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Exploring the evolution in oral fluency and productive vocabulary knowledge during a stay abroad
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 101–114 ; 2399-9101 (2021)
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| 22 |
Integrating Video Evidence in Mixed Methods Research: Innovations, Benefits, and Challenges for Research Exploring How Beliefs Shape Actions
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In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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Defining Intercultural Competence: How Four Pre-service Teachers Developed a More Complex Understanding of ICC
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In: Leadership, Technology, and Human Development Faculty Publications (2021)
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Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
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Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
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Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
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Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
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Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
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"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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Defining Intercultural Competence: How Four Pre-service Teachers Developed a More Complex Understanding of ICC
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In: Middle Grades and Secondary Education Faculty Publications (2021)
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Identification of Cultural Differences and Their Effects on International Relations: A Novel Approach
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In: Dissertations (2021)
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Effective principal leadership practices for dual language strand programming: Bridging leadership for learning and critical bilingual leadership
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Bilingüismo español-inglés en centros de la Comunidad de Madrid: un estudio de caso ; Bilingualism Spanish- English in schools in the Community of Madrid: a case study
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Fernández Riesgo, Lucía. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2021
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Abstract:
El objetivo principal de este trabajo es averiguar si los alumnos que realizan sus estudios en la Comunidad de Madrid en centros bilingües finalizan la educación secundaria siendo competentes en dos lenguas, el español y el inglés. La experiencia señala ciertas lagunas en el sistema que impiden que los estudiantes asimilen algunos conceptos en su lengua materna. Queremos comprobar si esto es cierto mediante un estudio de caso. Tras una breve presentación del término bilingüe y otros similares (bilingüismo, enseñanza bilingüe) en la bibliografía precedente, nos centramos en el caso. Para realizar el estudio se seleccionaron alumnos del mismo curso (un total de ciento trece participantes) de un centro bilingüe de educación secundaria de la localidad de Alcobendas (Madrid). Los participantes fueron divididos en dos grupos: uno de control, formado por los alumnos de los grupos no bilingües (G1), y otro experimental, formado por los alumnos de grupos bilingües (G2). Diseñamos pruebas de contenidos y cuestionarios con una metodología tanto cuantitativa como cualitativa. Con todos los datos recogidos mediante dichas pruebas, se llegó a la conclusión de que el programa bilingüe necesita mejorar en varios aspectos relacionados con la falta de aprendizaje en español de los conceptos que los alumnos aprenden por primera vez en inglés, algo fundamental para que los alumnos puedan ser considerados bilingües. Todos los encuestados coincidieron en que la competencia de los alumnos en inglés es muy buena en el plano oral, menos buena en el plano escrito y, lo que es más grave, insuficiente en español: se reconoce que la competencia en español de los alumnos se está viendo perjudicada pues no solo no saben explicar en su lengua materna los conceptos que aprenden en inglés, sino que no los comprenden plenamente. ; The main objective of this study is to find out whether students who study in bilingual schools in the Community of Madrid finish secondary education competent in two languages, Spanish and English. Experience points to certain gaps in the system that prevent students from assimilating some concepts in their mother tongue. We want to check whether this is true by means of a case study. After a brief presentation of the term bilingual and other similar terms (bilingualism, bilingual education) found in the literature, we focus on the case study. To carry out the study, students from the same school year (a total of 113 participants) were selected from a bilingual secondary school in the town of Alcobendas (Madrid). The participants were divided into two groups: a control group made up of students from non-bilingual groups (G1) and an experimental group made up of students from bilingual groups (G2). We designed content tests and questionnaires using both quantitative and qualitative methodology. With all the data collected through these tests, we concluded that the bilingual programme needs to improve in several aspects related to the lack of learning in Spanish of the concepts that students learn for the first time in English, a key element for students to be considered bilingual. All respondents agreed that the students’ competence in English is very good orally, less good in writing and, most seriously, insufficient in Spanish. Students’ competence in Spanish is thought to be adversely affected not only do they not know how to explain in their mother tongue the concepts they learn in English, but they do not fully understand them.
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Keyword:
Bilingual education; Bilingualism; Bilingüismo; Case study; Community of Madrid; Comunidad de Madrid; Educación secundaria; Enseñanza bilingüe; Estudio de caso; Lengua Española; Lingüística General; Secondary education
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URL: http://hdl.handle.net/10045/121945
https://doi.org/10.14198/ELUA.2021.36.08
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| 35 |
An Examination of the Pedagogic Values of Band Directors
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In: Visions of Research in Music Education (2021)
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| 36 |
Project-based learning and the development of translingual/transcultural subjectivities: Case studies from the Italian classroom
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Gaspar, Borbala; Warner, Chantelle. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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| 37 |
Phantom Limb Pain: Feeling Sensation from a Limb that is No Longer Present and What it Can Reveal About Our Brain Anatomy
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In: J Undergrad Neurosci Educ (2021)
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Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
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A short-term training clinic model for dialectical behavior therapy (DBT) in treating borderline personality disorder (BPD): the case of "Jane"
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A brief novel intervention for acrophobia (fear of heights)
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In: BJPsych Open (2021)
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