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Can Google Translate Rewire Your L2 English Processing?
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In: Resende, Natália orcid:0000-0002-5248-2457 and Way, Andy orcid:0000-0001-5736-5930 (2021) Can Google Translate Rewire Your L2 English Processing? Digital, 1 (1). pp. 66-85. ISSN 2673-6470 (2021)
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The L2L system for second language learning using visualised zoom calls among students
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In: Dey-Plissonneau, Aparajita, Lee, Hyowon orcid:0000-0003-4395-7702 , Pradier, Vincent orcid:0000-0002-7050-6408 , Scriney, Michael orcid:0000-0001-6813-2630 and Smeaton, Alan F. orcid:0000-0003-1028-8389 (2021) The L2L system for second language learning using visualised zoom calls among students. In: 16th European Conference on Technology-Enhanced Learning EC-TEL 2021, 20-24 Sept 2021, Bozen-Bolzano, Italy (Online). ISBN 978-3-030-86435-4 (2021)
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Découverte ECLE-Emotissage
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In: ECLE-Emotissage : Découverte ; https://hal.archives-ouvertes.fr/hal-03438321 ; ECLE-Emotissage : Découverte, Cristelle Cavalla, Jul 2021, Paris, France (2021)
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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| 7 |
O ensino da gramática: paradigmas e desafios
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Faria, Rui Tavares de. - : CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa, 2021
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| 8 |
How does dialogical talk promote student learning during small group work? An exploratory study
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| 9 |
Documentando as aprendizagens experienciais da docência na/pela relação com estudantes ; Documenting the experienced learning from teaching in/by relationship with students
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In: Revista de Educação Popular; v. 20 n. 1 (2021): Revista de Educação Popular (ISSN 1982-7660) ; 233-250 ; 1982-7660 ; 1678-5622 (2021)
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Abstract:
O relato de experiência emerge de uma prática desenvolvida no ensino de língua portuguesa na Educação Básica. Trata-se de uma experiência com ensino de conjunções desenvolvida em uma escola de ensino regular noturno da cidade de São Paulo. A metodologia ancora-se nas bases epistemológicas da Documentação Narrativa de Experiências Pedagógicas, proposta por Suárez (2007). O dispositivo foi a escrita narrativa, produzida em primeira pessoa, por meio da qual a prática é ao mesmo tempo relatada e refletida, gerando a compreensão da produção de um saber experiencial. O trabalho possibilitou concluir que a aprendizagem experiencial da docência emerge das relações que o professor e os estudantes produzem no tensionamento do ensino que tecem no cotidiano escolar. Documentar a experiência facultou a reflexividade da prática, consagrando-a enquanto um saber experiencial que legitima as aprendizagens da docência que se tecem nas acontecências e nas necessidades de aprendizagem dos estudantes. ; The experience report emerges from a practice developed in the teaching of Portuguese in Basic Education. It is an experience with conjunctions teaching developed at a regular night school in the city of São Paulo. The methodology is based on the epistemological bases of the Narrative Documentation of Pedagogical Experiences, proposed by Suárez (2007). The device was narrative writing, produced in the first person through which the practice is both reported and reflected, generating an understanding of the production of experiential knowledge. The work made it possible to conclude that the experiential learning of teaching emerges from the relationships that the teacher and the students produce in the tension of the teaching that they weave in the school routine. Documenting the experience provided the reflexivity of the practice, consecrating it as an experiential knowledge that legitimizes the teacher’s learning that is woven into the events and the students’ learning needs.
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Keyword:
Aprendizagem experiencial; Docência; Documentação narrativa; Experiências Pedagógicas; Experiential learning; Narrative documentation; Pedagogical Experiences; Teaching
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URL: http://www.seer.ufu.br/index.php/reveducpop/article/view/55051
https://doi.org/10.14393/REP-2021-55051
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| 10 |
Propuesta didáctica de FLE para bachillerato: lengua y cultura
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| 11 |
Post-editing Machine Translation in MateCat: a classroom experiment
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Herget, Katrin. - : Editorial Universitat Politècnica de València, 2021
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Socioeconomic status and university students’ perceptions of English as a professional language
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Research development in doctoral education: role of languages and cultures
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Pinto, Susana. - : Editorial Universitat Politècnica de València, 2021
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| 14 |
Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
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| 15 |
¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course
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| 16 |
Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom
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Wood, Jennifer. - : Editorial Universitat Politècnica de València, 2021
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| 17 |
Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts.
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In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2020) Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91 . ISSN 0346-251X (2020)
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| 18 |
Collaborative learning in an English-to-Arabic translation course
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Mosleh, Nansy. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020
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In: Mosleh, Nansy (2020) Collaborative learning in an English-to-Arabic translation course. PhD thesis, Dublin City University. (2020)
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| 19 |
Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht ...
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| 20 |
Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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