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Hits 81 – 100 of 883
81
Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
Bahr, Ruth Huntley
;
Silliman, Elaine R.
;
Berninger, Virginia W.
In: Lang Speech Hear Serv Sch (2020)
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82
Early reading correlates in language impairment (Newbury et al., 2020)
Jayne Newbury
(8958647);
Laura M. Justice
(5058230);
Hui H. Jiang
(8958649). - 2020
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83
La formación de palabras en el aula : observar, pensar y reflexionar
Serrano Dolader, David
. - 2020
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84
Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates
Elena Grishaeva And, Veronica Razumovskaya
. - 2020
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85
Language Teaching Methodologies. Boosting Translator Training by Comparing Linguistic Aspects
Díaz Garrido, Raquel
. - 2020
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86
We speak 17 languages in 2B
Pertiller, Victoria
. - 2020
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87
Berücksichtigung und Förderung von Mehrsprachigkeit im inklusiven Kontext - eine Interviewstudie mit Lehrkräften in Wiener Integrationsklassen
Zietlow, Anne Katharina
. - 2020
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88
Lautliche Interferenzen im Zweitspracherwerb des Deutschen
Babic, Kristina
. - 2020
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89
Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners
Sivachenko, Olena
. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020
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90
La Llingua Asturiana y su inclusión dentro del Proyecto Lingüístico de Centro
Remis-García, José Luis
. - 2020
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91
The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
Foncubierta Muriel, José Manuel
;
Machancoses, Francisco H.
;
Buyse, Kris
. - : Frontiers Media, 2020
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92
Focus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness
Vilaseca Nogueras, Anna
. - 2020
Abstract:
The learning benefits of CLIL in secondary education contexts have been documented in many studies across Europe, including Catalonia. However, research confirms that the attention paid to language in CLIL programs is often insufficient, and full and proper integration of content and language is actually rare. In Sant Llorenç de Morunys high school, students of 1st year of ESO do Social Science in English, in a two-hour weekly lesson focused on Collaborative Language Learning (CLL). During my practicum observation period, I detected a problem in this class: language structures were not given the same weight as the content, so a focus on form was practically absent. This paper seeks to provide an innovation proposal which replaces this teaching approach by working with focus-on-form CLIL in the Social Science class. The unit created has a focus on form in order to potentiate the acquisition of certain content-related structures apart from the content of the unit itself. In other words, my proposal is focused on creating language learning opportunities in order to favour deep content learning. ; Són molts els estudis a nivell europeu que enalteixen els beneficis en l’aprenentatge derivats del treball amb AICLE en l’educació secundària. No obstant això, la recerca confirma que l’atenció posada en l’aprenentatge de la llengua en aquests programes sovint és insuficient, de manera que una plena i correcta integració de llengua i contingut és en realitat episòdica. A l’institut de Sant Llorenç de Morunys, els alumnes de 1r curs d’ESO fan l’assignatura de Ciències Socials en anglès, en una sessió de dues hores setmanals basada en l’aprenentatge col·laboratiu. Durant la meva estada de pràctiques, vaig detectar un problema en aquesta classe: el contingut té un pes molt major que la llengua, de manera que una focalització en la forma és pràcticament inexistent. Aquest TFM té com a objectiu presentar una proposta d’innovació pedagògica basada en el treball amb AICLE en la classe de Socials. La unitat creada es focalitza en la forma, a més del contingut, amb la intenció de potenciar l’adquisició d’estructures concretes relacionades amb el contingut de la unitat. En resum, es busca crear oportunitats d’adquisició del llenguatge per afavorir així un complet aprenentatge del contingut.
Keyword:
AICLE
;
CLIL
;
Consciència lingüística
;
Ensenyament bilingüe
;
Focus on form
;
Language awareness
;
Llenguatge i llengües -- Ensenyament
URL:
http://hdl.handle.net/10459.1/69284
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93
Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
Leonti, Oxana
. - 2020
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94
Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
Alqahtani, Rashed
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2020
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95
Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol
Millar, CaraJane
;
Carey, Lindsay B.
;
Hill, Anne E.
. - : Taylor & Francis, 2020
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96
Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
Waraporn Suebwongsuwan
;
Singhanat Nomnian
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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97
Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
Fatemeh Zununi Vahed
;
Hassan Soleimani
In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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98
Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
H. Halimah
In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
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99
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
Isvanelly Anwar
;
Rusdi Noor Rosa
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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100
THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION
Mohammad Husam Mohammad Alhumsi
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020)
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