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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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| 2 |
Perfil del profesor de inglés en Chile : quién es y qué enseña
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Addressing Students' Imagined Identities in the EFL Classroom : Investment and the Role of English in the Context of a Catalan Secondary High School
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Diagnosis e interpretación de la formación inicial en competencia digital de los futuros docentes del Español como Lengua Extranjera de la Escuela Normal Superior de Yaundé, Camerún
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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A pragmatic approach to negotiation and co-construction of meaning in intercultural second language acquisition
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 6 |
Una propuesta didáctica de las series de televisión: el storyboard del spin-off de El vecino
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Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom
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Proposta d'unitat didàctica: mètode integrat de llengua i literatura a partir de l'obra de Joan Fuster
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| 10 |
How to make the most of the english language assistant in a secondary school. The case of IES Botànic Cavanilles
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Abstract:
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP429. Curs: 2020/2021 ; With the view of English as a lingua franca and the increasing number of learners with difficulties interacting in the English language, authorities have introduced foreign language assistants (henceforth FLA) into the English language classroom. As it happened in IES Botànic Cavanilles, this new member of the teaching staff is usually a young native speaker who serves as a linguistic and cultural model for students. However, after having explored the FLA’s role by means of an observation sheet and an analysis of the results obtained from a questionnaire addressed to teachers of the school, it was found out that the FLA pedagogical potential is under-exploited because of two main reasons: i) lack of pedagogical knowledge and ii) a poor organisation and coordination with the English teacher. In order to improve this situation, an intervention was planned: two meetings were arranged as well as the coordination of a Task-based language teaching approach between the teachers and the FLA. Accordingly, the FLA served as a linguistic model in the pre-task and assisted during the main task by using a co-teaching model called Alternative Teaching. After administering a second questionnaire to the four teachers involved in the study, it was found out that the FLA improved in activities design, particularly in aspects such as adaptation to students’ level and the presence of a clear communicative outcome. However, co-teaching was not enhanced as few teachers used it in the classroom. Therefore, in order to approach students’ diversity more appropriately, it is concluded that the FLA should not teach to more than ten groups, the use of co-teaching and coordination meetings is also advisable, especially to provide information about pedagogy and feedback so that FLAs’ activities can improve, and they can make the most of their role.
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Keyword:
co-teaching; foreign language assistants; foreign language learning; Formació Professional i Ensenyaments d'Idiomes; Formación Profesional y Enseñanzas de Idiomas; Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat; Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato; Master's Degree in Secondary Education; secondary education; task-based language teaching; Vocational Training and Language Teaching
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URL: http://hdl.handle.net/10234/195494
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| 12 |
Introducing literature inthe EFL clasroom: William Shakespeare's night's dream
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La expresión oral en Educación Secundaria: realización de un puzzle de Aronson en 1º de la ESO
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| 14 |
Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal
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| 15 |
Diagnosis e interpretación de la formación inicial en competencia digital de los futuros docentes del Español como Lengua Extranjera de la Escuela Normal Superior de Yaundé, Camerún
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 16 |
Analysis of accompaniment situations for the improvement of inclusive teaching
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| 17 |
La formación de maestros y la promoción de la competencia comunicativa de alumnos sordos
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| 18 |
El Prefijo -multi desde una perspectiva diacrónica
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In: Universitat de Girona. Facultat de Lletres (2020)
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| 19 |
La formación de palabras en el aula : observar, pensar y reflexionar
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| 20 |
De paraulaires, paraulistes i parauladors. Ensenyar formació de paraules i no morir en l'intent : propostes per a l'aula
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