scholarly journals Aplicabilidad del modelo ASSURE en la didáctica de lenguas

2017 ◽  
Vol 1 (2) ◽  
pp. 83
Author(s):  
Hilda Buitrago
Keyword(s):  
Second Language ◽  
Instructional Design ◽  
Language Teaching ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Learning Modalities ◽  
The Face ◽  
Educación Virtual ◽  
E Learning ◽  
Teaching Learning

El presente trabajo examina los lineamientos del Ministerio de Educación Nacional respecto a la enseñanza de una segunda lengua, sus objetivos, alcance y requerimientos didácticos y tecnológicos para alcanzar las metas de aprendizaje propuestas. Posteriormente, describe los pasos del modelo de diseño instruccional ASSURE y explica las razones por las cuales este tipo de diseño permite la puesta en práctica de algunos de los principales postulados teóricos en los que se basa la didáctica de los idiomas extranjeros y el uso efectivo de las TIC para fomentar la participación del estudiante en los procesos de enseñanza-aprendizaje. Se recomiendan estudios adicionales que permitan determinar con mayor precisión la eficacia del Modelo Instruccional ASSURE en las modalidades e-learning y blended learning.Palabras claves: Educación virtual, diseño instruccional, TIC, didáctica de lenguas. AbstractThis paper examines the standards issued by the Colombian Ministry of Education regarding second language teaching, its objectives, scope and teaching, and technological requirements in order to achieve learning goals. It later describes the steps of the ASSURE instructional design model and explains the reasons why this type of design allows for the implementation of some of the main theoretical postulates about foreign language teaching and effective ICT use that encourage student participation in the intended teaching-learning processes. Further research is recommended to more accurately measure the effectiveness of the ASSURE instructional model in the e-learning and blended learning modalities for teaching a second language, in order to determine the extent to which the face-to-face sessions are necessary and how they can be enriched through the use of ICT.Keywords: E-learning, instructional design, ICT, language teaching.

scholarly journals E-learning: An effective mode of teaching English as a Second Language

2021 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Rosy Yumnam
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Social Networking Sites ◽  
Language Teaching ◽  
Video Conferencing ◽  
Communicative Language Teaching ◽  
Learning Tools ◽  
Teaching English ◽  
E Learning ◽  
Teaching Learning

The benefits of e-learning in teaching English as a Second Language (ESL) are huge. The outbreak of the dreaded COVID19 pandemic has forced schools, colleges and universities to temporarily remain closed to fight the contagion. E-learning or online learning is a learning method which has been employed in such a difficult scenario to continue the teaching-learning process. E-learning uses various tools and systems to optimize the teaching-learning process through online platforms. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching, and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. The paper explores the various e-learning practices into making effective teaching of English as a second language. Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. Further, the study investigated and analyzed an ESL classroom where various e-learning tools are used.

scholarly journals Una experiencia latinoamericana en el aprendizaje e-learning / A Latin American Experience in Learning E-learning

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Hildemarys Margot Terán Delgado
Keyword(s):  
Latin American ◽  
Social Constructivism ◽  
Virtual Learning ◽  
Learning Collaborative ◽  
American Experience ◽  
Aprendizaje Virtual ◽  
Entornos Virtuales De Aprendizaje ◽  
Educación Virtual ◽  
E Learning ◽  
Teaching Learning

ABSTRACTThe Foundation for Latin American Technology Update (FATLA) offers among its programs the Expert E-learning supported by a virtual education model developed by Mr. Pedro Camacho called PACIE (Presence, Scope, Training, Interaction, E-learning). As part of the training process, during the period 2011-2012 in the Campus Pegasus developed social constructivism experience in the development of virtual learning environments by a Team: "Tecnotutores" composed of 6 participants of three Latin American countries: Venezuela, Ecuador and the Dominican Republic. This qualitative research such dialectical hermeneutics approached from a case study on meaningful learning, collaborative sharing and managed within the group, in the light of one of its members. Part of the story of tasks that encouraged the participation, integration and collaboration tools using technical-didactic, through the implementation of a virtual learning methodology such as PACIE to reach expertise in e-learning processes. The interpretive process denoted as creativity, innovation, and collaboration achieved allowed talking about the acquisition of a gradual learning, reflective using a methodology by attempting to humanize the educational event is revolutionizing the teaching-learning process.RESUMENLa Fundación para la Actualización Tecnológica de Latinoamérica (FATLA) ofrece entre sus Programas el de Expertos E-learning sustentado en un modelo de educación virtual desarrollado por el Ing. Pedro Camacho denominado PACIE (Presencia, Alcance, Capacitación, Interacción, E-learning). En el marco de este proceso formativo, durante el Período 2011-2012 en el Campus Pegasus se desarrolló una experiencia de constructivismo social en la elaboración de entornos virtuales de aprendizaje por parte de un Equipo: “Tecnotutores” integrado por 6 participantes de tres países Latinoamericanos: Venezuela, Ecuador y República Dominicana. Esta investigación de tipo cualitativa aborda desde la hermenéutica dialéctica el estudio de un caso sobre el aprendizaje significativo, compartido y colaborativo logrado dentro del grupo, a la luz de una de sus integrantes. Parte del relato de tareas que fomentaron la participación, integración y colaboración haciendo uso de herramientas técnico-didácticas, pasando por la implementación de una metodología de aprendizaje virtual como lo es PACIE hasta llegar a la experticia en procesos e-learning. El proceso interpretativo denota como la creatividad, innovación, y colaboración alcanzada permiten hablar de la adquisición de un aprendizaje gradual, reflexivo haciendo uso de una metodología que al pretender humanizar el hecho educativo está revolucionando el proceso de enseñanza-aprendizaje.Contacto principal: [email protected]

scholarly journals Input, Output, and Intake

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.

A Noble Eightfold Path

2012 ◽  
pp. 143-164
Author(s):  
Julia Penn Shaw
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Designer ◽  
Teacher Expertise ◽  
Instructional Designers ◽  
Novice Instructors ◽  
Expert And Novice ◽  
E Learning ◽  
Expert Novice ◽  
Teaching Learning

Teachers teach to the level of their ability: novices can teach students to be novices: experts can teach students to be experts. Using the Buddhist Eightfold Path as a model, this chapter explores the expert/novice paradigm as a framework for e-learning, particularly as offered through instructional design that can both scaffold novice instructors to teach to a higher level of learning, and also support experts to help students reach higher goals. Three facets of the teaching/learning dialogue are explored: expertise in a domain of knowledge (teacher), expertise in acquiring deep knowledge in a new domain through learning (learner), and expertise in the instructor/learner learning interface (instructional designer). Expert and novice teaching and learning and their relationship through instructional designers will be discussed.

Phonetic Symbols in Contemporary Pronunciation Instruction

RELC Journal ◽  
2020 ◽  
pp. 003368822094343
Author(s):  
Jose A Mompean ◽  
Jonás Fouz-González
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Literature ◽  
Pronunciation Instruction ◽  
Teaching Goals ◽  
Teaching Learning

This article explores the potential of phonetic symbols in pronunciation teaching/learning, with a focus on English language teaching (ELT). After a brief contextualisation of current views of pronunciation instruction in the second-language (L2) teaching literature, the paper reviews some of the potential advantages of, conditions for, and alternatives to their use together with research-based evidence. The exploration then focuses on the use of phonetic symbols for pronunciation instruction in contemporary linguistically superdiverse contexts, marked by shifting teaching goals, as well as accent varieties, ELT learner profiles, learning/teaching environments, and notions of L2 English. The discussion concludes with some suggestions as to how to use phonetic notation in contemporary ELT instruction.

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