scholarly journals Task-Based Technology: Portuguese Language Teaching Practices

2020 ◽  
pp. 81-88
Author(s):  
Joana Carvalho ◽  
◽  
Sixto Cubo Delgado ◽  
Inmaculada Sánchez Casado
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
Technology Use ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Native Language ◽  
Language Teaching ◽  
Development Data

As part of a PhD investigation, this presentation aims to reveal the findings on Portuguese as a Non-Native Language (PNNL) teaching practice when using technology to implement other language approaches such as Task-Based Language Teaching (TBLT). A mixed research was developed to explain if there was a relation between technology use and the implementation of different language methods and teaching strategies, and also holistic task development. Data was gathered from 101 PNNL teachers, with working experience in and out of Portugal. The results provided evidence that technology was not being used to engage students in active learning and holistic tasks, as TBLT sustains, nor was it being used to develop different language methods and teaching strategies. It has been concluded that PNNL teachers were not using technology in their teaching practice to better implement other language methods, such as TBLT.

Illuminating the Enactment of High-Leverage Teaching Practices in an Exemplary World Language Teaching Video Library

2019 ◽  
Vol 56 (5) ◽  
pp. 1681-1717 ◽  
Author(s):  
Ling Zhai
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
World Language ◽  
Content Areas ◽  
Video Library ◽  
Teaching Video

In response to the American Council on the Teaching of Foreign Languages’ initiative and the gap existing in identifying high-leverage teaching practices (HLTPs) in world language teaching, this study investigated and decomposed HLTPs in a video corpus of exemplary world language teachers. Specifically, this study clarified the definitions of some identified HLTPs and proposed one new practice—building connections to other content areas to promote students’ communicative competence. The proposed HLTP was broken down into component micro-practices and instructional moves illustrating the ways in which practices were enacted in particular classroom contexts. This line of research is important because only through making visible and breaking down instructional moves can novice teachers quickly grasp practices and truly learn to enact the teaching practice for themselves.

Correlates of early language development in Chinese children

2008 ◽  
Vol 32 (2) ◽  
pp. 145-151 ◽  
Author(s):  
Yiwen Zhang ◽  
Xingming Jin ◽  
Xiaoming Shen ◽  
Jinming Zhang ◽  
Erika Hoff
Keyword(s):  
Language Development ◽  
Environmental Variables ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Language Teaching ◽  
Cross Cultural ◽  
Early Language ◽  
Child Gender ◽  
Grammatical Development ◽  
Early Language Development

Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined. Children of more educated fathers were more advanced in language development than children of less educated fathers. Girls were more advanced than boys. Some language teaching practices were positively related to language development but one, the practice of eliciting imitation from children, was negatively related to language development. Vocabulary development showed a greater number of significant relations to environmental variables than did grammatical development. These results suggest the cross-linguistic and cross-cultural generalizability of previous findings from studies of North American samples with respect to correlates of children's early language development.

scholarly journals Assessing faculty professional development in STEM higher education: Sustainability of outcomes

2016 ◽  
Vol 2 (3) ◽  
pp. e1501422 ◽  
Author(s):  
Terry L. Derting ◽  
Diane Ebert-May ◽  
Timothy P. Henkel ◽  
Jessica Middlemis Maher ◽  
Bryan Arnold ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Cognitive Skills ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Faculty Perceptions ◽  
Development Program ◽  
Faculty Professional Development ◽  
Learner Centered

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

scholarly journals Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

2017 ◽  
Vol 11 (1) ◽  
pp. 11 ◽  
Author(s):  
Martina Alles ◽  
Tina Seidel ◽  
Alexander Gröschner
Keyword(s):  
Active Learning ◽  
Video Analysis ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Intervention Group ◽  
Control Group ◽  
Goal Clarity ◽  
Classroom Dialogue ◽  
Depth Analysis

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

scholarly journals Profesionalización docente en el nivel superior, bajo el enfoque de competencias

2019 ◽  
pp. 6-11
Author(s):  
Ariana Cano-Corona ◽  
Melina Cano-Corona ◽  
Sadi Flores-Farias ◽  
Federico Jorge Cisneros-Flores
Keyword(s):  
Higher Education ◽  
Teaching Strategies ◽  
Education System ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Educational Reforms ◽  
Institutions Of Higher Education ◽  
Short Term ◽  
Educational Approach

This paper deals with a partial study that is being carried out on teaching strategies that are used in the teaching practice of some institutions of higher education, which work under the competence approach. Likewise, an analysis is made of the basic competences that teachers must possess to work on any subject of the curricular maps established at a higher level under this same approach. Through this study and analysis the reality of teaching practices is exposed once educational reforms focused on the professionalization of teachers have been approved, showing the challenges, advances and areas of opportunity in the short term. Evidencing that although the educational approach by competences is currently being worked on at all levels, from basic education to higher education, there are still many gaps between the links that make up the education system chain

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

scholarly journals Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language?

2014 ◽  
Vol 37 (2) ◽  
pp. 175-197 ◽  
Author(s):  
Roumyana Slabakova ◽  
Jennifer Cabrelli Amaro ◽  
Sang Kyun Kang
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Learners ◽  
Teaching Practices ◽  
Native Speakers ◽  
Native Language ◽  
Stages Of Development ◽  
Psychological Reality ◽  
Experimental Support ◽  
Agatha Christie

Abstract This article presents results of two off-line comprehension tasks investigating the acceptability of unconventional and conventional metonymy by native speakers of Korean and Spanish who speak English as a second language. We are interested in discovering whether learners differentiate between conventional and unconventional metonymy, and whether the acceptability of metonymic expressions in the native language has an effect on learners’ judgments in the second language. The findings of this study constitute further experimental support for the psychological reality of the distinction between conventional and unconventional metonymy, but only in English. Learners of English at intermediate levels of proficiency exhibit transfer from the native language in comprehending metonymic shifts of meanings. Restructuring of the grammar is evident in later stages of development. Finally, complete success in acquiring L2 metonymic patterns is attested in our experimental study. Implications for L2A theories and teaching practices are discussed.

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