Search

Today, the multi-ethnicity represents a feature aimed at establishing the ways of communication, exchange and connection between multiple cultural-ethnic models. The formation of the assertive communication competence to the subjects from the polytechnic academic environment has been approached by researchers from several perspectives, emphasizing the value of the aspects referring to communication as a factor in the formation of communicative competences. At the same time, the connection between communication, assertive communication competence and the multiethnic environment is a less valued area in the science of education.

В статье говорится об эффективном использовании метода интеллект-карт, что способствует развитию абстрактного мышления, познавательного интереса и активности обучающихся. Метод интеллект-карт позволяет формировать коммуникативные компетенции учащихся в процессе групповой деятельности по составлению интеллект-карт. В статье рассматривается, как организовать работу с интеллект-картами на разных этапах уроках., The article deals with the effective use of intelligence maps method, which contributes to the development of abstract thinking, cognitive interest and activity of students. The method of intelligence maps allows you to advance communicative competence of students in the process of group activities for compiling intelligence maps. The article discusses how to organize the work with intelligence maps at different stages of the lesson., №V4 (2018)

espanolLos blogs de cotilleos sobre celebridades resultan una practica discursiva estimulante que ofrece las novedades sobre los famosos. La gran variedad de estos blogs permite a los blogueros atraer a sus lectores con la actualizacion frecuente de noticias, utilizando en ocasiones fuentes de procedencia dudosa. Como resultado, estos autores atribuyen a dichas fuentes noticias que no son demasiado fiables. Al ser una muestra de lengua dinamica, la practica del blog brinda distintas oportunidades para estudiar el ingles como lengua extranjera. Los objetivos de este trabajo persiguen la mejora de la competencia comunicativa en ingles de un grupo de estudiantes de Bachillerato que ha examinado este discurso, siguiendo las directrices del Marco Comun Europeo de Referencia para las Lenguas. Se ha seguido una metodologia cualitativa, basada en una seleccion de entradas de blog escogidas al azar. Las conclusiones muestran que los estudiantes han desarrollado y mejorado su competencia linguistica al considerar algunas formas de presentacion del discurso. Tambien han profundizado en la competencia sociolinguistica al familiarizarse con los acronimos y la enalage de persona, que nos recuerdan al lenguaje oral. Finalmente, han aprendido sobre la competencia pragmatica al analizar algunos actos de habla relacionados con la presentacion del discurso. EnglishCelebrity gossip blogs have become a stimulating discourse practice that mainly offers the latest news about celebs. Due to the great variety of gossip blogs that exist nowadays, bloggers try to attract readers with a continuous update of the news presented and, on many occasions, they employ doubtful sources to provide the freshest piece of information. As a result, these writers may attribute their words to these sources if the gossip is not truthful. Being a lively instance of language, the blogging exercise offers different opportunities to study the English language. The objectives of this study seek to improve the communicative competence in English of Baccalaureate Spanish students who have examined this discourse, following the Common European Framework of References for Languages. A qualitative methodology has been followed, based on a selection of blog entries chosen randomly. The conclusions show that students have developed their linguistic competence by considering some forms of speech presentation. They have also deepened their knowledge of the sociolinguistic competence by getting familiar with acronyms and the enallage of person that remind us of the spoken language. Finally, they have learned about the pragmatic competence by analysing illocutionary acts that are related to the occurrences of speech presentation.

RESUMEN: En el siguiente trabajo procuraremos trasladar la importancia de incluir la promoción de la convivencia positiva y el desarrollo de las competencias emocionales como componentes imprescindibles de los procesos de enseñanza-aprendizaje en un centro educativo ya desde la etapa de Educación Infantil. Con este propósito analizaremos el constructo Educación Emocional, así como las diferentes etapas del desarrollo emocional infantil. Todo esto se plasmará en una propuesta de tutoría emocional entre iguales, en la cual el hilo conductor y los recursos protagonistas serán los cuentos y el trabajo en equipo entre iguales. El fin será promover una convivencia positiva a través del desarrollo de competencias comunicativas y del trabajo en equipo en una clase del segundo ciclo de Educación Infantil. ABSTRACT: In the following work we will try to communicate the importance of including the promotion of positive coexistence and the development of emotional competences as essential components of the teaching-learning processes in an educational center already from the Early Childhood Education stage. With this purpose we will analyse the concept of Emotional Education, as well as the different stages of children's emotional development. All this will be specified in a proposal of emotional tutoring among equals, in which the central thread and resources will be the storybooks and teamwork among equals. The main objective will be to promote a positive coexistence through the development of communicative skills and teamwork in a class of the second cycle of Early Childhood Education. Grado en Magisterio en Educación Infantil

The relevance of this work is determined by introducing new standards of teaching foreign languages as well as the severization of requirements to the quality of Chinese language acquisition by students of higher educational institutions. The goal of this paper is to study modern innovative methods and technologies of teaching and then use them in the teaching and learning activities, as well as to increase the students’ motivation to learning Chinese. The leading approach to this problem is the problem-thematic approach. The main material for the study was the following modern educational technologies: the project method, the debate method and the talk show technique. The key findings of the study are the systematization of the main mechanisms and principles of using modern educational technology at the classes of Chinese. The materials of this article may be helpful for school and university teachers of Chinese at the advanced level, as well as for educators and developers of educational materials. Актуальность исследования обусловлена внедрением новых стандартов обучения иностранным языкам, а также повышением требований к качеству освоения китайского языка студентами высших учебных заведений. Целью представленной работы является использование в учебном процессе современных инновационных методов и технологий преподавания, способных повысить мотивацию к изучению и поддерживающих интерес к китайскому языку среди студентов. Ведущий подход к исследованию данного вопроса — проблемно-тематический. Основные результаты исследования заключаются в систематизации ключевых механизмов и принципов применения современных образовательных технологий на занятиях китайским языком. Материалы статьи могут быть полезными для преподавателей и учителей китайского языка продвинутого уровня, а также для педагогов и методистов.

В данной статье исследуется проблема формирования коммуникативной компетенции педагога-психолога. Авторы провели теоретический анализ академической, методической и учебной литературы по формированию коммуникативной компетентности педагога-психолога. Разработана и реализована модель формирования коммуникативной компетенции педагога-психолога. Модель формирования коммуникативной компетенции педагога-психолога рекомендуется использовать при разработке образовательных стандартов и программ в высшем образовании., This article investigates the problem of formation of communicative competence of the teacher-psychologists. We have carried out a theoretical analysis of academic, methodological and teaching literature on the formation of a teacher-psychologist communicative competence. A model of formation of communicative competence of teacher-psychologists have been elaborated and put into practice. The model of formation of communicative competence of teacher-psychologists is recommended for use when elaborating educational standards and programs in higher education.

Este trabajo muestra los marcos, antecedentes, descripción y las conclusiones de la aplicación de una propuesta metodológica, conformada por 5 fases bien definidas, implementada para la enseñanza de la estadística en estudiantes de básica secundaria, el mismo contribuye a mejorar las capacidades para leer e interpretar tablas y gráficas, implemento una metodología fundamentada en el constructivismo que retoma elementos de la etnografía de investigación, con la intención de mejorar las experiencias en el proceso de enseñanza de la lectura e interpretación de datos estadísticos. Todo esto usado como recurso, para indagar y leer, contextos reales en el entorno de los estudiantes, haciendo evidente las ventajas de la estadística en el desarrollo de competencias comunicativas. En este trabajo Realizo ejercicios de investigación y recolección de información, con los estudiantes de grado 9°, iniciando con una actividad diagnostica y una encuesta de percepción del desarrollo del área, presento el resumen de los registros de los comportamientos, interacciones y resultados que se dan al observar el desarrollo del trabajo, que posteriormente analizo, junto con lo que produce el grupo investigado y lo uso para generar unas conclusiones y/o aprendizajes Abstract: In today’s world, where necessary to process a lot of information is , read and com-prehend words and graphics is each time more useful, I use a methodology based in constructivism that employs elements of investigation thnography with the mean-ing to improve the experiences in the process of teaching to read and comprehend statistics data. All of this used as a esource in order to inquire and read real contexts in the student’s environment, making evident the advantages of statistics in the Development of communicative competences. The methodological Purpose , in this final paper, is a 5 stage series that mixes scien-tific method’s elements with rationalist model rules and the ethnography that we will use to reach the final objective of build concepts and learnings in the students. In this paper I realize investigation exercises and information gathering exercises in 9 th grade students of the Edelmira Álvarez school, starting with a diagnostically activity in which I apply an ICFES type test as a tool and a survey about área development perception, I take count of the behavior and interactions that I can observe while that exercise goes by, then I analyze them among the data of the investigated group to generate new learnings and conclusions.

El presente trabajo de tesis tiene como propósito, contribuir al fortalecimiento de las competencias comunicativas en el proceso de lectura de los estudiantes de grado décimo de la Institución Educativa Ateneo de Pradera, a través de la integración de TIC en la asignatura de Economía y Política. Su justificación tiene como base los bajos resultados obtenidos por los estudiantes en diferentes pruebas internas y externas donde se mide la competencia comunicativa en el proceso de lectura crítica y la necesidad de mejorar estos desempeños. La investigación desarrollada es un estudio de caso, de enfoque mixto y carácter comprensivo que pretende evidenciar las transformaciones, en las competencias comunicativas, proceso de lectura, nivel intertextual o crítico, que se generan en los estudiantes de grado décimo, asignatura Economía y Política, de la Institución Educativa Ateneo, tras la aplicación de una estrategia didáctica con integración de TIC, más concreto en un Entorno Virtual de Aprendizaje, diseñado y desarrollado por la docente de la asignatura. The purpose of the following thesis work is to contribute to strengthen Communicative competences in the Reading process with the 10th grade students at Institución Educativa Ateneo in Pradera. The contribution will take place through integration of ICT resources in the subject Economy and Politics. It is justified by the low results obtained by students in different internal and external tests measuring communicative competences levels in the critical Reading process, presenting the necessity to increase these levels and results. The following research is presented through a case study with a mixed approach and a comprehensive trait. It pretends to evidence the transformations that occur in the communicative competences, reading process, intertextuality or critical level of comprehension. These transformations take place in the context of the tenth Grade Studets at “Institución Educativa Ateneo” in the subject of Economy and politics after the application of an ICt integration didactics strategy, concretely, through a Virtual Learning Environment designed and developed by the subject teacher.

в статье рассмотрены профессиональные компетенции педагога в сфере взаимодействия с семьей обучающегося. Проанализированы точки зрения ученых. Дан анализ профессиональным компетенциям педагога в сфере педагогического взаимодействия с семьей., the article deals with the professional competence of the teacher in the sphere of interaction with the student's family. Scientists’ points of view have been studied. The authors have also analyzed the teacher's professional competence in the field of pedagogical interaction with the family.

Los intereses y necesidades para iniciarse en el proceso de aprendizaje de inglés demarcan el énfasis sobre las competencias comunicativas a desarrollar. El inglés como lengua extranjera fortalece el desarrollo integral de las competencias comunicativas para la interacción cultural; mientras que el inglés con fines específicos fortalece el desarrollo de una competencia comunicativa específica propia de un saber hacer en un área específica del conocimiento. El objetivo del estudio fue determinar; mediante observación participante y un cuestionario auto-aplicado, las competencias comunicativas específicas para el aprendizaje de inglés que necesitan desarrollar estudiantes de Programas Técnicos Laborales. Interests and needs in learning English determine the emphasis on which communicative competences should be developed. On the one hand, English as a Foreign Language strengthen the integral communicative competences development for interacting culturally. On the other hand, English for Specific Purposes strengthen the development of a specific communicative competence proper to a specific knowledge area. The general objective was to determine through participative observation and a self-applied questionnaire the needed specifics communicative competences for English language learning of students of technical labor programs from the Centro Don Bosco.

Volunteering is one of manifestations of citizenship. It indicates the individual’s quality in terms of citizenship and the readiness to take an active part in public activities. The current paper analyses the phenomenon of volunteering (its place and role in ensuring public development and sustainability). The influence of volunteer - ing on the youth socialization and personal development of competences (in particular, social, professional and communicative) is disclosed in the article. The article also highlights the motives and factors that promote and prevent the youth participation in voluntary activities.

The study dealt with school teachers’ estimation of their own communicative behavior and competences on the base of their implicit theories. It used a quasi-experimental design. Data were gathered through an anonymous poll of 196 teachers about their own behavior in conflict pedagogical situations, and of 169 teachers about their own communicative competences. Having called previously modes of behavior of the “ideal” and “real” (typical) teacher in 10 conflict situations, the study found that 72% of teachers identified their own behavior in similar situations with behavior of the “ideal” teacher. The resulting average scores of teachers’ estimation of their 21 communicative competences varied from 7.39 points to 8.70 on a scale of 1 to 10. At the same time three groups of teachers with the low (4.93-7.07 points), average (7.08-9.01 points) and high (9.02-9.76 points) levels of estimation of their own communicative competences were identified. Spearman's correlation analysis showed that the main place in each of these groups was taken by different communicative competences. So, in the group with low self-esteem the greatest number of correlations have been revealed by competences of “patience”, “empathy”, and “ability to listen”, whereas in two other groups the main places were taken by other competences, such as “ability to be in dialogue”, “adequate conduct in a conflict situation”, “ability to listen” (average self-esteem), “ability to motivate pupils and get them interested,” and “ability to use means of communication” (high self-esteem). The study concludes that teachers’ self-concept includes their own estimation as a communicator, influencing their well-being and occupational satisfaction. Teachers with low self-esteem need psychological maintenance, directed on increase of their psychological well-being.

The article discusses the problem of teachers’ communicative competences and presents it from both the theoretical and empirical perspective. The first part of the article helps understand the communication process and defines teachers’ communicative styles at school and barriers for pedagogical communication. The second part presents the results of diagnostic research on selected teachers’ communicative competences. The research problems included: How do teachers understand the communication process at school, and what are the factors determining its level? What communicative styles do teachers use? What are the barriers in communication between teachers and students? The article concludes with remarks and postulates.

The results of a critical theoretical analysis and quantitative empirical research of andragogical and didactic aspects of primary school teachers' communicative competences, with a focus on their communicative competences, are presented in this paper. The goal of the research was to examine and analyse the perceptions of primary school pupils of some communicative competences of their teachers. The data were collected on a sample of 3097 pupils of primary schools on the territory of the Republic of Serbia. The focus of the research was on identifying the characteristics of primary school teachers which pupils appreciate, teachers' deeds and actions which create positive interpersonal relationships, the most common causes of misunderstandings between pupils and primary school teachers, the segments of teachers' work that pupils are particularly satisfied with, as well as the emotions they express towards their teachers. According to the obtained results, the characteristics of primary school teachers that pupils appreciate the most are a warm and cordial relationship with pupils, understanding pupils' needs, as well as a fair and objective assessment. In pupils' view, the willingness of teachers to help them is crucial for establishing a positive teacher-pupil relationship, while the pupils' defiant attitude towards their teachers and the teachers' inappropriate response to these situations have been stated as the most common causes of misunderstandings between teachers and pupils. The significance of these traits for pupils statistically varies considerably with regard to the gender, school achievement and the type of environment (urban, rural) in which pupils live. The afore-mentioned competences are given great significance in the initial pedagogic training of the primary school teachers and their permanent professional development, which was confirmed in the responses of the primary school pupils as well. For this reason, these competences must become an integral part of the andragogical and didactic culture of the primary school teachers in their everyday communication with the pupils.

The relevance of this work is determined by introducing new standards of teaching foreign languages as well as the severization of requirements to the quality of Chinese language acquisition by the students of higher educational institutions. The goal of this paper is to study modern innovative methods and technologies of teaching and then use them in the teaching and learning activities, as well as to increase the students' motivation to learning Chinese. The leading approach to this problem is the problemthematic approach. The main material for the study was the following modern educational technologies: the project method, the debate method and the talk show technique. The key findings of the study are the systematization of the main mechanisms and principles of using modern educational technology at the classes of Chinese. The materials of this article may be helpful for school and university teachers of Chinese at the advanced level, as well as for educators and developers of educational materials.

Cette thèse aborde le concept des rôles de l’enseignant du français langue étrangère. Au début nous avons fait une présentation brève des méthodes importantes dans l’enseignement des langues étrangères et nous avons expliqué la différence entre l’approche éducative qui met l’accent sur l’enseignant et l’approche éducative qui met l’accent sur l’élève. Nous avons mentionné l’approche communicative comme une des plus importantes étapes dans l’évolution des méthodes d’enseignement des langues étrangères. Le noyau de cette approche est de viser le développement des compétences communicatives de l’étudiant. Ensuite, nous avons montré quels rôles, différents auteurs, attribuent aux enseignants des langues étrangères et comment ils les expliquent. Ensuite, nous avons créé une nouvelle liste des rôles d’enseignant possibles inspirée par « Portfolio européen pour les enseignants en langues en formation initiale » (Newby et al., 2007) et « Les compétences des enseignants de langues étrangères dans les écoles primaires et les collèges en Croatie » (Radišić et al., 2003). La liste est constituée de quinze rôles : assistant, organisateur, médiateur interculturel, évaluateur, contrôleur, analyste, conseilleur, source de connaissance, gardien de la discipline, motivateur, modèle langagier, répétiteur, coordinateur, psychologue et communicant. Les résultats que nous avons recueillis et analysés sont constitués de dix journaux de bord qui ont été dirigé par les étudiantes de la deuxième année d’étude master de la langue et littérature française (de la section français langue étrangère) de l’année académique 2016/17. Durant leur stage dans les écoles primaires et les collèges les étudiantes ont noté ce qu’elles ont vu et entendu et nous avons analysé leurs journaux. Le but de cette recherche est de découvrir quels rôles selon les étudiantes apparaissent le plus fréquemment durant les cours et comment les enseignants les accomplissent. A la fin nous avons calculé la présence des rôles et nous les avons cités d’après la présence de l’apparition, du plus fréquent au moins fréquent durant le stage. Ainsi nous les avons analysés et nous les avons confirmés par plusieurs exemples des journaux de bord. Tema ovog diplomskog rada su uloge nastavnika francuskog kao stranog jezika. Najprije smo napravili kratak prikaz važnih metoda u poučavanju stranih jezika te smo objasnili razliku između obrazovnog pristupa u čijem se središtu nalazi nastavnik i onoga u čijem se središtu nalazi učenik. Od važnijih prekretnica među metodama poučavanja spomenuli smo komunikacijski pristup. Srž tog pristupa je poticanje razvijanja učenikove komunikacijske kompetencije. Nadalje, pokazali smo nekoliko primjera različitih autora i njihovih viđenja uloga nastavnika. Zatim smo napravili svoju listu mogućih uloga nastavnika koju su inspirirala dva priručnika : „Europski portfolio za nastavnike jezika“ (Newby et al., 2007) i „Kompetencije učitelja i nastavnika stranog jezika u osnovnoj školi u Republici Hrvatskoj“ (Radišić et al., 2003). Lista se sastoji od petnaest uloga : pomagač, organizator, kulturni medijator, vrednovatelj, kontrolor, dijagnostičar, savjetnik, izvor znanja, čuvar discipline, motivator, jezični model, ponavljač/repetitotor, koordinator, psiholog, komunikator. Sakupljena građa sastoji se od deset dnevnika prakse koje su vodile studentice druge godine diplomskog studija francuskog jezika i književnosti, nastavničkog smjera, u akademskoj godini 2016/2017. Pri pohađanju prakse studentice su bilježile što vide i čuju, a mi smo njihove dnevnike analizirali. Cilj ovog istraživanja je utvrditi koje uloge nastavnika se iz studentskog rakursa najčešće pojavljuju u nastavi te na koji način ih nastavnici ostvaruju. Na posljetku smo uloge pobrojali i zabilježili po zastupljenosti pojavljivanja od one koja se pojavila najveći broj puta do one koja se najmanje pojavljivala. Svaku od uloga smo analizirali i potkrijepili primjerima iz dnevnika. The topic of this diploma thesis would be roles of teachers of French as a foreign language. Firstly, a short display of important foreign language teaching methods had been created. Furthermore, the difference between the teacher centered teaching principle and the student centered teaching principle was explained. Communicative teaching approach is mentioned as one of the important milestones among the teaching methods. The essence of this approach is encouraging the development of the student's communicative competence. Furthermore, several examples of different authors and their visions of the teachers' roles are presented. Secondly, we created our own list of possible teacher's roles that had been inspired by two manuals : „The European portfolio for foreign language teachers“ (Newby et al., 2007) and „Foreign language teachers' competences in primary schools of Republic Croatia“ (Radišić et al., 2003). The list contains 15 teacher's roles : the helper, the organisor, the cultural mediator, the evaluator, the controlor, the diagnostician, the advisor, the source of knowledge, the discipline guardian, the motivator, the language model, the repeater, the coordinator, the psychologist, the communicator. The collected secondary literature consists of ten diaries noted by the students of the second year master degree French teaching and literature studies in the academic year of 2016/2017. While attending the praxis, the students were noting their observations. The next step was to analyse their diaries. The goal of this research is to determine which teacher's roles are occuring most often during classroom teaching and how they are manifested. Finally, we counted the noted teacher's roles and represented them in order that begins with the teacher role that occurs the most often to the teacher role that occurs the least often. Each role has been analysed and futher followed by examples from the diaries.

U radu su predstavljeni rezultati kritičke teorijske analize i empirijskog istraživanja andragoških i didaktičkih aspekata odnosa učenika i učitelja, sa akcentom na komunikativnim kompetencijama. Cilj istraživanja bio je da se ispita i analizira učenička percepcija pojedinih komunikativnih kompetencija učitelja. Podaci su prikupljeni na uzorku od tri hiljade devedeset sedam učenika osnovnih škola sa teritorije Republike Srbije. Posebna pažnja posvećena je sagledavanju osobina učitelja koje učenici cene, tome koji postupci učitelja utiču na uspostavljanje pozitivnog međuljudskog odnosa, najčešćim uzrocima nerazumevanja između učenika i učitelja, pojedinim segmentima rada učitelja kojima su učenici posebno zadovoljni i emocijama koje pokazuju prema nastavniku. Rezultati pokazuju da kao posebno značajne osobine učitelja učenici cene prijatan i topao odnos, razumevanje učenika i pravedno i objektivno ocenjivanje. Na stvaranje pozitivnog stava u odnosu nastavnik‒učenik najviše uticaja ima spremnost nastavnika da pomogne učeniku, a najčešći uzrok nerazumevanja između nastavnika i učenika jeste prkosan stav učenika prema nastavniku, odnosno neadekvatno postupanje nastavnika u takvim situacijama. Značaj koji učenici pridaju pojedinim kompetencijama nastavnika statistički značajno varira s obzirom na pol, školski uspeh i tip sredine (urbana, ruralna) u kojoj pohađaju školu. Pomenute kompetencije, s obzirom na značaj koji im se već pridaje u okviru inicijalnog pedagoškog obrazovanja učitelja i njihovog permanentnog usavršavanja, a koji su potvrdili i učenici osnovne škole, neophodno je učiniti integralnim delom andragoške i didaktičke kulture učitelja u ophođenju prema učenicima u svakodnevnim nastavnim aktivnostima. The results of a critical theoretical analysis and quantitative empirical research of andragogical and didactic aspects of primary school teachers' communicative competences, with a focus on their communicative competences, are presented in this paper. The goal of the research was to examine and analyse the perceptions of primary school pupils of some communicative competences of their teachers. The data were collected on a sample of 3097 pupils of primary schools on the territory of the Republic of Serbia. The focus of the research was on identifying the characteristics of primary school teachers which pupils appreciate, teachers' deeds and actions which create positive interpersonal relationships, the most common causes of misunderstandings between pupils and primary school teachers, the segments of teachers' work that pupils are particularly satisfied with, as well as the emotions they express towards their teachers. According to the obtained results, the characteristics of primary school teachers that pupils appreciate the most are a warm and cordial relationship with pupils, understanding pupils' needs, as well as a fair and objective assessment. In pupils' view, the willingness of teachers to help them is crucial for establishing a positive teacher-pupil relationship, while the pupils' defiant attitude towards their teachers and the teachers' inappropriate response to these situations have been stated as the most common causes of misunderstandings between teachers and pupils. The significance of these traits for pupils statistically varies considerably with regard to the gender, school achievement and the type of environment (urban, rural) in which pupils live. The afore-mentioned competences are given great significance in the initial pedagogic training of the primary school teachers and their permanent professional development, which was confirmed in the responses of the primary school pupils as well. For this reason, these competences must become an integral part of the andragogical and didactic culture of the primary school teachers in their everyday communication with the pupils.

Esta investigación busca desarrollar las competencias comunicativas y el pensamiento crítico a través del cuento fantástico en los estudiantes de undécimo grado; tomando como referente a Julián de Zubiría quien habla del modelo pedagógico dialogante trabajado en la Institución y Lev Vygotsky el cual hace énfasis en los contextos sociales y culturales en la apropiación del conocimiento donde el maestro juega un papel importante buscando el desarrollo de los estudiantes a través de diferentes rutas de descubrimientos. Convirtiéndose el cuento en una estrategia donde el estudiante se habla, lee, escribe, escucha, argumenta, infiere, critica, propone mejorando así la calidad Educativa. Resumen…………………………………………………………………………………………..1 1. Contextualización de la información…………………………………………………………...3 1.1 Situación Problémica…………………………………………………………………….....3 1.2 Situación Problema………………………………………………………………………....6 1.3 Objetivos………………………………………………………………………………...6 1.3.1. Objetivo General………………………………………………………………………6 1.3.2. Objetivos específicos………………………………………………………….............7 1.4 Justificación ………………………………………………………………………………...7 1.5 Contextualización de la Investigación ……………………………………………………...8 2. Marco Referencial …………………………………………………………………………….11 2.1 Antecedentes de la investigación ………………………………………………………….11 2.1.1. Antecedentes Internacionales………………………………………………………...11 2.1.2. Antecedentes Nacionales. 12 2.1.3. Antecedentes Regionales. 13 2.2 Marco teórico ……………………………………………………………………………...14 2.2.1. El Cuento. 14 2.2.2. Cuento fantástico. 15 2.2.3. Pensamiento crítico. 16 2.2.4. Leer. 17 2.2.5. Comprensión Lectora. 18 2.2.6. Competencia del lenguaje. 19 2.2.7. Estrategia. 19 2.2.8. Estrategia pedagógica 20 2.2.9. Competencias Comunicativas. 20 2.2.10. Teóricos desde la disciplina. 21 2.2.11. Pedagogía Dialogante. 22 2.3 Marco legal………………………………………………………………………………...24 2.3.1. Constitución Política de Colombia 24 2.3.2. Ley General de la Educación, ley 115 de 1994. 25 2.3.3. El decreto 1860 DE 1994 reglamentario de la Ley 115. 26 2.3.4. Decreto 2343. 27 2.3.5. Proyecto Educativo Institucional. 28 3. Diseño metodológico …………………………………………………………………………28 3.1 Tipo de Investigación ……………………………………………………………………..28 3.2 Proceso de investigación …………………………………………………………………..30 3.3 Población y muestra ……………………………………………………………………….32 3.4 Instrumentos para la recolección de la información ……………………………………….32 3.4.1. La Observación. 32 3.4.2. La encuesta. 33 3.4.3. Diario de campo. 34 3.4.4. Pos – Test. 34 3.5 Validez de los Instrumentos ……………………………………………………………….35 3.6 Análisis y discusión 35 3.6.1. Conclusión de la entrevista realizada a los estudiantes. 35 3.6.2. Análisis encuesta realizada a estudiantes. 36 4. Propuesta pedagógica………………………………………………………………………….45 4.1 Titulo………………………………………………………………………………………45 4.2 Presentación de la propuesta………………………………………………………………45 4.3 Objetivos …………………………………………………………………………………..46 4.4 Justificación ……………………………………………………………………………….46 4.5 Logros a desarrollar a través de la propuesta ……………………………………………..47 4.6 Conceptualización ………………………………………………………………………...48 4.7 Metodología ………………………………………………………………………………49 5. Conclusiones generales de la investigación …………………………………………….…...128 6. Recomendaciones ……………………………………………………………………….…..131 Referencias ………………………………………………………………………………….…133 Maestría This research seeks to develop competencies skills and critical thinking through the fantastic story in eleventh grade students; Taking as reference to Julián de Zubiría who speaks of the dialogical pedagogical model worked in the Institution and Lev Vygotsky which emphasizes the social and cultural contexts in the appropriation of knowledge where the teacher plays an important role looking for the development of the students through Of different routes of discovery. Turning the story into a strategy where the student speaks, reads, writes, listens, argues, infers, criticizes, proposes; Improving the educational quality

Se analiza una experiencia de aula para enseñar lectura y escritura académicas. La experiencia estuvo orientada hacia el desarrollo de la competencia argumentativa a través de textos de opinión, tomando como base teórica y metodológica la Pedagogía de Género, derivada de la Lingüística Sistémico-Funcional. La propuesta parte del conocimiento de los géneros discursivos y privilegia el trabajo conjunto y la visión del docente como mediador. Durante la intervención, se puso en juego los saberes previos, el sentido social del texto, la delimitación del campo, tenor y modo y el análisis de las formas del lenguaje al servicio de la intención comunicativa. Desde allí, quedaron en evidencia diversos problemas que persisten en los estudiantes a nivel de la lectura y la escritura: las insuficiencias en el conocimiento previo, la tensión análisis / síntesis, la transferibilidad del análisis, la dimensión argumentativa del género comentario, la extensión textual, la gestión de las fuentes y la construcción del otro. Concluimos que la introducción de problemáticas sociopolíticas a través de los textos es importante para la planificación de las secuencias didácticas, en tanto que van dirigidos hacia la formación de ciudadanos desde el derecho a la palabra, la pluralidad de puntos de vista, la participación democrática y la coexistencia en el disenso, en los textos escritos. We analyzed a classroom experience to teach academic reading and writing. The experience was oriented towards the development of the argumentative competence through opinion texts. The theoretical and methodological framework we have adopted is that of Genre Pedagogy, derived from the Systemic Functional Linguistics. This framework is based on discourse genres, that is, it favors joint work, and conceives the teacher as a mediator. During the intervention process, we took into consideration prior knowledge, social meaning of the text, the delimitation of the field, tenor and mode, and the analysis of the forms of language in the communicative event. From this analysis, many problems in students' reading and writing level were evidenced. They are: the deficiency in prior knowledge, analysis/synthesis tension, the analysis transferability, the argumentative dimension of the commentary genre, the length of the texts, and the management of sources and the construction of the other. Thus, we conclude that the introduction of sociopolitical issues textually presented are important for the planning of teaching programs as long as they lead to the education of citizens having the right to speak from a plurality of points of view, democratic participation, and the coexistence in dissent in written texts.

Se analiza una experiencia de aula para enseñar lectura y escritura académicas. La experiencia estuvo orientada hacia el desarrollo de la competencia argumentativa a través de textos de opinión, tomando como base teórica y metodológica la Pedagogía de Género, derivada de la Lingüística sistémico funcional. La propuesta parte del conocimiento de los géneros discursivos y privilegia el trabajo conjunto y la visión del docente como mediador. Durante la intervención, se puso en juego los saberes previos, el sentido social del texto, la delimitación del campo, tenor y modo y el análisis de las formas del lenguaje al servicio de la intención comunicativa. Desde allí, quedaron en evidencia diversos problemas que persisten en los estudiantes a nivel de la lectura y la escritura: las insuficiencias en el conocimiento previo, la tensión análisis / síntesis, la transferibilidad del análisis, la dimensión argumentativa del género comentario, la extensión textual, la gestión de las fuentes y la construcción del otro. Concluimos que la introducción de problemáticas sociopolíticas a través de los textos es importante para la planificación de las secuencias didácticas, en tanto que van dirigidos hacia la formación de ciudadanos desde el derecho a la palabra, la pluralidad de puntos de de vista, la participación democrática y la coexistencia en el disenso, en los textos escritos. We analyzed a classroom experience to teach academic reading and writing. The experience was oriented towards the development of the argumentative competence through opinion texts. The theoretical and methodological framework we have adopted is that of Genre Pedagogy, derived from the Systemic Functional Linguistics. This framework is based on discourse genres, that is, it favors joint work, and conceives the teacher as a mediator. During the intervention process, we took into consideration prior knowledge, social meaning of the text, the delimitation of the field, tenor and mode, and the analysis of the forms of language in the communicative event. From this analysis, many problems in students' reading and writing level were evidenced. They are: the deficiency in prior knowledge, analysis/synthesis tension, the analysis transferability, the argumentative dimension of the commentary genre, the length of the texts, and the management of sources and the construction of the other. Thus, we conclude that the introduction of sociopolitical issues textually presented are important for the planning of teaching programs as long as they lead to the education of citizens having the right to speak from a plurality of points of view, democratic participation, and the coexistence in dissent in written texts. Fil: Rojas García, Ilene. Universidad del Norte; Colombia Fil: Olave Arias, Giohanny. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina Fil: Cisneros Estupiñán, Mireya. Universidad Tecnológica de Pereira; Colombia

В статье рассматривается один из важнейших аспектов изучения иностранных языков – чтение, которое представляет собой одновременно и цель, и средство обучения. Теоретическая часть статьи включает в себя обзор основных классификаций чтения как средства обучения иностранным языкам. В практической части акцент ставится на чтение аутентичных художественных текстов, которые, по мнению авторов статьи, позволяют расширить словарный запас учащихся, привить им основы анализа художественного текста, научить работать со словарём. Комплекс заданий и упражнений, применяемый при обучении студентов иностранному языку и представленный в практической части статьи, разработан авторами статьи на бaзе романа английского писателя Роман английского писателя Джерома К. Джерома «Трое в лодке не считая собаки» и может успешно использоваться при обучении чтению и анализу на иностранном языке студентов вузов, а также всех интересующихся иностранными языками и иностранной литературой.

El aprendizaje cooperativo se plantea como una de las principales medicinas de la educación: el estudiante adopta un papel activo en su proceso de aprendizaje. La cuestión metodológica es trascendental dentro de la universidad: el proyecto de construcción del Espacio Europeo de Educación Superior plantea cambios profundos en el paradigma docente, debiendo cambiar los roles del profesor y del alumno, dentro y fuera del aula. Para reforzar este argumento, se procedió a la aplicación del Cuestionario de Aprendizaje Cooperativo de Arellano, Navarro y Sosa (2007) a los 692 estudiantes matriculados en primero de Grado de Educación Primaria1 en el curso 2010/2011. La muestra coincidió con el universo de los estudiantes de primer año en el Grado de Educación Primaria, constituida por un 87% de mujeres y con una edad media de 19 años, lo cual permitió obtener un índice de consistencia interna de 0.83 para el instrumento. Los resultados recalcaron la importancia de potenciar el aprendizaje cooperativo en las aulas universitarias, teniendo en cuenta que son pocas las ocasiones en las que puede ponerse en juego. Revisión por pares

This paper tries to construct a bridge between the concerns of theoretical linguistics and those of multilingualism and code-switching (CS) research. It argues that the primary special point of interaction between these fields lies in the question of potential equivalence between elements or categories, bridging across languages. After giving an overview of some major findings in recent CS research, these findings are interpreted in a constraint- or strategy-based framework. Then I explore the notion of categorical equivalence, starting with the observation that the insertion of single functional categories is highly restricted in CS contexts. Subsequently a number of concrete questions are formulated for research in this domain based on available data for Afrikaans-English and isiXhosa- English CS.Keywords: code-switching, categorical equivalence, functional categories, isiXhosa, Afrikaans, English

Straipsnio tikslas strateginis. Autorius siekia padėti pedagogui realizuoti Europos Tarybos iškeltą ES šalims nuostatą: užtikrinti, kad abiturientai, kartu ir studentai, labai gerai, meistriškai išmoktų užsienio kalbą (Modern 2001). Šio tikslo pasiekti galėtų padėti racionalesnis besimokančiųjų kalbinių gebėjimų ugdymas, kryptingesnė autonominio kalbos mokymosi strategija ir taktika, sintetinis komunikacinių kompetencijų ugdymo modelis. Straipsnyje pagrįsta nauja, originali komunikacinės kompetencijos samprata, kuri galėtų lengvinti grynosios daugiakalbystės individo psichikoje formavimąsi. Šiam tikslui pasiekti, kaip rodo tyrimai, padeda taksonomija, metakognityvinio mąstymo puoselėjimas, autonominis kalbų mokymasis, sintetinis individualizuotas komunikacinių kompetencijų ugdymo (-si) modelio nuostatų įdiegimas. Kelių kalbų geras išmokimas – bendravalstybinis reikalas, Lietuvai tampant visaverte ES nare. The aim of the paper is a strategic one. The author seeks to help an educator to realize the provision set by the European Board of languages to the EU countries: both school-leavers and students should master a second language [1]. It is an achievable goal if we develop students’ language abilities in a rational way, form their autonomous language learning, purposefully implement learning/teaching of the synthetic model of communicative competences. (7; 8; 9). The original notion of communicative competency is grounded in the paper. The mentioned notion might facilitate the process of the multilingualism formation in an individual’s mind. Several things may help for this goal realization: taxonomy, the development of metacognitive way of thinking, the implementation of the provisions of the synthetic model of the communicative competences development into the coordinated process of teaching/learning several languages (educators, learners, the authors of authentic study programmes, text books for Lm, L1, L2, etc.) The mentioned provisions of the European Board are the multinational affair if Lithuania seeks to become a full-fledged member of the EU. The paper is of a debatable character.

Este artículo plantea que la competencia comunicativa en la profesión docente es un aspecto insoslayable en una sociedad caracterizada por un ritmo de cambio continuo, sin embargo, este aspecto de la labor docente se ha encontrado en un estado importante de desatención hasta el momento presente. Labor esencial del profesor especializado en la enseñanza de otros idiomas es hacer comprender a su alumnado de primaria que la lengua extranjera se estudia para entenderse en otro contexto idiomático, no sólo es cuestión de aprobar. El profesor debe erigirse en guía del proceso de aprendizaje de los alumnos facilitando la creación de significados y, mediante la aplicación de estrategias metacognitivas con los alumnos, enseñarles a pensar, a aprender y a organizar las fuentes de información. Partiendo de esa premisa a través de estas páginas y de acuerdo con la investigación llevada a cabo en la Facultad de Educación de la Universidad de Granada se ha pretendido establecer el nivel de competencia comunicativa que muestran los alumnos de la citada Facultad. Partiendo de un estudio cuantitativo por medio de cuestionario se refleja la percepción que los alumnos de tercer curso y a punto de terminar su formación inicial en la citada especialidad tienen de su propia competencia comunicativa. Así mismo, se presenta un análisis de relación entre la percepción que de esta cuestión tienen los alumnos de último curso comparado con los alumnos recién ingresados en la Facultad. Tras el análisis de los datos puede hablarse de carencia generalizada en la competencia comunicativa de los estudiantes de Magisterio. Ésta existe al ingresar en la Facultad y existe, no tan acusada pero así mismo remarcable, al egresar de la misma., This article sets out that communicative competence in teaching is an indispensable aspect in a society characterized by a constant rhythm of change. However, this aspect has been unattended until present day. An important role of teachers specialized in other languages teaching is to make pupils from primary school understand that foreign languages must be studied in order to be able to communicate with other people, not just for passing the subject. Furthermore, the teacher must be leader of the students learning process by making creation of significances easier and through the application of metacognitives schemes with pupils such as teaching them to think, learn and how to arrange sources of information. From this premise and according to the research made in Faculty of Teaching in University of Granada, we have try to establish the level of communicative competence of students in this Faculty. Starting from a quantitative study research through questionnaire, we can see the perception that students from third course, who are about to end their initial formation in Teaching, have of their own communicate competence. This way, it is presented here an analysis of the comparison between the perception that students from first course and students from last course have about this point. After the rates analysis, this article talks about the widespread lack of communicate competence of students from Faculty of Teaching. This lack exists notably in the beginning and, to a lesser extent, in the end of their studies., Cet article pose la question de la compétence communicative dans la profession des enseignants comme un aspect incontournable dans une société caractérisée par un rythme de changement continuel. Pourtant, cet aspect de la tâche de l’enseignement s’est trouvé trop souvent négligé jusqu’à présent. La tâche esentielle du professeur spécialiste de l’enseignement de langues vivantes, c’est de faire comprendre aux futurs élèves du Primaire que l’on étudie la langue étrangère pour communiquer dans d’autres contextes linguistiques. Bref, ce n’est pas seulement une question de réussite aux examens. Le professeur doit guider le processus d’apprentissage des élèves pour favoriser chez eux la création de signifiés et, au moyen de l’application de stratégies métacognitives, leur apprendre à apprendre, à penser et à organiser les sources d’information. À partir de cette prémisse et à partir de la recherche réalisée à la Faculté d’Éducation de l’Université de Grenade, on a voulu établir le niveau de compétence communicative des étudiants en Langue étrangère. Suivant une étude quantitative au moyen de questionnaires, on montre quelle est la perception que les étudiants de troisième année (c’est-à-dire, ceux qui sont sur le point de terminer leur formation comme futurs enseignants spécialistes en Langue étrangère) ont de leur propre compétence communicative. Nous présentons également une analyse du rapport entre la perception que les étudiants de dernière année en comparaison avec ceux de première année possèdent sur cette question. Il en découle de l’analyse des données qu'il y a un manque de connaissances en ce qui concerne la compétence communicative de la part de ces étudiants. Ce manque de connaissances est perceptible parmi les élèves qui commencent leurs études à la Faculté et il est vrai que cette situation persiste, malgré tout, chez les étudiants qui ont fini leur formation.

Item does not contain fulltext 7 p.

Item does not contain fulltext 9 p.

This study reports on the impact of 11 West European first languages on the acquisition of Dutch. Using data from nearly 6,000 second-language learners, it was found that the mother tongue had a rather large impact on two language skills—namely, oral and written proficiency—as measured by the scores received by these learners on the State Examination of Dutch as a Second Language. Multilevel analyses showed that the effect of the mother tongue can adequately be modeled by means of the cognate linguistic distance measure, adopted from McMahon and McMahon (2005). The explanative power of the genetic linguistic distance measure (Cavalli-Sforza, Menozzi, & Piazza, 1994), on the other hand, was rather poor. Additionally, learner characteristics (age of arrival, length of residence, hours studying Dutch, education, and gender) and context characteristics (quality of schooling in the country of origin and multilingual country of origin) explained part of the variation in Dutch speaking and writing skills.

Contains fulltext : 90243.pdf (Publisher’s version ) (Closed access) This study investigated whether a Dutch and adapted version of Reduced Syntax Therapy (REST) could stimulate and automatise the production of ellipses in Dutch-speaking, chronically agrammatic speakers (N = 12). Ellipses are syntactic frames in which slots for grammatical morphology tend to be lacking (e.g., everybody inside). When elliptical style is applied on a regular basis, the linguistic impairment is circumvented, at least for the greater part. We therefore hypothesised that REST increases participants' functional communication skills (i.e., communicative efficacy and efficiency). This is of relevance because not all chronically agrammatic speakers become skilled at employing ellipses independently. The results of the present study suggested that when elliptical style is applied regularly, chronically agrammatic speakers get their message across more efficiently when compared to error-strewn production of sentential style. 26 p.

Purpose To establish whether the predictions of the extended optional infinitive (EOI) hypothesis (Rice, Wexler, & Cleave, 1995) hold for the language of Afrikaans-speaking children with specific language impairment (SLI) and whether tense marking is a possible clinical marker of SLI in Afrikaans. Method Production of tense morphology was examined in 3 groups of Afrikaans-speaking children—15 with SLI who were 6 years old, 15 typically developing (TD) 4-year-olds matched on mean length of utterance, and 15 TD 6-year-olds—using both elicited and spontaneously produced verb forms. Results On the sentence completion task, children with SLI fared on par with 4-year-olds and worse than age-matched peers. However, in terms of spontaneous production of morphemes pertaining to tense, children with SLI fared worse than both TD groups. Furthermore, children with SLI mostly made the same types of errors as 4-year-olds, although some errors were unique to the SLI group. Most errors entailed omissions, of modal and temporal auxiliaries as well as of copula be . Conclusion The errors offer support for the EOI hypothesis. Tense marking has the potential to be a clinical marker of SLI in Afrikaans, but further research with larger groups of Afrikaans-speaking children, including children of other ages, is needed to confirm this.

Online, 124(11). Retrieved from http://www.bls.gov/opub/mlr/2001/ll/art4full.pdf Holzer, H., 8c Lerman, R. (2009). The future of middle-skill jobs. Washington, DC: Brookings Institution. Retrieved from http://www.brookings.edu/?/media/Files/ rc/papers/2009/02_middle_skilljobs_holzer/02_middle_skill_jobs_holzer.pdf Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and qualitative approaches. Needham Heights, MA: Allyn 8c Bacon. Kirsch, I., Braun, H., & Yamamoto, (2007). America's perfect storm: Three forces changing our nation's future. Princeton, NJ: Educational Testing Services. Retrieved from http://www.ets.org/Media/Education_Topics/pdf/AmericasPerfectStorm. pdf McMurrry, M. (2007). Minnesota labor force projections 2005-2035. St Paul, MN: Minnesota State Demographic Center. National Center on Education and the Economy. (2009). International trends in adult education and lifelong learning. Retrieved from http://www.jff.org/publications/ workforce/international-trends-adult-education-and/909 Nunan, D. (1992). Research methods in language learning. Cambridge, England: Cambridge University Press. Prince, D., & Jenkins, D. (2005). Building pathways to success for low-skill adult students: Lessons for community college policy and practice from a statewide longitudinal tracking study. New York, NY: Community College Research Center, Teachers College, Columbia University. RBC Financial Group. (2005). The diversity advantage: A case for Canada's 21st century economy. Paper presented at the 10th International Metropolis Conference on Our Diverse Cities: Migration, Diversity, and Change. Retrieved from http:// www.rbc.com/newsroom/pdf/20051020diversity.pdf Shaffer, B. (2009). ABE fact sheet?2008-09. Retrieved from http://www.cael.org/ pdf/publication_pdf/State_Indicators_Monograph.pdf Strawn, J. (2007). Policies to promote adult education and postsecondary alignment. New York, NY: National Commission on Adult Literacy.

Item does not contain fulltext 5 p.

Placement verbs describe every-day events like putting a toy in a box. Dutch uses two semi-obligatory caused posture verbs (leggen ‘lay’ and zetten ‘set/stand’) to distinguish between events based on whether the located object is placed horizontally or vertically. Although prevalent in the input, these verbs cause Dutch children difficulties even at age five (Narasimhan & Gullberg, in press). Children overextend leggen to all placement events and underextend use of zetten. This study examines what gestures can reveal about Dutch three- and five-year-olds’ semantic representations of such verbs. The results show that children gesture differently from adults in this domain. Three-year-olds express only the path of the caused motion, whereas five-year-olds, like adults, also incorporate the located object. Crucially, gesture patterns are tied to verb use: those children who over-use leggen 'lay' for all placement events only gesture about path. Conversely, children who use the two verbs differentially for horizontal and vertical placement also incorporate objects in gestures like adults. We argue that children's gestures reflect their current knowledge of verb semantics, and indicate a developmental transition from a system with a single semantic component – (caused) movement – to an (adult-like) focus on two semantic components – (caused) movement-and-object.

Previous studies have identified several brain regions that appear to be involved in the acquisition of novel word forms. Standard word-by-word presentation is often used although exposure to a new language normally occurs in a natural, real world situation. In the current experiment we investigated naturalistic language exposure and applied a model-free analysis for hemodynamic-response data. Functional connectivity, temporal correlations between hemodynamic activity of different areas, was assessed during rest before and after presentation of a movie of a weather report in Mandarin Chinese to Dutch participants. We hypothesized that learning of novel words might be associated with stronger functional connectivity of regions that are involved in phonological processing. Participants were divided into two groups, learners and non-learners, based on the scores on a post hoc word recognition task. The learners were able to recognize Chinese target words from the weather report, while the non-learners were not. In the first resting state period, before presentation of the movie, stronger functional connectivity was observed for the learners compared to the non-learners between the left supplementary motor area and the left precentral gyrus as well as the left insula and the left rolandic operculum, regions that are important for phonological rehearsal. After exposure to the weather report, functional connectivity between the left and right supramarginal gyrus was stronger for learners than for non-learners. This is consistent with a role of the left supramarginal gyrus in the storage of phonological forms. These results suggest both pre-existing and learning-induced differences between the two groups.

Contains fulltext : 88697.pdf (Publisher’s version ) (Open Access) OBJECTIVE: As a Web application for speech training, e-learning-based speech therapy (EST) is assumed to have potential for neurological patients who aim at independent speech training in their home environment. This article reports a case study of a patient with dysarthric speech due to Parkinson's disease (PD) who enrolled in a 4-week intensive speech training through EST. The primary goal was to investigate the feasibility and the potential efficacy of EST as a Web application for speech training in dysarthric patients with PD. MATERIALS AND METHODS: The participant used EST, following a speech training program containing parts of the pitch limiting voice treatment for patients with PD. The feasibility of EST for independent speech training in the home environment was verified through a questionnaire. The questionnaire addressed the participant's individual experiences with EST as well as the extent of satisfaction with technological features of EST, the content of the speech training, and the suitability of the home training environment. The potential efficacy of EST as a device to improve speech intelligibility was investigated using a repeated measures with randomized blocks design. The proportion of correct orthographic transcriptions of semantically unpredictable sentences as well as ratings of perceived intelligibility on a 10-point scale were used as measures for speech intelligibility. RESULTS: Outcomes of the questionnaire resulted in recommendations to enhance EST feasibility. Speech intelligibility, as measured by transcription scores, improved significantly after EST training. This improvement was maintained for 2 weeks after completing the EST training, whereas considerably lower scores were observed after 11 weeks without training. Subjective ratings of intelligibility did not show significant differences across time. CONCLUSIONS: The results of this case study confirm the potential of EST for patients with PD.

Item does not contain fulltext 9 p.

Item does not contain fulltext 6 p.

This study examines to what extent English speakers of L2 Dutch reconstruct the meanings of placement verbs when moving from a general L1 verb of caused motion (put) to two specific caused posture verbs (zetten/leggen ‘set/lay’) in the L2 and whether the existence of low-frequency cognate forms in the L1 (set/lay) alleviates the reconstruction problem. Evidence from speech and gesture indicates that English speakers have difficulties with the specific verbs in L2 Dutch, initially looking for means to express general caused motion in L1-like fashion through over-generalisation. The gesture data further show that targetlike forms are often used to convey L1-like meaning. However, the differentiated use of zetten for vertical placement and dummy verbs (gaan ‘go’ and doen ‘do’) and intransitive posture verbs (zitten/staan/liggen ‘sit, stand, lie’) for horizontal placement, and a positive correlation between appropriate verb use and target-like gesturing suggest a beginning sensitivity to the semantic parameters of the L2 verbs and possible reconstruction.

The impact of the mother tongue on the acquisition of Dutch as a destination language: The case of 13 West-European first languages .This study reports on the impact of 13 West-European first languages spoken in 18 different language regions on the acquisition of Dutch. Results based on data from approximately 5,500 first-generation migrants, showed that the mother tongue had a considerable impact on the scores for two language skills as measured by the State Exam Dutch as a Second Language, namely oral and written proficiency in Dutch. Multilevel analyses revealed that the effect of the mother tongue could adequately be modeled by means of the cognate linguistic distance measure, adopted from McMahon and McMahon (2005). The explanatory power of the genetic linguistic distance measure (Cavalli-Sforza et al., 1994) was rather poor. In addition, migrant characteristics (age of arrival, length of residence, number of hours of Dutch lessons, education, and gender) and the contextual characteristic quality of schooling in the country of origin contributed to the explanation of the variation in Dutch speaking and writing skills.

Item does not contain fulltext 5 p.