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Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account ...
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| 62 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom ...
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| 63 |
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam ...
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| 64 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney ...
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| 65 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ...
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| 66 |
Evaluating a bilingual education program in Spain: the impact beyond foreign language learning
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| 67 |
Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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| 68 |
Becoming foreign language teaching assistants: a case and action research study of a university course
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| 69 |
THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE
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| 70 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 60-63 (2016) (2016)
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| 71 |
Commentaries on Validity Issues in Foreign and Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016)
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| 74 |
L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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| 75 |
L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts ...
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| 76 |
Speaking anxiety among Saudi ESL learners studying in Australia
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| 77 |
Una propuesta de adaptación del Marco Europeo para los ESL
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Abstract:
This article deals with the evaluation of the linguistic progress of immigrant or minority students who start learning the language of the school years after their native born peers; whether the language be Catalan, Castilian, or another language of the country or a foreign language, as in CLIL classrooms where they vehicular language is English or French, for example. These students (herein they will called SSL: Students of a Second Language or an additional language for school purposes) bear a double burden, simultaneously learning curriculum content and the vehicular language of the school. It is important to follow the progress of SSL to know how and when to adapt the curriculum so that it is achievable for SSL with various levels of language proficiency, and to ensure that these students continue to develop their language skills until they reach the same level as their peers of the same age ; En este artículo abordamos la evaluación del progreso lingüístico del alumnado inmigrante o minoritario que empieza a aprender la lengua de la escuela años después que sus compañeros nativos, ya sea catalán, castellano, u otra lengua del país o una lengua extranjera, como en las aulas de CLIL donde le lengua vehicular es el inglés o el francés, por ejemplo. Este alumnado (que llamamos ESL, estudiantes de una segunda lengua o de una lengua adicional para fines escolares) lleva una doble carga, aprendiendo de forma simultánea el contenido curricular y la lengua vehicular de la escuela. Es importante seguir el progreso de los ESL para saber cómo y cuánto adaptar el currículo para que éste sea alcanzable para los ESL de varios niveles de competencia lingüística, y para garantizar que estos alumnos sigan desarrollando sus habilidades lingüísticas hasta que lleguen al nivel que tienen sus compañeros de la misma edad ; En aquest article abordem l'avaluació del progrés lingüístic de l'alumnat immigrant o minoritari que comença a aprendre la llengua de l'escola anys després que els seus companys nadius, ja sigui català, castellà, o una altra llengua del país o una llengua estrangera, com a les aules de CLIL on li llengua vehicular és l'anglès o el francès, per exemple. Aquest alumnat (que anomenem ESL, estudiants d'una segona llengua o d'una llengua addicional per a fins escolars) porta una doble càrrega, aprenent de manera simultània el contingut curricular i la llengua vehicular de l'escola. És important seguir el progrés dels ESL per saber com i quant adaptar el currículum perquè aquest sigui assolible per als ESL de diversos nivells de competència lingüística, i per garantir que aquests alumnes segueixin desenvolupant les seves habilitats lingüístiques fins que arribin al nivell que tenen els seus companys de la mateixa edat
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Keyword:
Castellà -- Ensenyament -- Estudiants estrangers; Language and education; Llengua i ensenyament; Llengua segona -- Adquisició; Second language acquisition; Spanish language -- Study and teaching -- Foreign speakers
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URL: http://hdl.handle.net/10256/13432
https://doi.org/10.5565/rev/jtl3.612
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