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Hits 2.161 – 2.177 of 2.177
2161 |
Context based meaning extraction by means of markov logic
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In: http://www.cs.bham.ac.uk/~isb855/papers/2010 - Meaning Extraction - IJCTE 2(1).pdf
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2162 |
Assessing ESL Students ’ Awareness and Application of Metacognitive Strategies in Comprehending Academic Materials
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2163 |
CONSCIOUS INVESTIGATION AND EWESTIGATIVE-ORIENTED LEARNING (IOL) IN LANGUAGE TEACHING
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In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_14.pdf
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2164 |
Universidade Federal do Pampa – Rio Grande – Rio Grande do Sul – Brasil
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In: http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/download/10590/7415/
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2165 |
Online Plurilingual Interaction in the Development of Language Awareness
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In: http://galanet.eu/publication/fichiers/Sa+and+Melo_en.pdf
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2166 |
Linguistic Proficiency and Strategies on Reading Performance in English
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In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf
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2167 |
Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING
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In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf
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2168 |
EFL Learners Setting Foot on American Land for the First Time
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In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf
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2169 |
Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language
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In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/
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2170 |
THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL*
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In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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2171 |
Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
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In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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2172 |
Spelling well despite developmental language disorder: what makes it possible?
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2173 |
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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2174 |
Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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2175 |
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
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2176 |
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
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2177 |
Un modelo de enfoque plurilingüe para la enseñanza de la lengua en la escuela
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Abstract:
La enseñanza de lenguas en el mundo actual requiere nuevos/nplanteamientos en cuanto a la fijación de los objetivos de aprendizaje; su/nprincipal rasgo es el abandono del constructo del hablante nativo y su/nsustitución por el de un conjunto de competencias variables en diferentes/nlenguas, que se ejercitarán en contextos y situaciones diferenciadas./nLos enfoques plurilingües pueden ser una apropiada respuesta a estas/nexigencias del mundo actual; tomando como punto de partida el concepto/nde competencia plurilingüe, presentamos un modelo pedagógico basado/nen la hipótesis de la interdependencia lingüística de Cummins y elaborado/npara su aplicación en distintos contextos de la enseñanza de lenguas en/nEspaña. El modelo, que comporta la toma en consideración de la totalidad/ndel repertorio lingüístico del aprendiente y se propone desarrollar/nconjuntamente la competencia plurilingüe y la conciencia intercultural,/nse experimentará en un conjunto de centros educativos de características/ndiferentes en cuanto a nivel formativo y contexto sociopolítico, y se/nvalidará siguiendo una metodología de investigación formativa. ; The learning goals in the area of foreign language teaching in/ntoday’s world need to be defined anew, one of their main features being/nthe giving up the construct of the native speaker as the paradigm of/nreference. It needs to be replaced by a set of the individual’s competences/nin different languages,that are variable and will have to be exercised in/ndifferentiated contexts and situations. The plurilingual approaches might/nbe an appropriate response to these demands; taking as a starting point/nthe concept of plurilingual competence, and building up on Cummins’/nhypothesis of linguistic interdependence, a pedagogical model is put/nforward, that is being worked on for its later implementation in some different contexts of the language teaching in Spain. The model, which/nencompasses the whole of the languages repertoire of each individual/nlearner, and aims at developing altogether the plurilingual competence/nand the intercultural awareness, will be tried out in a number of schools/nwith different characteristics as to their educational level and sociopolitical/ncontext, and will be validated following the formative research/nmethodology. ; Este artículo se escribe en el marco del desarrollo del proyecto de investigación Diseño y experimentación de un mdelo/ndidáctico para el fomento de la competencia plurilingüe en la enseñanza-aprendizaje de lenguas extranjeras, del grupo Grael de la/nUPF (investigadora principal, O. Esteve), financiado por el Ministerio de Economía y Competitividad del Gobierno español/n(referencia: EDU2012-38452).
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Keyword:
Aprendizaje basado en conceptos; Competencia plurilingüe; Competencias parciales; Consciencia intercultural; Consciencia lingüística; Intercultural awareness; Learning based on concepts; Linguistic awareness; Partial skills; Plurilingual competence; Reflective use of language; Uso reflexivo de la lengua
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URL: http://hdl.handle.net/10230/24775
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