Teaching languages to young learners.

En los últimos años se ha experimentado un rápido crecimiento del número de niños que en edades más jóvenes han aprendido lenguas extranjeras, por ello, este texto ofrece a los profesores y formadores un marco teórico para estructurar las ideas sobre el aprendizaje del lenguaje pos los niños. Se citan ejemplos de aulas en Europa y Asia, en las que se trabaja con jóvenes estudiantes de inglés.También, proporciona consejos prácticos sobre cómo analizar y evaluar las actividades del aula y sobre el uso y desarrollo del lenguaje.

100 ideas for teaching languages. '100 ideas para enseñar idiomas'.

Aporta ideas prácticas a los profesores de todos los niveles educativos en la tarea de enseñar a los alumnos a hablar y comprender la materia de lengua. Son ideas que ya han probado su eficacia en el aula, en la que se desarrollan, entre otras, actividades divertidas y distintos tipos de juegos, como mímica, canciones, bingo, fútbol, para ayudar en el aprendizaje de los números, del vocabulario y de las estructuras lingüísticas. También, aprenden los estudiantes escritura creativa, la escucha activa y a utilizar las nuevas tecnologías de información y comunicación (TIC).

The serial and oral method of teaching languages;

Mode of access: Internet.

New tendencies on intercultural communication

18th SPACE Annual Conference and EURASHE-SEPHE Seminar 21-24 March 2007 Thursday 22 March 2007

Ensino do inglês no 1º ciclo: perceções dos professores de inglês do 1º e 2º ciclos e alunos do 2º ciclo

Sendo a escola uma instituição concebida para a formação académica e social da criança, a aprendizagem duma língua estrangeira torna-se crucial para que a criança desenvolva uma atitude positiva perante outras línguas e culturas. É, portanto, necessário que a escola encontre formas de ensinar línguas estrangeiras que sejam adequadas ao 1º ciclo do Ensino Básico. O presente projeto de mestrado, intitulado Ensino do Inglês no 1º ciclo: perceções dos professores de Inglês do 1º e 2º ciclos e dos alunos do 2º ciclo reflete uma investigação baseada nas opiniões e perceções de profissionais e alunos de escolas públicas portuguesas que, direta ou indiretamente, estão envolvidos com o Inglês no 1º ciclo. Inicialmente apresenta-se um enquadramento legal que permite perceber quais as normas e orientações existentes na Europa e em Portugal, em termos de ensino precoce de línguas estrangeiras. A introdução do Programa de Generalização do Ensino de Inglês em 2005 começou por refletir um caminho de convergência com as políticas educativas europeias. No entanto, muitas das vitórias conseguidas por este Programa, pertencem ao passado. Os profissionais no ensino das línguas estrangeiras questionam-se acerca de muitos aspetos, originados pela forma como se cumpre atualmente o Ensino do Inglês, enquanto Atividade de Enriquecimento Curricular no 1º ciclo. Os questionários aplicados neste projeto pretendem dar voz às perceções e opiniões destes mesmos profissionais.

Python as a programming language for the introductory programming courses

Tämä kandidaatintyö tutkii tietotekniikan perusopetuksessa keskeisen aiheen,ohjelmoinnin, alkeisopetusta ja siihen liittyviä ongelmia. Työssä perehdytään ohjelmoinnin perusopetusmenetelmiin ja opetuksen lähestymistapoihin, sekä ratkaisuihin, joilla opetusta voidaan tehostaa. Näitä ratkaisuja työssä ovat mm. ohjelmointikielen valinta, käytettävän kehitysympäristön löytäminen sekä kurssia tukevien opetusapuvälineiden etsiminen. Lisäksi kurssin läpivientiin liittyvien toimintojen, kuten harjoitusten ja mahdollisten viikkotehtävien valinta kuuluu osaksitätä työtä. Työ itsessään lähestyy aihetta tutkimalla Pythonin soveltuvuutta ohjelmoinnin alkeisopetukseen mm. vertailemalla sitä muihin olemassa oleviin yleisiin opetuskieliin, kuten C, C++ tai Java. Se tarkastelee kielen hyviä ja huonoja puolia, sekä tutkii, voidaanko Pythonia hyödyntää luontevasti pääasiallisena opetuskielenä. Lisäksi työ perehtyy siihen, mitä kaikkea kurssilla tulisi opettaa, sekä siihen, kuinka kurssin läpivienti olisi tehokkainta toteuttaa ja minkälaiset tekniset puitteet kurssin toteuttamista varten olisi järkevää valita.

A formação inicial do professor de línguas no e para o contexto virtual e a construção de comunidades de prática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Ensino de língua: pressupostos para a consideração de gêneros orais

Neste artigo, discutiremos alguns pressupostos lingüísticos essenciais para a consideração dos gêneros orais como conteúdos a serem trabalhados nas aulas de língua portuguesa. Nosso intuito é enfatizar que para a efetivação de uma proposta de produção e análise de textos orais, sob o prisma da perspectiva sócio-interacionista da linguagem, é necessário que o professor compreenda, mesmo que superficialmente, as bases teóricas em que se ancoram suas práticas de sala de aula.

A utilização de jogos lúdico-didáticos no ensino de língua inglesa

Nowadays the accelerated development arising from globalization and the interrelation of the nations, the great increase in communication between different countries and the necessity for knowledge in different linguistic structures, the interest in learning a foreign language is crescent, and thinking about it, this work has the scope to verify how young and adult learners of a foreign language, in this case English, behave, that is, how best to develop the four language skills of the language: listening, writing, speaking, and reading and how the use of recreational and educational games can help this dichotomy between teaching-learning. The present research, theoretical and analytical basis, aims to make a study on how fun games can influence the teaching and learning of English in an audience of young and adult people and that includes a study of how human history has evolved, more precisely, as history of education was influenced by the playful and how the human mind also becomes over time. Nowadays, the playful is a tool that has been widely used pedagogically in teaching foreign languages and every day opens new manners and ways of teaching languages, always with its array of spaced more possibilities. Under this assumption, the focus of this research is discover how the use of recreational and educational games may influence grammar greater understanding and language development of young and adults students in learning English, and also what better way to introduce these games, that is, a contextualized content being discussed each time during the school way, so that the games may be, of course, used for relaxation of the students, but also (and especially) for their intellectual growth and language development

A formação pré-serviço do professor de língua estrangeira em curso de licenciatura: crenças e reflexões em experiências de estágio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It´s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt´s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.

Actes de la conférence conjointe JEP-TALN-RECITAL 2016, volume 09 : ELTAL

International audience

Teaching foreign languages through translation: considering multiple intelligences

Aquest treball de recerca tracta de la relació existent entre pedagogia, traducció, llengües estrangeres i intel•ligències múltiples. El debat sobre si la traducció és una eina útil a la classe de llengües estrangeres és un tema actual sobre el qual molts investigadors encara indaguen. Estudis recents, però, han demostrat que qualsevol tasca de traducció -en la qual s’hi poden incloure treballs amb les diferents habilitats- és profitosa si la considerem un mitjà, no una finalitat en ella mateixa. Evidentment, l’ús de la traducció dins l’aula és avantatjosa, però també hem de tenir presents certs desavantatges d’aquesta aplicació. Un possible desavantatge podria ser la creença que, al principi, molta gent té referent a l’equivalència, paraula per paraula, d’una llengua vers una altra. Però després de presentar vàries tasques de traducció als estudiants, aquests poden arribar a controlar, fins i tot, les traduccions inconscients i poden assolir un cert nivell de precisió i flexibilitat que val la pena mencionar. Però l’avantatge principal és que s’enfronten a una activitat molt estesa dins la societat actual que combina dues llengües, la llengua materna i la llengua objecte d’estudi, per exemple. De tot això en podem deduir que utilitzar la llengua materna a la classe no s’ha de considerar un crim, com fins ara, sinó una virtut, evidentment si és emprada correctament. En aquest treball de recerca s’hi pot trobar una síntesi tant de les principals teories d’adquisició i aprenentatge de llengües com de les teories de traducció. A la pregunta de si les teories, tant de traducció com de llengües estrangeres, s’haurien d’ensenyar implícita o explícitament, es pot inferir que segons el nivell d’estudis on estiguin els aprenents els convindrà aprendre les teories explícitament o les aprendran, de totes maneres, implícitament. Com que qualsevol grup d’estudiants és heterogeni -és a dir que cada individu té un ritme i un nivell d’aprenentatge concret i sobretot cadascú té diferents estils de percepció (visual, auditiu, gustatiu, olfactiu, de moviment) i per tant diferents intel•ligències-, els professors ho han de tenir en compte a l’hora de planificar qualsevol programa d’actuació vers els alumnes. Per tant, podem concloure que les tasques o projectes de traducció poden ajudar als alumnes a aprendre millor, més eficaçment i a aconseguir un aprenentatge més significatiu.

English as a medium of instruction in teaching other languages: attitudes and practices

Internationalisation of HE and emergence of English as a global academic lingua franca used by people who share neither a common native tongue nor cultural and educational background have not only offered more opportunities but also raised challenges. According to recent European surveys, the percentage of pupils attaining the level of independent user in English varies from 14% to 82%, which evidences the potential and the complexity for English as a medium of instruction at tertiary level. This study aims to present the model of foreign language instruction at Vytautas Magnus University where one third of 30 languages are taught through English. It investigates the attitudes and practices of teachers in delivering their English-medium language courses by discussing the questions whether teaching other languages through English is psychologically, culturally and educationally preferable for teachers and students, whether it can limit the content taught and require a special methodology, how the teaching process changes with multiple languages used in the classroom and what level of English is necessary for teachers and students to ensure high quality of English-medium language teaching. The study is based on qualitative methodology with 12 language teachers participating as respondents. The results reveal areas in need of improvement.

Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages

The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore¿s classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers¿ preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects.

Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages

The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore¿s classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers¿ preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects.