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1. Five Years of ELEUK Conferences: A Selection of Short Papers from 2019

Author

Research-publishing.net (France), Lallana, Amparo, Martín, Lourdes Hernández, Gutiérrez, Mara Fuertes, Lallana, Amparo, Martín, Lourdes Hernández, Gutiérrez, Mara Fuertes, and Research-publishing.net (France)

Abstract

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]

Published
2020

2. Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital

Author

Pérez Martínez, Helen Mariel, Cuevas-Vallejo, Carlos A., Islas Ortiz, Erasmo, and Orozco-Santiago, José

Abstract

In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.]

Published
2022

3. Types of Orchestrations in a Case Study of a Statistics Constructionist Teaching Practice = Tipos de orquestación en un estudio de caso de una enseñanza construccionista de la estadística

Author

Ruiz-Arias, Perla Marysol and Sacristán, Ana Isabel

Abstract

This paper presents a case study that is part of a research studying how university statistics teachers integrate digital tools in their practice. The case study is of a teacher who claims to follow constructionist ideas for her teaching of statistics, using the R programming language. The teacher developed a series of activities with R, aiming to promote the understanding of statistical concepts. We observed 11 of her classes, in a three-week period. These classes were analyzed using as framework the notion of Instrumental Orchestration and Papert's constructionist principles. We identified four ways in which this teacher orchestrates her class and the constructionist elements present in them. [For the complete proceedings, see ED629884.]

Published
2020

4. Methodology for the Design of Didactic Sequences for Secondary Mathematics in a Technological Context = Metodología Para El Diseño De Secuencias Didácticas Para Matemática De Secundaria En Un Contexto Tecnológico

Author

Sánchez, Jamil Fabiola Alvarado and Munguía, José Luis Soto

Abstract

In this paper a didactic proposal is presented which consists of a methodology aimed at secondary level mathematics teachers, the aim of this proposal is to provide the teacher with a tool to design teaching sequences in order to take them to the classroom; These designs have the particularity of incorporating digital technology for the development of the sequence and its implementation. The methodology was developed based on the articulation of: the didactic structure of Díaz-Barriga, the teaching method ACODESA of Hitt and the curricular developments of Taba. The methodology has been tested with a group of 11 teachers in a course-workshop of 40 hours, the results obtained were three didactic sequences elaborated by three teams of teachers in a technological context (using Geogebra), where it is perceived that it is possible to design using this methodological proposal, however, teachers presented some difficulties during the process of articulation with technology. [For the complete proceedings, see ED629884.]

Published
2020

5. Teaching-Learning Dynamics between Schools and Tutoring Centres in India: A Virtuous or Vicious Cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Author

Bhorkar, Shalini

Abstract

Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring's implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring's negative outcomes. [Translation from Spanish by Mercè Rius.]

Published
2023
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6. Resolución de Problemas Verbales con GeoGebra: Una Fuente de Posibilidades en el Estudio de Relaciones = Word Problem Solving with GeoGebra: A Source of Possibilities in the Study of Relationships

Author

Gómez-Arciga, Adrián

Abstract

The purpose of this study was to analyze how the systematic use of GeoGebra influences the ways of reasoning of high school students when they incorporate it in the resolution of word problems. The study was carried out with a group of 20 students who were studying Mathematics I. The results show that the students appropriated resources from the dynamic geometry system (GeoGebra) which, when used systematically, allowed them to implement strategies to represent geometrically the concepts involved in the problems, explore and analyze relationships between the elements of the dynamic models built and find the solutions. Thus, thanks to the exploration and analysis of relationships, it was possible to discuss with the students' concepts such as: ratio, domain, locus, variation. [For the complete proceedings, see ED630060.]

Published
2021

7. Pass the 'Idea': Following Bilingual Mathematics Discussions = Pásame la 'Idea': Siguiendo Discusiones Matemáticas Bilingües

Author

Krause, Gladys, Adams-Corral, Melissa, and Maldonado, Luz A.

Abstract

In this study we document how a mathematical idea, shared by a student, changes the development of the class discussion. Our work characterizes the flexible and open dynamics in mathematics instruction that a teacher adopts to give her students control of their own mathematical ideas. Our work argues that this flexibility is necessary for teachers to engage in instructional practices that respond to students' mathematical thinking. To demonstrate the teacher's flexibility we use the analogy of soccer, relying on the literature of Game Sense coaching approach, which suggests that the coach (the teacher in our context) is positioned to manipulate the practice environment with the purpose of facilitating learning. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606556.]

Published
2019

8. Rethinking the Innovation, Effectiveness and Perceptions of Flipped Classroom (Repensar la innovación, la eficacia y las percepciones del aula invertida)

Author

Deng, Haoxi

Abstract

Flipped classroom (FC) is a popular teaching pattern at the present stage. Based on a review of related literature, this paper rethinks the innovation, effectiveness and perceptions of FC from nine aspects, including the theoretical basis, teaching principles, teaching practice, genesis of effectiveness, effectiveness per se, objectivity and rigorousness of effect evaluation, roles played by technology, influence of different disciplines and cost performance. It is argued that: (1) the innovation of FC needs to be further clarified; (2) the effectiveness of it needs to be further validated; and (3) the perceptions of it remain to be deepened. FC therefore deserves a rational reconsideration. [Spanish translation by Mercè Rius.]

Published
2023
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9. Razonamiento digital: Representar, explorar y resolver problemas verbales con el uso de GeoGebra = Digital Reasoning: Representing, Exploring and Solving Word Problems through the Use of GeoGebra

Author

Gómez-Arciga, Adrián, Olvera-Martínez, Carmen, Aguilar-Magallón, Daniel A., and Fernández, William Enrique Poveda

Abstract

In this study we analyze and contrast approaches that future high school math teachers show when solving word problems with the use of pencil and paper and later, with the use of a Dynamic Geometry System (DGS). The resources, representations, strategies and forms of mathematical reasoning that the participants exhibit when they use GeoGebra in the process of problem solving are analyzed. The results show that the use of the tool favors the dynamic exploration of the concepts involved, the formulation of conjectures and the search for different arguments to validate the solution. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]

Published
2018

10. Obstaculos al aprendizaje--obstaculos a la ensenanza en contextos (Barriers to Learning--Barriers to Teaching in Multicultural Contexts). Papers on Teacher Training and Multicultural/Intercultural Education 25.

Author

International Bureau of Education, Geneva (Switzerland). and Gagliardi, Raul

Abstract

This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format. (Contains 56 references.) (CNP)

Published
1996

11. Elementos Teóricos y Metodológicos para Analizar la Práctica de los Profesores: El Modelo de Enseñanza = Theoretical and Methodological Elements to Analyze Teacher Practice: The Teaching Model

Author

Salinas-Hernández, Ulises, Moreno-Armella, Luis, and Miranda, Isaias

Abstract

In this article we present and discuss some theoretical and methodological elements of a wider research that analyzes the teaching practice of two teachers novice and expert from a semiotic theoretical approach. The conceptual framework of this work allows for addressing the epistemological and didactic dimensions of the teaching practice. Three concepts are particularly emphasized: sign, artefact, and mediation. Furthermore, we propose, through the networking of theories (Kidron & Bikner-Ahsbahs, 2015), the teacher's teaching model as a theoretical-methodological construct to analyze the teaching practice. This work reports the teaching model for the phenomenon of a free-falling object, in which the close relation between mathematics and physics is addressed. Some results on the application of the teaching model are presented for the analysis of a novice teacher. [For the complete proceedings, see ED606556.]

Published
2019

12. Tendiendo Puentes Entre Teorias: ¿Qué Puede Lograrse? = Building Bridges between Theories: What Can Be Achieved?

Author

Trigueros, María

Abstract

Interest in understanding mathematics teaching and learning phenomena, and to develop new and effective methodologies to teach Differential Calculus and Linear Algebra led me to look for ways to dialogue between APOS Theory and other mathematics education theories. This enterprise has facilitated a better understanding of them. Bridges between them have been constructed that enable to find possible points of contact and to expand their borders without changing their fundamental hypothesis. In this paper, a reflection on what a dialog between theories entails is illustrated and, through three examples, it shows how it promotes enriching experiences for researchers and stimulates students' creativity. Results also underline how positive outcomes in terms of students learning and in the development of effective teaching resources can be obtained. [Written in both Spanish and English. For the complete proceedings, see ED583608.]

Published
2016

13. Visualización Y Análisis De Representaciones Geométricas = Visualization and Analysis of Geometric Representations

Author

Briseño-Miranda, César and Guzmán-Hernández, José

Abstract

In this paper we report the results obtained when implementing Activities related to the visualization of geometric representations in paper-and-pencil and technological environments with students1 grade 11. This is a qualitative research supported by both the representation theory and the visualization of mathematical objects using technological aid. We discuss how the use of technology promotes learning mathematical concepts through the analysis of static and dynamic geometric figures. Our results show that the technological tool contributes to the visualization of geometric representations arisen from working with Activities; however, paper-and-pencil as a working tool becomes necessary to give rise to conjectures about the meaning of abstract concepts linked to these representations. [This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.]

Published
2016

14. Teacher Translanguaging in CLIL Primary Education: Do Teachers' Perceptions Match Their Real Practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)

Author

Serra, Judit and Feijoo, Sara

Abstract

The use of the students' first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers' uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter. [Translation from English by Mercè Rius.]

Published
2022
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15. The Integration of Faith, Culture and Life in Catholic Schools: Keys to Understanding and Pedagogical Orientations = La integración fe, cultura y vida en la escuela Católica: Claves de comprensión y orientaciones pedagógicas

Author

Galioto, Carmelo and Marini, Guillermo

Abstract

This paper discusses the integration of faith, culture and life in Catholic schools, offering keys to understanding and pedagogical orientations. First, based on magisterial documents, the text identifies three features that characterise this integration: a comprehensive understanding of knowledge, a testimony offered through the lives of teachers, and an approach to Catholic schools as a 'community laboratory'. Second, the paper exemplifies the integration of faith, culture and life through a secondary school mathematics class. This example allows manifesting those three features in concrete pedagogical practice. Finally, the paper provides orientations that can foster the integration of faith, culture and life in Catholic Schools. These guidelines are related to: promoting teaching-learning experiences based on analogy, discussing the understanding of knowledge that runs through the school curriculum, articulating the pedagogical principles that guide teachers' work, and guaranteeing institutional commitment to transform the school into a community laboratory.

Published
2021
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16. Artes e imaginacion en la ensenanza-apprendizaje de ingles (The Arts and Imagination in the Teaching and Learning of English).

Author

Zoreda, Margaret Lee

Abstract

This paper reflects on the need to include the arts in the teaching of English as a Foreign Language, thus strengthening the students' imagination. The article begins by defining the concepts of "the arts, "imagination," and "emotion." It goes on to examine the perspectives and claims of studies from different disciplines on these concepts and their ensuing interrelationships. Based on these observations, the paper discusses how the arts and the use of imagination can contribute to intercultural understanding. Finally, the article ends by reflecting on the possible impact of including the arts in English language programs and by posing the question, "Exactly how can the arts widen your horizon?" (SM)

Published
2003

17. The Impact of Two Different Types of Instructional Tasks on Students' Development of Early Algebraic Thinking (El impacto de dos tipos diferentes de tareas instruccionales en el desarrollo del pensamiento algebraico temprano de los estudiantes)

Author

Chimoni, Maria, Pitta-Pantazi, Demetra, and Christou, Constantinos

Abstract

In this paper, we discuss the theoretical foundation and implementation of two alternative instructional courses that aimed to support the development of elementary school students' early algebraic thinking. Both courses approached three basic algebra content strands: generalized arithmetic, functional thinking and modelling languages. The courses differed according to the characteristics of the tasks that were used. The first course involved 'pure mathematical guided investigations' emphasizing scaffolding steps in pure mathematics contexts. The second course focused on 'applied open explorations' underlining more open questions in applied everyday contexts. The courses were compared in respect to students' learning outcomes. The findings, yielded from the analysis of pre-test and post-test data, indicated that the second course had better learning outcomes compared to the first. [Translation from English by Silvia Montero.]

Published
2021
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18. La anglofonia y literaturas poscoloniales en la ensenanza de ingles como lengua extranjera (Anglophonism and Postcolonial Literature in Teaching English as a Second Language).

Author

Zoreda, Margaret Lee

Abstract

This paper, written in Spanish, focuses on the instruction of English as a Second Language in the context of cultural understanding, rather than from a purely linguistic point of view. It argues that foreign language instruction should include lessons in the field of sociology, anthropology, history, geography, politics, the arts, and popular culture to foster not only academic learning, but also a level of "social empathy." Through the study of postcolonial literature, new perspectives are provided vis-a-vis the formerly dominating nation and the students' own culture to allow the student to develop his own "voice" and accept his own diversified identity. (AS)

Published
2002

19. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12

Author

Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)

Abstract

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

Published
2014

20. Interculturalidad y anglofonia en la ensenanza del ingles como lengua extranjera (Interculturalism and Anglophone Studies in the Teaching of English as a Foreign Language).

Author

Zoreda, Margaret Lee and Revilla, Teresa Flores

Abstract

This article, written in Spanish, proposes to incorporate the subject "Anglophonism" into the curriculum of English as a Foreign Language (EILE) with a view to providing universities with an intercultural division. It provides a brief summary of John Dewey's philosophy with regard to anthropology, politics, and education. It explains the term "anglophonism," the study of the English language in a cultural context, and its relevance for EILE in setting up anglophone studies. Finally, emphasizes the importance of postcolonial English-speaking literature for providing students with thoughts on intercultural issues. (AS)

Published
2003

21. Hacia una pedagogia Co-emergente, Transaccional y Transcultural: El Cuento Ultracorto de Cienca Ficcion en Ingles (Towards a Co-emerging Transactional and Transcultural Pedagogy: The Science Fiction Short Short Story in English).

Author

Zoreda, Margaret Lee

Abstract

An outline of a "co-emergent" pedagogical perspective describes the conceptual framework for an advanced university-level English-as-a-Foreign-Language (EFL) course. The course framework, which involves choosing and studying a brief science fiction story, allows for transcultural encounters via a transactional literary approach in which the various components of curriculum action exist in a dynamic and mutually specifying relationship. This paper describes the theoretical-methodological framework of the course, its objectives, the choice of the short short story, the syllabus, class management, and evaluation policy. (Contains 15 references.) (CNP)

Published
1998

22. Educacion en Ciencia, Tecnologia y Sociedad: Teoria y Practica (Education in Science, Technology, and Society: Theory and Practice).

Author

National Science, Technology and Society Network, University Park, PA. and Pena Borrero, Margarita

Abstract

This volume compiles Spanish translations of seven articles on different aspects of Science, Technology and Society Education. The papers, originally written in English, were used during the first in-service training seminar for high school science teachers, which took place in Mayaguez under (Puerto Rico) joint sponsorship of the National Science, Technology, and Society (STS) Network, the Puerto Rico Department of Education, and the University of Puerto Rico, Mayaguez. Original English titles and authors of the papers translated are: (1) "The ABC's of Science, Technology and Society" by Rustum Roy and Leonard Waks; (2) "STS Developments Across the World" by William F. Williams; (3) "The Emergence of a New Synthesis for Biology Education" by Paul deHart Hurd; (4) "The Responsibility Cycle" by Leonard Waks; (5) "Identifying STS Issues and Themes: Some Conceptual Tools" by Margarita Pena Borrero and Leonard Waks; (6) "Developing an STS Thematic Unit" by Frederick Staley; and (7) "School-Community Relations for Ethics and Values in STS Education" by Leonard Walls. (Author)

Published
1990

23. Una apreciacion de la guia pedagogica de la pelicula, 'Breaking Away' (An Evaluation of the Viewing Guide for the Film 'Breaking Away').

Author

Zoreda, Margaret Lee

Abstract

This paper, written in Spanish, examines the viewing guide for the film "Breaking Away." The guide, prepared by the United States Information Agency, was intended for the use of teaching English as a Second Language. It is evaluated, along with the movie, to determine whether it fulfills its objectives of providing enriched and critical thinking with regard to foreign films. The paper presents a short summary of the movie and a general description of the guide. In addition, theoretical consideration is given to the nature of critical thinking and the potential for movies to provide cultural criticism. Finally, the guide is examined in detail to determine the type of lessons it provides, in particular with regard to cultural aspects and the challenges it presents that may be beneficial both to the teacher and the student. (AS)

Published
2002

24. Las historias de la narrativa hispanoamericana: Criterios, metodos y ausencias. (Histories of the Latin-American Narrative: Criteria, Methods, and Absences).

Author

Zavalo, Lauro

Abstract

This paper explains that materials on the teaching of Latin-American literature are sparse, even though most researchers in the field will dedicate much of their time to teaching. The paper adds that, in scholarly journals, little attention is given to teaching literature, and the topic is also absent from most academic congresses. The paper then considers teaching methods, and when certain subjects and topics should be taught, i.e., whether on undergraduate, master's, or doctoral level. It discusses the Latin-American literary canon and the organization of the various available literary histories elaborated by individual authors during the past 25 years--these histories number 34. The paper focuses on general works but also includes works on specific aspects of the Latin-American narrative. According to the paper, most histories are elaborated in one of 5 ways: by periods and literary technique; by generations; narrative as a search for cultural identity; analysis of specific texts; and reader response and interpretation. The paper considers the histories by diachronic and synchronic perspectives--diachronic being those organized by countries, authors, generations, cycles, etc.; synchronic being those organized by identity and mask, narrative structure, short story theory, etc. The paper also discusses narrative literature which is viewed as marginal to the canon, such as that written by women, epistolar narrative, ultra-short stories, and that produced by Hispanic Americans. The paper concludes by suggesting some teaching techniques. Contains 35 references and an appended history of Mexican narrative in the 20th century. (NKA)

Published
1997

25. Un Modelo Basico de Instruccion Directa Para la Ensenanza de la Metodologia de la Investigacion (Using the Basic Direct Model of Instruction To Teach an Introductory Research Model).

Author

Serafin, Ana Gil

Abstract

This study examined the application of the Basic Direct Instruction Model (BDIM), a methodology designed to maximize student interest in instrumental and methodological courses, to graduate level educational leadership students. The research used qualitative techniques and a participatory approach with a sample of 92 beginning level Masters students at a midwestern U.S. university. The BDIM uses five phases: (1) orientation, (2) presentation, (3) structured practice, (4) guided practice, and (5) independent practice. In this study a battery of practice applications was designed to gather the necessary data. Implications of the study are drawn for first, the adoption of curriculum changes and the use of the BDIM as a strategy to achieve instructional objectives and, second, for seeking congruency among individual, group, and structural organizational elements. The study concluded that, if the fundamental purpose of the course content is to introduce new concepts and acquisition of new skills, then BDIM is the most appropriate instructional strategy. (Contains nine references.) (JB)

Published
1993

26. The Traits of Effective Spanish Writing = Las caracteristicas de la buena escritura en espanol. Second Edition.

Author

Northwest Regional Educational Lab., Portland, OR., Flores, Will A., and Arrasmith, Dean G.

Abstract

This English-Spanish language report includes the rationale for creating an assessment model for Spanish writing, offering an overview of the components of high quality assessment for any subject area, particularly Spanish writing. It presents the characteristics of effective Spanish writing, rubrics for scoring student performance based on the characteristics, and student writing samples (all from the work of bilingual and English as a Second Language teachers in the field). The 13 sections look at the following: "Introduction"; "Changing Demographics"; "The History of Bilingual Education"; "The Benefits of Spanish Language Instruction"; "Characteristics of High-Quality Assessment"; "Assessment Options for Spanish Speaking ELLs"; "A Better Option: Dual Assessment Development";"The Traits of Effective Spanish Writing: Las caracteristicas"; "How the Spanish Traits Relate to the English 6+1 Traits"; "Rubricas para la evaluacion"; "Student Writing Samples" (tema e ideas, organizacion, tono y estilo, uso del lenguaje, fluidez, and gramatica y ortografia); "Classroom Applications and Strategies for Teaching Spanish Writing"; and "Conclusion." The appendixes present scoring guides for sample papers and project methodology. (Contains 125 references.) (SM)

Published
2001

27. Hablar el Lenguaje de las Manos Hacia las Manos (Talking the Language of the Hands to the Hands). DB-LINK.

Author

National Information Clearinghouse on Children Who Are Deaf-Blind, Monmouth, OR. and Miles, Barbara

Abstract

This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their missing vision and hearing) and as the primary means of expression. The literature is reviewed on the role of hands in early development in general, hand development in the child who is blind, hand development in the child who is deaf, and hand development in the child who is deafblind. Among 13 suggested teaching strategies are: (1) watch and/or touch the individual's hands and learn to read them; (2) use the teacher's hand under the child's hand to respond to exploration, to initiate topics, and to express feeling; (3) make your hands available for the child to use as he/she wishes; (4) play interactive hand games frequently; (5) make environmental provisions to encourage hand activity; (6) invite the child who is deafblind to have frequent tactual access to the environment; (7) make language accessible to the hands of the person who is deafblind; and (8) become aware of your own hands as carriers of feelings and pragmatic functions. An "afterword" by Harlan Lane suggests that people with deafblindness can teach others how to channel information through the tactile sense. (CR)

Published
1998

28. Reflexiones Sobre la Capacitacion de Docentes (Reflections on In-Service Teacher Training).

Author

Organization of American States, Washington, DC. Dept. of Educational Affairs. and Valle, Victor M.

Abstract

Everyone concerned with educational systems performance agrees that the improvement of teaching qualities is a high priority in any educational effort. Teachers are assigned the role of change agents and are presented with new challenges, e.g., to make education global and permanent, flexible enough to serve in any environment (in or out of the classroom) for life, and reflective of the community. Teachers have to learn to adapt creatively to changes in science and technology and to prepare generations who are universal, critical, and creative and who have firm identities with their sociocultural background. However, a realistic approach to inservice teacher training should consider that teachers are ordinary human beings with their virtues, defects, duties, and rights. Providing some reflections on inservice teacher training, this paper discusses the rationale for and gives a definition of inservice teacher training. Some characteristics of managers in charge of teacher training programs, the criteria for evaluating the qualities of a training program, and some considerations on suitable methods for teacher training are also provided. A diagram of a learning model based on experience and a chart of 16 steps for learning to learn are included. (NQA)

Published
1981

29. The Liberating Teaching Methods of the Brazilian Paulo Freire and Hypertext.

Author

Gomez-Martinez, Jose Luis

Abstract

Exemplifies, through the pedagogical theories put forth by Paulo Freire in his book "Pedagogia del oprimado" (teaching the oppressed) and along with the potentials of hypertext, the intimate relationship between socio-cultural forces and the technical responses emerging from the dialectic process between them. (AS)

Published
2003

33. Methods of Teaching on the University Level to Arouse the Internal Locus of Control in Learners of Spanish as a Second language.

Author

Clachar, Arlene

Abstract

The locus of control, whether internal or external, is an influential concept in second-language learning. One observes it, for example, in Puerto Rican students returning to Puerto Rico to take university-level courses. Explanations address a teaching method relying on use of problems with examples in such a way as to empower students. This also nurtures and arouses development and acquisition of internal locus of control. (CP)

Published
1999

34. Teaching Writing in the Foreign Language Curriculum. Language in Education: Theory and Practice, 43.

Author

ERIC Clearinghouse on Languages and Linguistics, Washington, DC., Center for Applied Linguistics, Washington, DC., and Gaudiani, Claire

Abstract

A text-editing approach to composition in the foreign language classroom is set forth. In a 15-week composition course meeting three times each week, students prepare a weekly composition that they will revise after an in-class text-editing session involving several student papers. The third day is devoted to grammar work. Criteria for evaluating student compositions are set forth. Progress in writing skill is enhanced by careful attention to prose style, and students are encouraged to write pastiches. Finally, students are required to keep a journal. Testing and grading are discussed, and situations commonly encountered by teachers are dealt with. Appendices include suggestions for or samples of personal assessment statement, course introduction for a basic French composition course, grammar mid-term, student evaluation of course, prose style analysis checklist, grammar review sheet, sentence-embedding exercises, and tests. Samples of student work (composition outlines, prose style analyses, and pastiches) are presented, most with the actual text-editing corrections of the teacher. The paper concludes with suggested texts for pastiche exercises. (JB)

Published
1981

35. El Espanol: Lengua para los Estudiantes que Peligran (Spanish: A Language for At-Risk Students).

Author

Kenneweg, Silvia Gonzalez

Abstract

Spanish is the language recommended for "at-risk" students because of the correlation between the oral and written language. Students with dyslexia and other language problems can benefit from a suitable teaching method coupled with instructional materials and class activities that address their particular learning disorders. (four references) (Author/CK)

Published
1996

36. Saber y conocer: Un plan para su ensenaza (To know and to be acquainted with: A teaching plan).

Author

Lizardi-Rivera, Carmen M.

Abstract

Focuses on how to teach English-speaking students of Spanish the practical distinction between the verbs, "saber" (to be cognizant of) and "conocer" (to be acquainted with). This article describes a solution proposed by K. Taylor for explaining the limits of the two verbs and examines similar proposals delineated in three other Spanish textbooks. (five references) (CK)

Published
1995

37. Haciendo Escritores: Espanol = Creating Writers: Spanish.

Author

Northwest Regional Educational Lab., Portland, OR. Assessment and Evaluation Program., Ritter, Melissa G., and Arrasmith, Dean G.

Abstract

This teacher guide is meant to provide a rationale for an assessment model for Spanish writing. A wide variety of bilingual and English-as-a-Second-Language (ESL) programs have emerged to meet this challenge, and writing is integral to these approaches because learning to write well in Spanish is often the key to academic success in English. Changing demographics, the history of bilingual education in the United States, and the research that supports instruction in native language all point to the importance of a new Spanish model. The guide also includes the characteristics of effective Spanish writing, rubrics for scoring student performance based on these characteristics, and student writing samples--all from the work of bilingual and ESL teachers in the field. Also included are classroom applications and strategies for teaching Spanish writing. There are three appendices: "Scoring Guides for Sample Papers"; "Project Methodology"; and "Bibliography" and four tables: "Growth of Total U.S. Student Enrollment and LEP Enrollment"; Growth of Total Northwest Student Enrollment and LEP Enrollment"; "Number and Percentage of Northwest LEP Students Who Speak Spanish"; and "Possible Sources of Bias and Distortion in Student Assessments." Numerous figures, diagrams, illustrations, and 130 print and Web references are included. (KFT)

Published
2000

38. IDEA: Ensenanza de romances espanoles mediante la musica y el arte (IDEA: Teaching Spanish 'Romances' Through Music and Art).

Author

Garcia Glick, Beatriz

Abstract

Terrell's natural approach suggests that such interactive activities as music and art induce and improve student communication in language learning. Explanation of the method's steps uses the poem "Abenamar" as an example. The teacher first presents the work in historical context, then reads the work accompanied by visual aids, then reads to music appropriate to the text, and finally solicits oral and written evaluations. (CNP)

Published
1999

39. Ideas Para Fortalecer Las Destrezas en Matematicas. Ideas for Strengthening Mathematics Skills. Spanish Edition.

Author

New York State Education Dept., Albany. Bureau of Bilingual Education.

Abstract

Presented is an overview of some specific schemes that have been used successfully by teachers throughout New York State to strengthen basic mathematics skills. Components offer ideas that have been successful with primary, intermediate, and secondary students. The contents of this Spanish language edition are identical to the English language and other foreign language editions. In addition to the Foreword, there are sections on: (1) Some Brief Observations About Strengthening Mathematics Skills; (2) The Balanced Mathematics Program; (3) "Par"--Puzzles+Arithmetic=Remediation; (4) Regrouping in Subtraction; (5) Money Games; (6) A Visual Sequence for Teaching Fractions; (7) A Space to Carry in Simple Addition and Multiplication Examples; (8) Grid Paper Computation; (9) The Need for Math Reading Skills; (10) A Structural Approach to Multiplication; (11) The Electronic Calculator in Remedial Mathematics; (12) Nature's Mathematics; and (13) Additional Teacher Designed Ideas. (MP)

Published
1980

40. Mesa Redonda (Roundtable). Technology in the Classroom.

Author

Modern, Nancy Wheaton

Abstract

Two minipresentations by second-language teachers describe their classroom efforts to instruct their students. The first article focuses on using computers to help students improve their writing skills. The second zeroes in on incorporating speaking activities into the daily life of the classroom. (CK)

Published
1995

41. Logo and Von Neumann Ideas [and] Towards a Humanistic Use of Computers in Education = Hacia una insercion humanista de las computadoras en la educacion.

Author

Reggini, Horacio C.

Abstract

The first article, "LOGO and von Neumann Ideas," deals with the creation of new procedures based on procedures defined and stored in memory as LOGO lists of lists. This representation, which enables LOGO procedures to construct, modify, and run other LOGO procedures, is compared with basic computer concepts first formulated by John von Neumann. The second paper, "Towards a Humanistic Use of Computers in Education," argues that integration of computers in classrooms does not necessarily imply an improvement in the quality of education; rather, computer applications must be related to a cognitive view of learning that fosters the development of a harmonious relationship among culture, science, and human values. Some of the principles of LOGO programming system/language are analyzed as it generates a structure through which computers can effectively improve learning conditions while respecting, at the same time, the learner's linguistic and cultural identity. A Spanish translation of the second paper is included. (LMM)

Published
1983

42. System Approach Techniques for Developing Bilingual-Vocational and Vocational English as a Second Language Curriculum at the College Level.

Author

Kotesky, Arturo A. and Mrowicki, Linda G.

Abstract

This paper describes the instructional components of the Bilingual Access Program (BAP) at Elgin Illinois Community College, a federally funded 5-year project established to supplement regular vocational programs as a means to provide language training to limited English-speaking adults so that they leave with additional employable skills related to the employment opportunities in the nearby and Chicago metropolitan areas. Detailed descriptions are given of BAP's instructional delivery system, instructional materials, instructional design model for developing bilingual access support materials, instructional design model for developing instructional components, techniques for teaching the vocational class in an ESL context, and sequence of milestones within the BAP instructional design process. It is concluded that BAP is a very useful, cost-effective program with self-contained outputs which can be used anytime by an institution using its available human and non-human resources. Appendices include a list of regular vocational programs at the college, a list of instructional topics and objectives, an instructional analysis sheet, a list of Spanish instructional aids, a language skills assessment form, and material for vocabulary study. (Author/CMV)

Published
1979

43. Proceedings, Pacific Northwest Council on Foreign Languages, Volume 28, Part 2: Second Language Teaching 77.

Author

Pacific Northwest Council on Foreign Languages. and Benseller, David P.

Abstract

The twenty-eight papers that make up the second part of the proceedings of the twenty-eighth annual meeting of the Pacific Northwest Council on Foreign Languages cover a wide range of topics relating to foreign language teaching and linguistic theory: German culture and civilization; sexism in language; bilingual education; bilingualism and language assessment; French language, history and culture; foreign languages and international education; study abroad; Hispanic culture, history, literature and civilization; English loanwords in the Couxhobor dialect; an interdisciplinary linguistics program; historical development of languages; semantics; teaching culture; use of audio visual aids in vocabulary building; micro-teaching; using the radio; testing techniques; and developing teacher competencies. (AMH)

Published
1977

44. Instructional Technology and the Adult Learner. Theory, Innovation, and Practice in Andragogy. No. 2. = La Technologia Educativa y el Aprendiz Adulto. Teoria, Innovacion y Practica en Andragogia. No. 2.

Author

Florida State Univ., Tallahassee. International Inst. of Andragogy. and Wager, Walter

Abstract

This second issue of a series on theory, innovation, and practice in andragogy analyzes some of the instructional variables in adult learning and discusses ways to influence the degree of learning through the application of instructional and behavioral technologies. It unites theory and practice, generating recommendations from the abstract findings of research in andragogy and instructional technology. Some of the findings and recommendations include the following: (1) the key to more effective instruction seems to rest in the applications of instructional and behavioral technologies that have shown themselves to be influences on the degree of learning; (2) Carroll's "school learning model" provides a guide as to how these technologies function in reducing the time needed to learn a particular task or in increasing the time the learner is willing to spend in the learning situation; (3) in this context, technologies such as the study objective, use of the course grade as a study incentive, media use, self-paced instruction, and so on, can be viewed more objectively with regard to one's personal instructional preferences. (The Spanish translation of this monograph is included.) (KC)

Published
1982

45. Ideas from Ten North American Curriculum Thinkers.

Author

Short, Edmund C.

Abstract

The views and attitudes of ten North American educational policy-makers concerning curriculum development and design are presented. The theories and research of Herbert M. Kliebard, Fenwick W. English, Walter Werner, John I. Goodlad, Decker F. Walker, William A. Reid, Norman E. Gleadow, Neil Postman, Elliot W. Eisner, and Michael W. Apple are represented. (LH)

Published
1980

47. Outline for Remediation of Problem Areas for Children with Learning Disabilities. Revised. = Bosquejo para la Correccion de Areas Problematicas para Ninos con Impedimientos del Aprendizaje.

Author

National Easter Seal Society for Crippled Children and Adults, Chicago, IL. and Bornstein, Joan L.

Abstract

The booklet outlines ways to help children with learning disabilities in specific subject areas. Characteristic behavior and remedial exercises are listed for seven areas of auditory problems: auditory reception, auditory association, auditory discrimination, auditory figure ground, auditory closure and sound blending, auditory memory, and grammar and syntax. Visual problems are similary considered: visual reception, visual association, visual discrimination, figure ground, visual closure, visual memory, perceptual constancy, position in space, spatial relationships, and eye-hand coordination. Motor problems in gross motor, balance, body image, and fine motor skills are addressed. The booklet concludes with information and suggestions on verbal expression problems and manual expression problems. (A Spanish translation accompanies the booklet.) (CL)

Published
1980

48. Como evalvar la actuacion del profesor en una clase de segundo idioma (How to Evaluate a Teacher in a Second Language Classroom).

Author

Universidad Nacional de Trujillo (Peru). Departmento de Idiomas y Linguistica. and Galvez de Bracamonte, Teresa

Abstract

This guide in Spanish provides performance criteria for evaluating the foreign language teacher. It provides an outline for analyzing the teacher's actions and teaching methods in the classroom. Through the evaluation by an outsider, the teacher can learn his or her faults in the views of others and can improve on them. The aspects to be analyzed include: (1) personal qualitites; (2) the lesson plan; (3) the organization of the classroom; and (4) techniques for teaching pronunciation, presenting new material, teaching culture, vocabulary, texts, and assigning homework. Instructions for doing the evaluation include: (1) methods for recording and tabulating data, (2) interpreting the results, and (3) communicating the results to the teacher. The evaluation sheets are appended. (NCR)

Published
1975

49. Lenguaje y Ciencias (Language and Sciences), Vol. 17, No. 3.

Author

Universidad Nacional de Trujillo (Peru). Departmento de Idiomas y Linguistica. and Zierer, Ernesto

Abstract

This issue contains two articles in Spanish and three in English on the following topics: the practical presentation of English for Special Purposes (ESP) materials in science programs at the National University of Trujillo, "notional syllabus" and "discourse analysis" in relation to ESP materials, extra-linguistic principles in explaining language facts, diphthongation in "Kechwa de Ancash-Huaylas," and a typology of language situations. The first article is a discussion of some aspects of the practical classroom presentation of texts in scientific English using recently published textbooks. The second article is a discussion of terms: notional syllabus refers to the organization of a syllabus according to semantic expression. Discourse analysis refers to the informational coherence of texts, and the markers used to point the way to understanding such texts. In the third paper, some of the extra-linguistic principles related to language use that enable human beings to interact socially are discussed. The distinctive features of one of the dialects in the Quechua group of dialects are analyzed in the fourth article. Thirty types of communication situations involving interaction of the five factors: "speaker, listener, channel, code and information" are discussed and classified in the last article. (AMH)

Published
1977

50. Learning Achievement Packages: Calexico Intercultural Design.

Author

Dissemination and Assessment Center for Bilingual Education, Austin, TX. and Markatos, John

Abstract

Two social studies units highlight the origins and structure of government and the legislative activities of the United States government in particular. The units are part of a program designed to help 12th grade and adult education social studies teachers develop bilingual curriculum materials (English and Spanish languages) related to systems of government. The first unit, "An Idea Becomes a Law," describes how laws are passed in a democracy, contrasts this process with the creation of laws in a dictatorship, and cites the variety of individuals involved in a bill's passage. The second unit, "The State, Forms of Government, and Political Systems," explores the origins of government and provides examples of different types of government. For each unit, information is presented on background, primary idea, behavioral objectives, entry skills, and notes to the students about what they can expect to do and learn from working on the unit. Also presented for each unit are glossaries of political terms, tests, and answer keys. Students are involved in reading background material, answering essay and brief-answer questions in writing, filling in worksheets, taking true and false tests, and completing matching exercises. All materials are presented in both English and Spanish. (DB)

Published
1978