome de Down

Durante mucho tiempo se consideró que los niños con Síndrome de Down (SD) debían aprender su lengua materna y hasta pasada la adolescencia podrían seguir con otra lengua. No obstante, los beneficios posibles del aprendizaje precoz de lenguas sobre el desarrollo cognitivo y lingüístico de estos niños han de ser reconsiderados. La exposición de niños con SD asituaciones lingüísticas distintas puede evitar ponerlos a la defensiva, lo cual tiene consecuencias favorables en lo cognitivo. lo motivacional y lo emocional. La metodología de estimulación temprana mediante los idiomas es fundamental.For a long time it was believed that children with Down Syndrome (DS) should learn their native language, and not until after adolescence should they begin to study a second language. However, the potential benefits of early second-language education for cognitive and linguistic developmentshould be reconsidered. Exposure to new linguistic situations helps children with DS to avoid defensiveness, which in turn contributes positively to the child's cognitive, motivational and emotional level. Early stimulation with foreign languages is essential.

Teaching Communications, Cultures, Connections, Comparisons, and Communities with Multimedia: A University-Middle School Service-Learning Project

Se describe el uso de tecnología en forma de presentaciones de multimedia para facilitar la enseñanza de las Normas para el Aprendizaje de una Lengua Extranjera del Concilio Americano para la Enseñanza de Lenguas extranjeras. Las normas abarcan las comunicaciones, las culturas, las conexiones, las comparaciones y las comunidades. El estudiantado universitario aprende a crear, con multimedia, presentaciones sobre un tema cultural en la lengua meta. El componente de aprendizaje por servicio comunitario se fundamenta en las presentaciones creadas para estudiantes de colegio, quienes tienen acceso a las presentaciones en un sitio web de la universidad.A description is provided of how the use of technology in the form of multimedia presentations enhances the teaching of the Five C Standards for Foreign Language Learning of the American Council on the Teaching of Foreign Languages: communications, cultures, connections, comparisons, and communities. University students learn to create multimedia presentations on a cultural topic in the target language. The service-learning component provides the multimedia presentations for middle-school students who access them from the university website.

Reflexiones onomasiológicas en torno al papel de la administración en los programas de Español como lengua extranjera

Es un planteo de base teórica sobre la incorporación efectiva de la conciencia intercultural en los programas de Español como lengua extranjera (ELE) y de la influencia de las personas encargadas de administrar y facilitar su adecuada inclusión. La competencia en una lengua extranjera supone tanto capacidades lingüísticas, como el conocimiento y apropiación del conjunto de valores, creencias y normas culturales que conforman la identidad individual y colectiva de una comunidad académica.This is a theoreticalIy-based proposal conceming the effective incorporation of intercultural awareness in Spanish as a Foreign Language (SFL) programs and the influence of administering facilitating its adequate inclusion. Proficiency in a foreign language involves not only linguistic skills but also a knowledge and appropriation of the cultural values, beliefs and norms integrated in the individual and collective identity of an academic community.

A avaliação no ensino de inglês como LE : crenças, reflexões e ressignificação

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2015.

Victorian Fairy Tales to develop the speaking skill for children of sixth level of basic education at Maria Auxiliadora High School

Este trabajo de investigación analiza los resultados de un estudio realizado en el Colegio Privado María Auxiliadora en la ciudad de Cuenca, en el uso de la narración como una estrategia comunicativa para mejorar la habilidad de hablar Inglés de los estudiantes de Inglés como lengua extranjera. En este trabajo se intentará demostrar que la narración es un método pedagógico adecuado para desarrollar las habilidades de hablar en estudiantes de sexto nivel que están inscritos en las clases de inglés como lengua extranjera. Los resultados significativos se reportan usando una Rúbrica dos veces: antes del proceso y después del mismo. La prueba estadística utilizada fue de Wilcoxon y el valor crítico fue 0,05. Los resultados mostraron una mejora en todos los cinco componentes diferentes de la rúbrica. La conclusión más importante es que los cuentos de hadas victorianos pueden ser incluidos dentro de la clase y que motiva a hablar el idioma Inglés.

Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning-teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.

Le processus décisionnel sous-jacent à la rétroaction corrective des enseignants de français langue seconde à l'oral

L’objectif de cette étude qualitative est de décrire et de comprendre le processus décisionnel sous-jacent à la rétroaction corrective d’un enseignant de langue seconde à l’oral. Pour ce faire, elle décrit les principaux facteurs qui influencent la décision de procéder à une rétroaction corrective ainsi que ceux qui sous-tendent le choix d’une technique de rétroaction particulière. Trois enseignantes de français langue seconde auprès d’un public d’adultes immigrants au Canada ont participé à cette recherche. Des séquences complètes d’enseignement ont été filmées puis présentées aux participantes qui ont commenté leur pratique. L’entretien de verbalisation s’est effectué sous la forme d’un rappel stimulé et d’une entrevue. Cet entretien constitue les données de cette étude. Les résultats ont révélé que la rétroaction corrective ainsi que le choix de la technique employée étaient influencés par des facteurs relatifs à l’erreur, à l’apprenant, au curriculum, à l’enseignant et aux caractéristiques des techniques. Ils ont également révélé que l’apprenant est au cœur du processus décisionnel rétroactif des enseignants de langue seconde. En effet, les participantes ont affirmé vouloir s’adapter à son fonctionnement cognitif, à son état affectif, à son niveau de langue et à la récurrence de ses erreurs. L’objectif de cette étude est d’enrichir le domaine de la formation initiale et continue des enseignants de L2. Pour cela, des implications pédagogiques ont été envisagées et la recommandation a été faite de porter à la connaissance des enseignants de L2 les résultats des recherches sur l’efficacité des techniques de rétroaction corrective, particulièrement celles qui prennent en compte les caractéristiques des apprenants.

El aprendizaje en una comunidad en internet de profesores de español como segunda lengua: estudio etnográfico virtual de la comunidad Todoele

In the digital era the availability of resources for online learning has multiplied along with personal learning environments. Proof of this is the proliferation of phenomena in the internet like Open Educational Resources or the Massive Open Online Course (MOOC) and the vast diversity of Online Communities of Practice (OCoP). The former is the object of study in the present Thesis. As Juan Freire (2012: 71) wrote: “The education is already happening, specially outside of educational institutions and formal process of education.” The OCoP garnered attention in the research community during the last few years. And, according to published research, online communities are turning into an emerging phenomena not only for “digital natives” (White, 2011) but also for lifelong learning (Wenger et al, 2002; Dubé et al, 2006; Lai et al, 2006) and specially as a tool for teacher training (Garrido, 2003; Murua, 2015). Teachers develop, through these tools, networks of self support, share didactic material, and look for solutions to common problems while undertaking initiatives towards even more collaboration. The present thesis is a study of Comunidad Todoele (CT) one of the most reputable networks for Spanish as a Foreign Language Teachers (ELE, from it’s Spanish acronym). Currently the community has near 11,000 members and it’s main purpose is researching, describing, and theorising the formative processes that happen inside the network from the perspective of those experiencing it. Debate is centred on the questions: What relevant knowledge do the teachers get from the community? In which way are these processes of learning developed? In other words, How, and what, do teachers learn in these environment?..

Educational software in english to the awareness in a preschool education supervised context

Information and communication technologies play an increasingly important role in society, in the sense that all areas and professions make use of digital resources. The school can not be brushed off this reality, aim to create full subjects and integrated in society today. Educational software can be used very early in the education of children, but they must be carefully and monitoring. This article aims to present the results of the use of educational software in English to the awareness of context with children of pre-school education in kindergarten, nursery center Redemptorist Fathers - The smallest fox in White Castle, a 21 group children under 5 years. Early awareness of foreign language such as English can be started with digital multimedia capabilities and various software available on the market. However, the small study described the case reveals some resistance from parents and educators, in the preparation of these to choose and monitor the use of ICT by children, in addition to also highlight the self-interest of the children involved and their learning a few words in English language in different contexts of daily worked. The study opens perspectives on close monitoring needs of such uses and training of educators in the field of use of resources multilingual awareness in pre-school education.

Tools for enhancing oral proficiency and cultural understanding in teaching Arabic online to non-native speakers

One of the main challenges learners of Arabic as a foreign language face in Australia is the lack of opportunities to practice the language with native speakers of Arabic outside the classroom boundaries to enhance their language skills in general and their oral proficiency in particular. Learners have so little exposure to Arabic outside the classroom. This restriction in L2 exposure in the formal academic framework is due to the limited face-to-face learning time and, more significantly, is compounded by lack of exposure to the language’s authentic use settings. Students are often isolated from the target language’s authentic discourse communities and native speakers. This situation is exacerbated for Cloud (online) students studying in relative isolation. All of these factors make developing communicative oral fluency in Modern Standard Arabic (MSA) more difficult and challenging for many learners, particularly for Cloud learners. Deakin University is the only university in Australia that offers Arabic in both Campus and Cloud modes of delivery. This paper discusses an innovative approach used at Deakin University to enable online learners of Arabic to practice their developing skills by listening, practicing, and experiencing directly how the language is used outside the classroom boundaries. In addition to providing Cloud learners with an Arabic online environment rich with interactive opportunities to practice the language, it was also necessary to provide the learners with tools such as the virtual classrooms, chat rooms, discussion forums and social media language partner programs, to practice their oral fluency and enrich their learning experience.

Exploring implementation of dialogical inquiry into a Korean English classroom

An alternative approach to the teaching and learning of spoken English in Korea was investigated to maximise students’ collaborative meaning-making through dialogical inquiry. It was concluded that oral proficiency of foreign language could be facilitated by a learning environment that is oriented to student interaction and is responsive to social and cultural identities of students.

Le processus décisionnel sous-jacent à la rétroaction corrective des enseignants de français langue seconde à l'oral

L’objectif de cette étude qualitative est de décrire et de comprendre le processus décisionnel sous-jacent à la rétroaction corrective d’un enseignant de langue seconde à l’oral. Pour ce faire, elle décrit les principaux facteurs qui influencent la décision de procéder à une rétroaction corrective ainsi que ceux qui sous-tendent le choix d’une technique de rétroaction particulière. Trois enseignantes de français langue seconde auprès d’un public d’adultes immigrants au Canada ont participé à cette recherche. Des séquences complètes d’enseignement ont été filmées puis présentées aux participantes qui ont commenté leur pratique. L’entretien de verbalisation s’est effectué sous la forme d’un rappel stimulé et d’une entrevue. Cet entretien constitue les données de cette étude. Les résultats ont révélé que la rétroaction corrective ainsi que le choix de la technique employée étaient influencés par des facteurs relatifs à l’erreur, à l’apprenant, au curriculum, à l’enseignant et aux caractéristiques des techniques. Ils ont également révélé que l’apprenant est au cœur du processus décisionnel rétroactif des enseignants de langue seconde. En effet, les participantes ont affirmé vouloir s’adapter à son fonctionnement cognitif, à son état affectif, à son niveau de langue et à la récurrence de ses erreurs. L’objectif de cette étude est d’enrichir le domaine de la formation initiale et continue des enseignants de L2. Pour cela, des implications pédagogiques ont été envisagées et la recommandation a été faite de porter à la connaissance des enseignants de L2 les résultats des recherches sur l’efficacité des techniques de rétroaction corrective, particulièrement celles qui prennent en compte les caractéristiques des apprenants.

Les Turcs turcophones de France : langues, identités et enjeux culturels

Dans le cadre du projet «Représentations des langues et des identités en Méditerranée en contexte plurilingue» (EA 739 Dipralang), nous avons interrogé les représentations sociolinguistiques de la communauté turque du sud de la France (travailleurs et étudiants), communauté qui continue de pratiquer sa langue maternelle en contexte migratoire. Nous avons plus particulièrement cherché à cerner le rapport à la langue maternelle minorée (le turc) et celui à la langue dominante du pays d’accueil (le français) pour mettre en lumière les liens entre l’attachement à la langue/aux langues et le sentiment d’appartenance au(x) groupe(s). Afin de mieux comprendre la construction des altérités culturelles, nous avons également tenté d’identifier les implications que les représentations sociolinguistiques peuvent avoir sur les plans linguistique et identitaire.

Relatório no âmbito da unidade curricular prática de ensino supervisionada, realizada no Agrupamento de Escolas de Reguengos de Monsaraz

Este relatório surge no âmbito da unidade curricular Prática de Ensino Supervisionada, inserida no Mestrado em Ensino do Português no 3.º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol no Ensino Básico e Secundário, orientado pelo Professor Doutor Paulo Lampreia Costa. A nossa Prática de Ensino Supervisionada decorreu durante o ano letivo 2015-2016, no Agrupamento de Escolas de Reguengos de Monsaraz. Neste trabalho destacamos e refletimos sobre documentos e legislação fundamentais para a profissão docente, em Portugal. Relatamos as práticas operacionalizadas na planificação, condução de aulas e avaliação das aprendizagens, incidindo, sobretudo, em duas turmas, o 7.º E e o 11.º A/B, nas disciplinas de Português e Espanhol, respetivamente, e analisando-as criticamente. Descrevemos e comentamos a nossa participação na escola, relativamente à preparação e operacionalização de atividades extraletivas. Finalmente, refletimos sobre o nosso desenvolvimento profissional enquanto futuros professores; Abstract: Report within the scope of Supervised Teaching Practice curricular unit This report appears within the scope of Supervised Teaching Practice curricular unit, included in the Master’s Degree in Portuguese Language Teaching for the 3rd stage of Basic Education and Secondary Education and Spanish Language Teaching for Basic and Secondary Education, under the supervision of PhD Professor Paulo Lampreia Costa. Our Supervised Teaching Practice took place during the 2015-2016 school year, in the group of schools of Reguengos de Monsaraz. In this work we emphasize and reflect over fundamental documents and legislation that regulate the teaching activity in Portugal. We report our teaching activity practices which concerns planning, developing classroom activities, assessing learning, addressing, mainly, two classes, 7.th E and 11.th A/B, in Portuguese and Spanish as a Foreign Language II, respectively, and analyse them. We describe and comment our school participation, which concerns the planning and implementation of extra-curricular activities. Finally, we reflect over our professional development as future teachers.