Content-Based Instruction in a Spanish Language Classroom

2021 ◽  
pp. 179-196
Author(s):  
Silvia M. Peart ◽  
Bradford S. Barrett ◽  
Sharika D. Crawford
Keyword(s):  
Spanish Language ◽  
Language Classroom ◽  
Based Instruction

scholarly journals Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms / Utilisation de la ressource en ligne espagnole AVE pour favoriser l’approche de l’enseignement hybride

2012 ◽  
Vol 38 (1) ◽  
Author(s):  
Martine Pellerin ◽  
Carlos Soler Montes
Keyword(s):  
Learning Styles ◽  
Positive Impact ◽  
Spanish Language ◽  
Teaching Approach ◽  
Target Language ◽  
Online Resource ◽  
Language Classroom ◽  
Students Attitudes ◽  
Delivery Approach ◽  
Blended Teaching

The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource Aula Virtual de Español (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high schools in Alberta, Canada. Findings demonstrate the effectiveness of combining the online resource AVE to the F2F teaching approach to promote BT in the Spanish language classroom. The use of BT approach in the language classroom had a positive impact on the students’ attitudes towards the study of the language, the students’ motivation and their participation levels in class, as well as their use of the target language in the classroom. Moreover, the multimodal experiences provided by the use of the online AVE resource combined with the F2F delivery approach responded more to the different learners learning styles and specific needs. Finally, the use of online AVE in conjunction with F2F teaching was also perceived as an effective tool in the preparation for the International Spanish Diplomas (DELE) taken by the students in the more advanced Spanish classes. La présente étude explore l’efficacité de l’enseignement hybride combinant l’utilisation de la ressource espagnole en ligne Aula Virtual de Español (AVE) et l’interaction face à face dans les programmes d’enseignement de l’espagnol, langue seconde, dans deux écoles secondaires de l’Alberta (Canada). Les résultats démontrent l’efficacité de la combinaison de la ressource en ligne AVE à la prestation face à face pour favoriser l’approche de l’enseignement hybride dans les cours d’espagnol. L’utilisation de l’approche de l’enseignement hybride dans le cours de langue a eu une incidence positive sur l’attitude des élèves relativement à l’apprentissage de la langue, la motivation des élèves et leur taux de participation en classe, ainsi que leur utilisation de la langue d’apprentissage dans la classe. En outre, les expériences multimodales fournies par l’utilisation de la ressource en ligne AVE et l’interaction face à face correspondaient mieux aux styles d’apprentissage et aux besoins particuliers des apprenants. Enfin, l’utilisation de la ressource en ligne AVE et de l’interaction face à face a aussi été perçue comme un outil efficace de préparation aux Diplômes internationaux d’espagnol (DIE) entrepris par les élèves des cours d’espagnol plus avancés.

Taking Stock of Corpus-Based Instruction in Teaching English as an International Language

RELC Journal ◽  
2017 ◽  
Vol 49 (3) ◽  
pp. 381-401 ◽  
Author(s):  
Li-Shih Huang
Keyword(s):  
Reference Material ◽  
Mobile Device ◽  
Internet Access ◽  
Teaching English ◽  
Language Pedagogy ◽  
International Language ◽  
Language Classroom ◽  
Empowering Teachers ◽  
Based Instruction ◽  
Training Programmes

Corpora are essential tools in the teaching of English as an international language (EIL). With the advent of high-powered computers, online corpora have been developed with the potential to transform how EIL is taught both inside and outside the classroom, since anyone with a mobile device and internet access can now take advantage of numerous corpora databases. But applying computer corpora to language pedagogy also requires teacher mediation; moreover, the issues involving the lack of corpus integration in either the EIL language classroom or teacher training programmes are both challenging and complex. Nonetheless, there is hope that empowering teachers with the necessary tools, skills, and knowledge in using online corpora will lead to the day when corpora resources and their use are no longer the exclusive preserve of researchers and reference material developers.

scholarly journals La competencia literaria en el aula de ELE/L2 / The Literary Competence for the Spanish Foreign Language Classroom

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Salvadora Luján-Ramón
Keyword(s):  
Foreign Language ◽  
Spanish Language ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Practical Argumentation

ABSTRACTTheoretical and practical argumentation on the development of literary competence in the Spanish Language classroom, unifying guidelines for implementation as an essential vertex for the acquisition of communicative competence.RESUMENArgumentación teórico-práctica sobre el desarrollo de la competencia literaria en el aula de ELE, unificando directrices para su implementación como un vértice esencial para la adquisición de la competencia comunicativa.

scholarly journals Classroom Interaction Patterns in EFL Task- Based Classroom

2018 ◽  
Vol 3 (2) ◽  
pp. 186
Author(s):  
Bobi Arisandi
Keyword(s):  
Foreign Language ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Interaction Patterns ◽  
Study Program ◽  
English As Foreign Language ◽  
The Third ◽  
Language Classroom ◽  
Based Instruction ◽  
Task Based Instruction

The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion.  There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.

La imagen metalingüística de ser y

2015 ◽  
Vol 28 (1) ◽  
pp. 234-257 ◽  
Author(s):  
Francisco Romo Simón
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Visual Language ◽  
Spanish Language ◽  
Cognitive Grammar ◽  
Language Classroom ◽  
Foreign Language Classroom

This paper analyzes the properties of the image as a tool for the description of grammar phenomena and peeks into its pedagogical potential through an application to the controverted dichotomy between ser and estar in Spanish. The use of visual language as a device for the analysis and presentation of grammar has been one of the Cognitive Linguistics’ most characteristic traits. Nevertheless, the application of this powerful tool in the Spanish Language classroom is still scant, despite the description potential that the experts grant to it. This paper shows an analysis of some approaches to ser and estar through Cognitive Grammar and the metalinguistic image, and proposes another possible interpretation based in those principles and aiming to be exportable to the Spanish as a Foreign Language classroom.

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