A Model to Guide Practitioners Through the Process of Collaborative Projects

Collaborative projects are often touted as an effective pedagogical practice particularly when authentic tasks and a studentcentred approach are involved. By default such practices often include many other aspects that need to be taken intoconsideration such as interdisciplinary tasks, technology or second language learning (ESL). Approaches to teaching/learning like these are necessarily complex and a theoretical framework that unravels the numerous issues embedded isneeded to understand what exactly is going on. In this paper a model developed originally by Webb and Palincsar (1996)is used to illustrate the multitude of influencing factors involved in a large scale integrated collaborative project at SharjahWomen’s College. From the students’ perspectives, issues related to tension with using technology and lack of transferbetween disciplines was uncovered implicating the need for changes to aspects of the project.

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Input, Output, and Intake

EDÄHI Boletín Científico de Ciencias Sociales y Humanidades del ICSHu ◽

10.29057/icshu.v10i19.7869 ◽

2021 ◽

Vol 10 (19) ◽

pp. 41-45

Author(s):

Lilia Sulema Bórquez Morales ◽

Martha Guadalupe Hernández Alvarado

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Language Teaching ◽

Input Output ◽

Use Of Resources ◽

Innovative Materials ◽

Basic Concepts ◽

Teaching Learning ◽

Learning Area

Within the language teaching-learning area, many factors can be identified as impacting the proficiency of the language students achieve. As teachers, we have gone from searching the latest technologies to creating innovative materials that motivate students, passing through the use of resources that integrate skills and curricular designs that help students develop their autonomy. It is in this environment that we consider it relevant to review basic concepts that help us understand how the information we receive needs to be converted into knowledge in order to produce the language being studied. The concepts of input, output, adn intake are reviewed and the relevance of such concepts in Second Language Learning is pointed out in this essay.

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A Systematic Review of Second Language Learning with Mobile Technologies

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v13i02.8094 ◽

2018 ◽

Vol 13 (02) ◽

pp. 188 ◽

Cited By ~ 13

Author(s):

Veronica Persson ◽

Jalal Nouri

Keyword(s):

Second Language ◽

Language Learning ◽

Educational Outcomes ◽

Second Language Learning ◽

Selection Criteria ◽

Mobile Technologies ◽

Future Research ◽

Pedagogical Practice ◽

Research Gaps

This study provides a systematic literature review of the research done in mobile assisted second language learning (MASLL) published since 2010. Starting from 1424 sources, 54 articles were selected using predefined selection criteria. The documents were analyzed and coded using the categories: educational form and level, study design, location, context, role of technology, pedagogical practice and learning impact. That information allowed an identification of major educational outcomes related to the integration of mobile devices into second language learning. In addition, the study contributes with a set of identified research gaps and recommendations for future research.

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Diary of an Edu-Tourist in Costa Rica: An Autoethnographical Account of Learning Spanish

TESL Canada Journal ◽

10.18806/tesl.v24i2.141 ◽

2007 ◽

Vol 24 (2) ◽

pp. 109 ◽

Cited By ~ 1

Author(s):

Heather Lotherington

Keyword(s):

Second Language ◽

Costa Rica ◽

Language Learning ◽

Second Language Learning ◽

Language Teachers ◽

Local Context ◽

Pedagogical Practice ◽

Multilingual Education ◽

Immersion Education ◽

Second Language Teachers

This article presents an autoethnographical account of my foray into Spanish immersion education in Costa Rica as a professor of multilingual education at a university in Canada. This language-learning journey was inspired by curiosity about the growing trend for Internet marketing of second-language learning as a form of tourism, which I label edu-tourism. I map the course of my edu-tourism experience, contemplating second-language learning in a local context, describing professionalism in private language teaching institutes, comparing pedagogical practice across various Spanish-as-a-second-language teachers, and documenting my experiential sociopragmatic acquisition of textbook Spanish.

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