scholarly journals diario como herramienta de práctica de la expresión escrita

2021 ◽  
Vol 2 (4) ◽  
pp. 64-77
Author(s):  
Yedid Monroy Segundo
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Writing Skills ◽  
English Teachers ◽  
Normal School ◽  
Trainee Teachers ◽  
Vital Importance ◽  
School Year ◽  
The Moment ◽  
Do So

Para los profesores de inglés, el dominio del idioma extranjero supone una importancia vital para el desarrollo de su práctica docente, lo es desde el instante mismo en el que ingresa a la Escuela Normal. En este sentido, el trabajo de investigación que se presenta en este documento tiene como objetivo describir como el diario de clases de un profesor en formación es una herramienta de práctica de la expresión escrita (Writing), durante el último año de su formación inicial. Para ello los materiales utilizados han sido los diarios de clase de los estudiantes normalistas, de los últimos tres ciclos escolares, a partir del ciclo escolar 2017 - 2018, asignados para asesoría con la autora del presente documento. Con respecto al método empleado, se han considerado los principios que establece el análisis de contenido y del discurso, lo que permite dar cuenta de la utilidad de trabajar el diario para recuperar aspectos de su práctica docente, con la finalidad de ejercitar la habilidad de escritura en el idioma inglés. Abstract For English teachers, the mastery of a foreign language is considered of vital importance for the development of teacher training from the moment a student begins their academic formation at a Normal School [Teacher’s College]. In this sense, this research aims to describe how the class diary of a trainee teacher is a tool for practicing writing skills during the last year of their preparation as teachers. To do so, during the last three academic periods, beginning from 2017-2018 school year, the author of this paper has assigned diaries as tools used by trainee teachers. Regarding the method applied, the principles that the content and essay analysis establish have been considered allowing us to render a report of the usefulness of working with a diary to retrieve aspects of their training as teachers in order to practice writing skills in English.

scholarly journals Designed-in and contingent scaffolding in the teaching practice groups model

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David Mallows
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Learning Needs ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
English Language Teachers

The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with their peers, with the learners in the teaching practice classroom, and also with the course documentation and activities. This paper suggests that these interactions, and the consequent development of trainees’ knowledge and understanding of teaching, are scaffolded in both ‘designed-in’ and ‘contingent’ ways (Hammond & Gibbons 2005: 12). Designed-in scaffolding can be seen in the way the course is structured, in the activities that learners are expected to engage with, and in the documents and processes through which these processes are managed. Contingent scaffolding on the other hand, the spontaneous actions and guidance of the trainer in response to the immediate learning needs of the trainee teacher, is unplanned. While the findings from this study are specific to the context of Teaching Practice Groups, this paper also offers a contribution to more general knowledge about initial teacher training for English language teachers.

scholarly journals Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia

2019 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Aunurrahman Aunurrahman
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Writing Skills ◽  
Private University ◽  
Descriptive Study ◽  
Writing Anxiety ◽  
West Kalimantan ◽  
Anxiety Questionnaire ◽  
Do So

The purpose of the descriptive study is to explore the English as a foreign language second-semester students’ writing anxiety. The students were from a private university in Pontianak, West Kalimantan, Indonesia. A total of 92 students who were selected randomly filled the writing anxiety questionnaire. The writing anxiety questionnaire reports that 53.26 % (n= 49) of the students experienced low writing anxiety and 46.74% (n= 43) of the students experienced high writing anxiety. In terms of the components of writing anxiety, the students experienced anxiety in the component of evaluation (mean score of 19.86), product (mean score of 19.25), and stress (mean score of 16.52). This study also has shown that writing anxiety caused by stress can be considered less frequent anxiety component that has been experienced by the students. It is suggested that students should learn to manage their problems that are related to writing. To do so, the lecturer should guide the students to help them to reduce their writing anxiety and help improve the students’ writing skills.

scholarly journals Developing EFL Writing with Year 5 Pupils by Writing Summaries

2018 ◽  
Vol 15 (2) ◽  
pp. 97-113
Author(s):  
Nataša Puhner ◽  
Mateja Dagarin Fojkar
Keyword(s):  
Foreign Language ◽  
Systematic Approach ◽  
Writing Skills ◽  
Time Frame ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Efl Writing ◽  
Content Structure ◽  
School Year ◽  
Primary School Pupils

Developing EFL writing skills in primary school pupils is one of the most demanding and time consuming challenges that foreign language teachers face. The main aim of this study was thus to analyse 64 written summaries of Year 5 pupils in terms of content, structure, length and most often used words. In order to achieve the aim of pupils being able to write a summary of a story individually and in a given time frame, the task was approached gradually and systematically throughout the school year. The results show that most of the pupils managed to finish a structurally organized summary and most of them wrote a summary which included the most important aspects regarding the content of the story. The results of the survey indicate that a systematic approach to writing summaries helps pupils in developing their writing skills.

scholarly journals Towards crossing the borders in foreign language teacher training: A report on a pilot phase of the Tandem Learning for Teacher Training project

2018 ◽  
Vol 6 (4) ◽  
pp. 277-291
Author(s):  
Magdalena Szyszka ◽  
Inna Smirnov ◽  
Regina Benchetrit
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Pilot Project ◽  
Educational Background ◽  
Linguistic Knowledge ◽  
Pilot Phase ◽  
Training Project ◽  
Trainee Teachers ◽  
Item Questionnaire ◽  
Tandem Learning

The aim of the paper is to present the results of a pilot project for foreign language (FL) teacher education, in which trainee teachers’ knowledge and awareness of intercultural and cross-educational similarities and differences between two cooperating institutions from socio-culturally and linguistically distant countries – Israel and Poland – are elicited. The data collected serves as a springboard for designing an international project for FL trainee teachers to be implemented as a part of a teacher training course. In the project the trainee teachers coming from geographically, culturally and linguistically detached backgrounds, Israeli and Polish, are to participate in tandem learning understood as paired sessions of knowledge and experience exchange between FL trainee teachers via online communicators. The pilot phase, therefore, is an initial but indispensable stage evaluating the extent to which trainee teachers are ready to confront and share their educational background, cultural and linguistic knowledge with their peers from a geographically and socio-culturally distant country. A group of fourteen trainee teachers of Opole University participated in the pilot project measuring the participants’ readiness to engage in crossing the aforementioned borders with the help of a closed and open-item questionnaire focusing on the degrees of awareness of a number of aspects, for instance, culture and L1-based differences in approaching FL teaching. The application of the instrument generated quantitative and qualitative data, whose analysis supported the design of the final Tandem Learning Teacher Training (TLTT) program.

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

Finding a Pastoral Idiom

2018 ◽  
Author(s):  
Mathilde Skoie
Keyword(s):  
Foreign Language ◽  
Language Politics ◽  
Rural And Urban ◽  
Do So ◽  
The Way

This chapter introduces yet another European ‘repossession’ of Virgil that generally remains outside the scope of most volumes on translation and reception. Skoie focuses on three Norwegian translations of Virgil’s Eclogues and analyses the way they exhibit tendencies towards two complementary processes that have been labelled, in recent theories of translation, as ‘domestication’ and ‘foreignization’; and they do so as the language of translation becomes politicized and engaged in debates about Norwegian identity. Skoie explores the use of Virgilian pastoral idiom in a foreign language and the juxtaposition between rural and urban voices in the context of language politics.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

Thinking technology for the Anthropocene: encountering 3D printing through the philosophy of Gilbert Simondon

2017 ◽  
Vol 24 (4) ◽  
pp. 539-554 ◽  
Author(s):  
Tom Roberts
Keyword(s):  
3D Printing ◽  
Human Beings ◽  
Anthropogenic Change ◽  
Technological Processes ◽  
The Earth ◽  
The Social ◽  
Human Thinking ◽  
The Moment ◽  
Gilbert Simondon ◽  
Do So

The notion that the Earth has entered a new epoch characterized by the ubiquity of anthropogenic change presents the social sciences with something of a paradox, namely, that the point at which we recognize our species to be a geologic force is also the moment where our assumed metaphysical privilege becomes untenable. Cultural geography continues to navigate this paradox in conceptually innovative ways through its engagements with materialist philosophies, more-than-human thinking and experimental modes of ontological enquiry. Drawing upon the philosophy of Gilbert Simondon, this article contributes to these timely debates by articulating the paradox of the Anthropocene in relation to technological processes. Simondon’s philosophy precedes the identification of the Anthropocene epoch by a number of decades, yet his insistence upon situating technology within an immanent field of material processes resonates with contemporary geographical concerns in a number of important ways. More specifically, Simondon’s conceptual vocabulary provides a means of framing our entanglements with technological processes without assuming a metaphysical distinction between human beings and the forces of nature. In this article, I show how Simondon’s concepts of individuation and transduction intersect with this technological problematic through his far-reaching critique of the ‘hylomorphic’ distinction between matter and form. Inspired by Simondon’s original account of the genesis of a clay brick, the article unfolds these conceptual challenges through two contrasting empirical encounters with 3D printing technologies. In doing so, my intention is to lend an affective consistency to Simondon’s problematic, and to do so in a way that captures the kinds of material mutations expressive of a particular technological moment.

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