| 61 |
Rubrics for Easily and Accurately Assessing Speaking and Listening Proficiency from Novice through Distinguished
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 62 |
Why and How to Teach Culture in a World Language Class
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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Abstract:
Across levels, culture has been traditionally the last pages in the textbook that teachers never have time to teach, and cultural projects have traditionally been a break from grammar lessons; but culture in language learning should not be an expendable fifth skill apart from speaking, reading, writing and listening. It should be integrated in the curriculum from the beginning. As Kramsch, 1993 says it should be “ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them.” From teaching the time in lower levels and relating it to the different times Spanish people eat, to teaching idiomatic sentences and refrains in higher levels, language and culture are very much entangled. Cultural units such as film, music, or art not only develop an appreciation for the larger contributions of Spanish and Latin American cultural manifestations to the world, but also use the language as a vehicle of communication. The goal of this unit is to demonstrate to foreign language teachers how they can incorporate the teaching of culture into their foreign language classrooms, and teach language at the same time. Examples of activities are given in Spanish.
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Keyword:
Activities; Culture; Early Childhood; Education; Higher Education and Teaching; Intermediate; Junior High; Kindergarten Teacher Education; Liberal Studies; Middle School Education and Teaching; Other Teacher Education and Professional Development; Pre-Elementary; Projects; Second language acquisition; Secondary Education and Teaching
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URL: https://digitalcommons.georgiasouthern.edu/seccll/2015/2015/45
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| 63 |
The Professional Legitimacy of the Taiwan-educated versus US-educated Taiwanese English Teachers
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| 64 |
GAINING UNDERSTANDING OF CAPITAL DISPARITY IN THE COMMUNITY COLLEGE CLASSROOM FROM A FACULTY PERSPECTIVE THROUGH ACTION RESEARCH
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In: Theses and Dissertations--Educational Policy Studies and Evaluation (2015)
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| 65 |
Nice White men or social justice allies?: Using critical race theory to examine how White male faculty and administrators engage in ally work
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In: Faculty Publications in Educational Administration (2015)
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| 66 |
TEAC 921B: Seminar in Literacy Studies (Special Topics: Schooling and the Multilingual Mind)—A Peer Review of Teaching Project Benchmark Portfolio
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In: UNL Faculty Course Portfolios (2015)
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| 67 |
The Negotiation and Development of Writing Teacher Identities in Elementary Education
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In: Teaching/Writing: The Journal of Writing Teacher Education (2015)
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| 68 |
Collaborative Power: Graduate Students Creating and Implementing Faculty Development Workshops on Multilingual Writing Pedagogy
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In: Teaching/Writing: The Journal of Writing Teacher Education (2015)
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| 69 |
Perceptions of the value and uses of English among university English majors in Taiwan
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1419959736 (2014)
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| 70 |
Autoethnography and Teacher Education: Snapshot Stories of Cultural Encounter
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In: Australian Journal of Teacher Education (2014)
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| 71 |
Idealized English teachers: the implicit influence of race in Japan
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In: Centre for Teaching and Learning (2013)
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| 72 |
Researching PDS Initiatives to Promote Social Justice Across the Educational System
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013)
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| 73 |
English as a Second Language (ESL) Students' Perception of Effective Instructors in the LEAP Program at Marshall University
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In: Theses, Dissertations and Capstones (2012)
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| 74 |
Dynamicity of Motivational Change in Learning Japanese as a Foreign Language
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In: Theses, Dissertations and Capstones (2012)
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| 75 |
Black Faculty Perceptions of Classroom Interactions With Students at a Predominantly White Institution
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In: Dissertations (1934 -) (2012)
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| 76 |
Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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| 77 |
West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658 (2011)
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| 78 |
Latino/as in Higher Education: Modes of Accommodation in First-Year Writing Programs
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1306882228 (2011)
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| 79 |
Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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| 80 |
Motivation for High School Students to Read:Differences among Student Perceptions and Differences between Student and Teacher Perceptions
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In: Dissertations (2011)
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