Fichas bibliográficas y de contenido

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Fichas bibliográficas y de contenido

  1. 1. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoUr, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number1991. 381 Pages 1/5 Kind T-D“When introducing a new material we often need also to give explicit descriptions or definitions of concepts Key wordsor processes, and whether we can or cannot explain success or failure of a lesson”.A good teacher is how can explain wee to the students and allow them understand the instructions and ExplanationPenny say that is necessary follow six steps for give an effective explanations: Information-Prepare: organize clearly in your own mind what is the good explanation according to the student Examplesnecessities and which information you want give them. Make a reflection about the illustrations that you are Repetitiongoing to give, the words that you are going to use, etc. Illustration-Make sure you have the class’s full attention: If you are explaining an important thing, you must be sure Briefthat they are going to pay attention, and you make that for example when you give the material to work Feedbackbefore the explanation, or dividing in group the class before you are going to explain.-Present the information more than once: is necessary use give the information several times, in differentways and in the same way.-Be brief: The teacher must reflect about the students’ time of attention, but is important be careful withwhat information you are going to omit for to be brief.-Illustrate with examples: Is important contextualized the words, and the information that you as a teachergive to the students, in various kinds, relating with real situations and with their own experiences-Get a feedback: ask the students something that allow sees if they understood the information, but it mustbe a question that achieve show their new knowledge, don’t ask Do you understand? Page: 16-17Made by: Jesica Ortiz Cárdenas
  2. 2. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoUr, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number1991. 381 Pages 2/5 Kind T-D“Learning a skill Key wordsThe process of learning a skill by means of a course of instruction has been defined as a three-stageprocess: verbalization, automatization and autonomy”. Skills Verbalized: When the teacher used a word in context and explained the grammatical rules at the same Verbalizationtime. It corresponds to presentation or explanation of the information. AutomatizedAutomatized: when the student can make the exercises suggested by the teacher in a right way, without Autonomousthinking. They achieved it through the demonstration of the teacher.Autonomous: this stage is named too production, in here the student can create a new combinations;start to speed up performance with their own thought.Page 19-20Made By: Jesica Ortiz Cárdenas
  3. 3. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoUr, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number1991. 381 Pages 3/5 Kind: T“Teachers assistanceThe main function of the teacher, having proposed the activity and given clear instructions, is to help the Key wordslearners do it successfully. If you give an activity, and then sit back while the learners ‘flounder’- make arandom uninformed guesses or are uncomfortably hesitant – you are not helping; even assessments and Increasecorrections made later, which give useful feedback to learners on their mistakes, do not in themselves Encouragegive practice, in the sense of contributing to automatization. If, however, you assist them, you thereby Attitude of theincrease their chances of success and the effectiveness of the practice activity as a whole. Such assistance teachermay take the form of allowing plenty of time to think, of making the answer easier through giving hintsand guiding questions, of confirming beginnings of responses in order to encourage continuations, or, ingroup work, of moving around the classroom making yourself available to answer questions. Throughsuch activity you also, incidentally, convey a clear message about the function and attitude of the teacher:I want you to succeed in learning and am doing my best to see you do so.”Page 23Made By: Jesica Ortiz Cárdenas
  4. 4. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoUr, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number1991. 381 Pages 4/5 Kind: T-D“A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the Key wordstestee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning.Learning may, of course, result from a test, just as feedback on knowledge may be one of the spin-offs of Testa practice activity: the distinction in in the main goal.” PracticePage 33 Result LearningMade By: Jesica Ortiz Cárdenas
  5. 5. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoUr, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number1991. 381 Pages 5/5 Kind: T“ TranslationA technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion Key wordsundeservedly so. In monolingual class whose teacher also speaks the learners’ mother tongue, thetranslation of a ‘bit’ of language to or from the target language can give very quick and reliable Mother tongueinformation on what the testee does or does not know, particularly when it involves entire units of Reliablemeaning (phrases, sentences) within a known context. Translation items are also relatively easy to informationcompose – even improvise, in an informal test – and administer, in either speech or writing. Marking may Meaningsometimes be more difficult, but not prohibitively so”.Page 40Made By: Jesica Ortiz Cárdenas
  6. 6. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 1/4 Kind DSLA has focused on describing the L2 acquisition, to explain and identify the external and internal factors Key wordsthat influence the learners to acquire an L2. External factors might be the social milieu of the learner, theirsocial condition, or their opportunities for practice hear or speak the language. And the internal factors External factorsmight be their interest for learn the language, their cognitive mechanism which enable them to extract Internal factorsinformation for acquiring the L2, or for example they must have already learned their mother tongue. Page Mother tongue5Made by: Jesica Ortiz Cárdenas
  7. 7. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 2/4 Kind T"Second Language Acquisition (SLA) is the systematic study of how people acquire a second language Key words(often referred to as an L2) is a fairly recent phenomenon, belonging to the second half of the twentiethcentury. Its emergence at this time is perhaps no accident; this has been a time of the global village and Communicationthe World Wide Web, when communication between people has expanded way beyond their local speech Second languagecommunities." Page 3 AcquireMade by: Jesica Ortiz Cárdenas
  8. 8. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 3/4 Kind T"Three rather different approaches to incorporating a social angle on the study of L2 acquisition can be Key wordsidentified. The first views interlanguage as consisting of different styles which learners call upon under Inputdifferent conditions of language use. The second concerns how social factors determine the input that Interlanguagelearners use to construct their interlanguage. The third considers how the social identities that learners Social identitiesnegotiate in their interactions with native speakers shape their opportunities to speak and, thereby, to learnan L2." Page 37Made by: Jesica Ortiz Cárdenas
  9. 9. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 4/4 Kind DInterlanguage: Is the systematic development of learner language reflects a mental system of L2 Key wordsKnowledge. It involves: that the learners construct a system of abstract linguistics rules which underliescomprehension and production of the L2, that the learner grammar is open to influence from outside, that Comprehesionthey change their grammar from one time to another by adding rules, deleting other rules, and Retructuringrestructuring the whole system, they can use various learning strategies for develop the interlanguage. LearningPage 33-34 strategiesMade by: Jesica Ortiz Cárdenas
  10. 10. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoReyes, Karla. Virtual Classroom based on constructivism theory used as a support for the education of the Numberoperating systems at university level. Mursia: Universidad de Mursia. 2008. 15 Pages 1/2 Kindhttp://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=54702106 DThe present research proposes the design and implementation of a virtual classroom based on the Key wordsconstructivism theory, employed as a tool for the teaching of the operating systems course during the cycle2006-1 at Universidad Católica Santo Toribio de Mogrovejo. This research also pushed us to know the Practicescharacteristics that display the platforms of learning management, specially those used on this research Moodle(Moodle) and to take into value the performance of the virtual classroom on the visual, navigability, Virtual learningcontents and instructional design aspects. The methodology used on this research was of descriptive type environmentsand it was used the systemic thinking technique for the organization of tasks. Finally, the performance of Aplication andthe virtual classroom was graded as very good concerning visual, navigability, contents and instructional integration on e-design aspects. It was recommended the use of virtual classrooms as a support in university and educationcontinuous formation courses. Blended LearningMade by: Juliana Bustamante Areiza
  11. 11. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoDuarte,Marleny. Impacto de las metodologías de enseñanza utilizadas por el docente sobre la efectividad Numberdel aprendizaje del idioma inglés. Maracaibo: Universidad Rafael Belloso Chacín. 2007. Pages 2/2 Kindhttp://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=99318750008 DEste trabajo expone una experiencia de didáctica universitaria en la Universidad de Los Andes Táchira - Key wordsVenezuela, efectuada desde la cátedra Práctica Profesional del 5to año de la carrera de Educación,mención Inglés con la colaboración de 15 docentes asesores que trabajan en cinco instituciones de Formación deleducación básica en la tercera etapa y media diversificada. En esta institución, los estudiantes, futuros docentedocentes de inglés, realizan su pasantía. Los resultados demuestran algunos comportamientos de los Investigación-profesores en el salón durante sus clases de inglés. Los mismos revelan situaciones problemáticas a ser Acciónreflexionadas sobre las metodologías utilizadas por el docente de la especialidad de inglés, en las aulas de Reflexiónclase objeto de la investigación InnovaciónMade By: Juliana Bustamante Areiza
  12. 12. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Biblioteca o Centro de documentación Página web Serialssolutions Área temática Número de ficha Tipo de unidad documental: Artículo Científico 1Título: Blending physical and virtual manipulatives: An effort to improve students conceptualunderstanding through science laboratory experimentationInvestigador (es) principal (es) o autor: Georgios Olympiou, ZachariasCiudad de publicación: Nicosia, CyprusEditorial: University of CyprusFecha: Diciembre 2011Resumen: This study aimed to investigate the effect of experimenting with physicalmanipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM onundergraduate students understanding of concepts in the domain of Light and Color. A pre–post comparison study design was used for the purposes of this study that involved 70participants assigned to three conditions. The first condition consisted of 23 students thatused PM, the second condition consisted of 23 students that used VM, and the thirdcondition consisted of 24 students that used the blended combination of PM and VM. In thecase of the blended combination, the use of VM or PM was selected based on whether itprovides an affordance that the other medium of experimentation (PM or VM) cannotprovide. All conditions used the same inquiry-oriented curriculum materials and procedures.Conceptual tests were administered to assess students understanding before, during, andafter teaching. Results revealed that the use of a blended combination of PM and VMenhanced students conceptual understanding in the domain of Light and Colormore than theuse of PM or VM alone. © 2011 Wiley Periodicals, Inc. Sci Ed96:21–47, 2012Enfoque disciplinar: EducaciónPalabras clave: Investigation, experimenting, blended.Signatura topográfica:http://va3wn8qp2m.search.serialssolutions.com.weblib.lib.umt.edu:8080/?rft.au=Georgios+Olympiou&url_ctx_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Actx&rft.jtitle=Science+Education&rft.aulast=Olympiou&url_ver=Z39.88-2004&rft.date=2
  13. 13. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica012-01-01&rft.genre=article&rft.__char_set=utf8&rft.issue=1&rft.atitle=Blending+physical+and+virtual+manipulatives%3A+an+effort+to+impove+students%27+conceptual+understanding+through+science+laboratory+experimentation&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rft.spage=21&rft.volume=96&req_dat=info%3Asid%2Fgale%3Augnid%3Amtlib_1_1195&rfr_id=info%3Asid%2Fgale%3AAONE&ctx_tim=2012-03-13T19%3A59%3A28Z&svc_val_fmt=info%3Aofi%2Ffmt%3Amtx%3Asch_svc&rft.issn=00368326&rft.aufirst=GeorgiosElaborado por: Juliana Bustamante Areiza
  14. 14. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Biblioteca o Centro de documentación Página web Springerlink Área temática Número de ficha Tipo de unidad documental: Artículo Científico 2Título: Augmented Reality in Education and TrainingInvestigador (es) principal (es) o autor: Kangdon LeeCiudad de publicación: Greely, CO, USAEditorial University of Northern Colorado, Greely, CO, USAFecha: Enero 2012Resumen: There are many different ways for people to be educated and trained with regardto specific information and skills they need. These methods include classroom lectures withtextbooks, computers, handheld devices, and other electronic appliances. The choice oflearning innovation is dependent on an individual’s access to various technologies and theinfrastructure environment of a person’s surrounding. In a rapidly changing society wherethere is a great deal of available information and knowledge, adopting and applyinginformation at the right time and right place is needed to main efficiency in both school andbusiness settings. Augmented Reality (AR) is one technology that dramatically shifts thelocation and timing of education and training. This literature review research describesAugmented Reality (AR), how it applies to education and training, and the potential impacton the future of education.Enfoque disciplinar: EducaciónPalabras clave: Educated, Adopting, ApplyingSignatura topográfica:http://www.springerlink.com.weblib.lib.umt.edu:8080/content/h751n484250k3834/Elaborado por: Juliana Bustamante Areiza
  15. 15. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Biblioteca o Centro de documentación Página web Sciencedirect Área temática Número de ficha Tipo de unidad documental: Artículo Científico 3Título: Design characteristics of virtual learning environments: state of researchInvestigador (es) principal (es) o autor: Daniel Mueller - Stefan StrohmeierCiudad de publicación: Saarbruecken, GermanyEditorial: Chair of Management Information Systems, Saarland University, Campus C3.1,66123 Saarbruecken, GermanyFecha: Julio 2011Resumen: Virtual learning environments constitute current information systems’ category forelectronically supported training and development in (higher) education(al) and vocationaltraining settings. Frequently expected advantages of using virtual learning environmentsrefer, for instance, to the efficiency, individuality, ubiquity, timeliness and learning taskorientation. However, a crucial precondition of realizing such advantages is an appropriatesystem design. Hence, the question “Which specific design characteristics actuallycharacterize successful virtual learning environments?” is of specific interest for training anddevelopment practice. This paper therefore discusses virtual learning environments’ designcharacteristics by conducting an in-depth literature review. Based on this, a comprehensiveset of diverse design characteristics of virtual learning environments as well as particularinformation associated with them are elicited, presented and discussed. Beyond this,particular implications for research and practice are derived. This may contribute to asuccessful development, implementation and (continuous) improvement/evaluation of virtuallearning environments.Enfoque disciplinar: EducaciónPalabras clave: Virtual learning enviroments, development practice.Signatura topográfica:http://www.sciencedirect.com.weblib.lib.umt.edu:8080/science/article/pii/S036013151100141
  16. 16. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográficaElaborado por: Juliana Bustamante Areiza
  17. 17. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoMei Lin Ho, Caroline, Anne Rappa, Natasha and Yam San Chee. Designing and implementing virtual Numeroenactive role-play and structured argumentation: promises and pitfalls. 1/5 Tipohttp://www.tandfonline.com/doi/abs/10.1080/09588220903184732 DEste escrito se enfoca en la implementación y el diseño de una intervención mediada por la tecnología PALABRAS CLAVE:en 2 clases de estudiantes de 17 a18 años en Singapur con una pedagogía argumentativa. El diseño -Immersive Virtualinvestigativo incluye la integración de la inmersión virtual y basada en la web al medio ambiente a través Environments.de una estructurada argumentación personalizada enfatizando la argumentación y el pensamiento -Research Design andcrítico. Methodology -Conceptualization, Orientation, ImplementationOBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores.)En este escrito, se citan algunas características que estudiantes mostraron al vivir un tipo de integración Hecha por: Tito Danielvirtual en torno al ambiente pedagógico, lo cual puede llevar a encontrar que facilidades para aprender Bedoyavivieron ellos, y que obstáculos pudieron observar al momento de trabajar con un modelo virtual quepromovía la interacción virtual en el aula de clase.
  18. 18. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoHowe, Mary E., Thames, Dana G., Kazelkis, Richard. The relationship between third grade students’ Numerodefinitions of reading, self-perceptions as readers, and their reading performance. 2/5 Tipohttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415485 DEste Estudio, se realizó con el propósito de determinar si la definición de estudiantes sobre lectura y su PALABRAS CLAVE:auto-imagen y actitudes como lectores están relacionadas a su desarrollo de comprensión y -Analyticalreconocimiento de palabras. El estudio también examinó si la definición de los estudiantes sobre la Readinglectura, estaba relacionada con alguna tendencia a mostrar dificultades de aprendizaje. Como resultado Inventory. (ARI)se obtuvo diferencias significativas entre la definición de los estudiantes sobre la lectura y sus -Word Recognitionrendimientos al hacer comprensión al ser evaluados de manera informal, sin embargo, no fueron halladas Comprehensiondiferencias significativas al ser evaluados de manera formal. -Self-Perceptions as Readers.OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores) Hecha por: TitoA los estudiantes, ya sea que estudien en modalidad presencial o virtual, se les hace énfasis en la Daniel Bedoyaimportancia de saber hacer una buena lectura, de ser capaces de analizar y comprender lo que se lee, yasea al momento de una evaluación o de una simple actividad. Por eso más aún, si hablamos de FactoresFacilitadores y Obstaculizadores en modalidad virtual, es importante entrar a indagar que tan accesible espara los estudiantes lo que leen y encuentran en sus trabajos virtuales, si es de fácil comprensión o si porotro lado presenta un obstáculo para ellos.
  19. 19. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoYi, Jyi-yeon. Defining Writing Ability for Classroom Writing Assessment in High Schools Numero 3/5http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ921024 Tipo DEste artículo, basado en un estudio, toma en cuenta la importancia que hoy en día se le da a la escritura PALABRAS CLAVE:la cual es incluida en tests estandarizados alrededor del mundo, partiendo de allí, propone como los -Writingdocentes de inglés son los primeros de los que se espera establecer un constructo de capacidades de Assessmentescritura explicitas, antes que crear otros tests relacionados a contenidos, especificaciones, tareas, -Writing Abilitycalificaciones y esquemas con el fin de la validez de la evaluación. -Construct ValidityOBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores) Hecho por: Tito Daniel BedoyaSi bien hemos hablado sobre la importancia de la lectura en un modelo pedagógico virtual, es de esperarque el ámbito de lo escrito no sea olvidado, en un curso virtual es de gran importancia aprender aescribir y comprender lo que los otros escriben, tanto estudiantes como docentes, ya que un docente seencarga de la evaluación de aquellos trabajos que sus estudiantes le envían, debe saber como evaluarlosy conocer las habilidades de escritura de sus estudiantes, y los estudiantes al mismo tiempo debenaprender a redactar y a analizar lo que se redacta, que tenga coherencia y cohesión deacuerdo a la tareaque le sea requerida. Por tal motivo el ámbito de la escritura en un entorno virtual, puede presentarmuchas facilidades o de otro modo muchas dificultades.
  20. 20. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoBond, Karen. Teaching English Online Numerohttp://www3.telus.net/linguisticsissues/teachingenglishonline 4/5 Tipo DEste texto, presenta en cierto modo las experiencias de una docente de un curso virtual, comparte en PALABRAS CLAVE:cierto modo sus experiencias, la metodología que utiliza, el diseño de material, el cual no solo es realizadopor el docente, sino que cuenta con gran ayuda de los estudiantes. Además comparte también -Authentic settingdificultades que haya tenido en su curso, aparte de como distribuye su tiempo entre su vida cotidiana y su -Course Materialtrabajo con los estudiantes en el curso virtual, el cual en cierto modo le toma la mayor parte del tiempocada día.El texto propone muchos aspectos que se pueden analizar como factores facilitadores y obstaculizadores, Hecha por:ya sea la integración de los estudiantes de diversos países, el dominio de la tecnología que tengan tanto Tito Daniel Bedoyalos estudiantes como los docentes, el manejo del tiempo, que en un curso virtual seria vital, saber cómollevar un cronograma de todo lo relacionado al curso, el entender que temáticas podrían ser atractivaspara los estudiantes y cuáles no, entre otros aspectos que cualquier docente de un curso de inglés virtualdebería entrar a analizar.
  21. 21. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoLiddicoat, Anthony J. and Crozet, Chantal. Teaching Language, Teaching culture. NumeroAustralian Review of Applied Linguistics 5/5 Tipo Dhttp://eric.ed.gov/PDFS/ED421881.pdfEn ensayos y reportes de investigación sobre la relación entre la enseñanza de una segunda lengua y la PALABRAS CLAVE:enseñanza de la cultura, se incluye la enseñanza de la cultura como una parte integrada a la enseñanzade un idioma. Este libro lo que hace es una recopilación de dichos ensayos e investigaciones que -Everyday speechpostulan que al enseñar una lengua ya sea nativa o extranjera, también se enseña su cultura. as culture -sociocultural implications -research agenda(Relación con factores Facilitadores y/o Obstaculizadores)La enseñanza de una segunda lengua en un campo virtual involucra muchos aspectos culturales tanto delos estudiantes como de los docentes, que de alguna manera pueden estar plasmados en el desarrollo deactividades en el curso virtual, un curso virtual abre las puertas a tener personas no solamente de unaregión específica, sino al contrario, de muchos lugares a la vez, lo cual sería muy probable traiga consigobeneficios o posibles obstáculos para el desarrollo del curso.
  22. 22. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoFREEMAN, David. Between worlds, Access to second language acquisition. United States of America: NumberHeinemann. 2001. 310 pages. 1/4 Kind T“Communicative competence Key WordsA second kind of competence that language learners need to function in a new language and culture is -Functioncommunicative competence. As Hymes explains, “The ability to speak competently not only involves -Social groupsknowing the grammar of a language, but also knowing what to say to whom, when, and in what -Circumstancescircumstances” (quoted in Scaring and Oxford 1992, 68). Learning a language, then, involves more thandeveloping grammatical competence. Learners must also develop the knowledge of how to use thelanguage appropriately in different social situations. Hymes puts it very well when he says that we needto know what to say to whom, when and in what circumstances. The norms for communicativecompetence vary from one linguistic and social group to another, and part of what we acquire when weacquire a language is the ability to function effectively in different social groups”.Page: 61Made by: Jesica Ortiz Cárdenas
  23. 23. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoFREEMAN, David. Between worlds, Access to second language acquisition. United States of America: NumbreHeinemann. 2001. 310 pages. 2/4 Kind T“Psycholinguistic look for insights into SLA form both linguistic and psychology. They examine the system Key Wordsof language the learner id developing. This system is referred to as the learner’s interlanguage. An -Linguisticinterlanguage is the version of English and English language learner speaks. It is different from the -PsychologyEnglish of a native speaker, and yet it is a regular language with rules logic of it owns”. Page:71 -InterlanguageMade by: Jesica Ortiz Cárdenas
  24. 24. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoFREEMAN, David. Between worlds, Access to second language acquisition. United States of America: NumberHeinemann. 2001. 310 pages. 3/4 Kind T“Studies by Hatch (1983) suggest that the kind of input that leads to language development is simplified Key wordsinput. According to these researchers, simplified input includes caregiver talk, teacher talk, and talk tononnative speakers. Hatch identified some characteristic of simplified talk. The phonology includes fewer -Inputreduced vowels and contractions, and the rate of speech is slower, with longer pauses. The vocabulary is -Phonologycharacterized by more high-frequency items, fewer idioms, and less slangs. There are fewer pronouns, -Vocabularyand speakers often use gestures and pictures. At the level of syntax, sentences are shorter, with more -Syntaxrepetition and restatements. Discourse includes more requests for clarifications and fewer interruptions”. -DiscoursePage: 89Made by: Jesica Ortiz Cárdenas
  25. 25. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenidoFREEMAN, David. Between worlds, Access to second language acquisition. United States of America: NumbreHeinemann. 2001. 310 pages. 4/4 Kind T“Culturally relevant texts can engage diverse students in reading. However, finding culturally relevant Key Wordstexts for English learners is not simple. For example, many teacher collect folktales form differentcountries and read the ones that come from the country of their students’ origin. While folktales can be -Readingrelevant, especially to very recent immigrants who have lived little or no significance. In addition folktales -Folktalesoften are set in the past or in a make believe setting that can actually be confusing to English learners”. -SignificancePage: 111Made by: Jesica Ortiz Cárdenas

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