scholarly journals Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas

2020 ◽  
Author(s):  
Sonia Vecino-Ramos ◽  
Paola Ruiz-Bernardo
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Personal Experience ◽  
Reading Development ◽  
Educational Levels ◽  
English Classes ◽  
Language Classroom ◽  
Oral Expression ◽  
Reading Clubs

The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Teaching Reading Comprehension In EFL Classroom: A Glance At Some Approaches And Activities

2018 ◽  
Vol 2 (02) ◽  
Author(s):  
Livianni Lambe
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Instruction ◽  
Intermediate Level ◽  
Teaching Reading ◽  
English Reading ◽  
Comprehension Skills ◽  
Language Classroom ◽  
Foreign Language Classroom

 English reading educators in English Foreign Language classroom in Indonesian are often mystified how to teach well reading comprehension to their students. This paper will propose about pedagogy of teaching reading comprehension in EFL classroom relating to the activities in reading instruction, comprehension skills focusing on primary and intermediate level ,and strategies in teaching reading comprehension  in order to become their students as effective readers and to improve their students’ reading comprehension suitable with students’ English reading proficiency.Key words: reading comprehension, activities in reading, primary, intermediate level, strategies.

scholarly journals The translation of onomatopoeias in comics: linguistic and pedagogical implications

2019 ◽  
Vol 61 (1) ◽  
pp. 75-88
Author(s):  
Rosa Munoz-Luna
Keyword(s):  
United States ◽  
Foreign Language ◽  
The United States ◽  
Comic Strips ◽  
Language Classroom ◽  
Foreign Language Classroom

Abstract The present paper aims to compare and analyse three versions of Garfield comic strips, the original and two different translations into Spanish (from the United States, Spain and Argentina, respectively). More specifically this case study focuses on the treatment of onomatopoeias and interjections in the translations, with the purpose of examining the degree of influence of culture and context in the different linguistic equivalents. Finally, some pedagogical implications of the use of comic strips in the foreign language classroom are also discussed.

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

COMPREHENSIVE READING DEVELOPMENT THROUGH LEARNING OBJECTS IMPLEMENTATION. CASE STUDY: IN ADVANCED WRITING AND ORAL EXPRESSION COURSE

2017 ◽  
Author(s):  
Ana Lourdes Aracely Borrego Elías ◽  
Pilar Cecilia Godina González ◽  
Francisco Javier Martínez-Ruiz ◽  
Diana Villagrana Ávila
Keyword(s):  
Reading Development ◽  
Learning Objects ◽  
Oral Expression ◽  
Advanced Writing

scholarly journals Applying the Kintsch-Van Dijk Model to Evaluate Impact on Foreign Language Learning: A Case Study

2019 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
Ali Saleh Alghonaim
Keyword(s):  
Reading Comprehension ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Reading Ability ◽  
Teacher Perception ◽  
Foreign Language Learning ◽  
Structured Education ◽  
Foreign Language Acquisition

Reading comprehension is not an area of much attention in the EFL scene in Saudi Arabia. The reason is simple: In the current teacher perception of foreign language acquisition in the country, vocabulary and grammar are the only two components paid any attention. With the teacher at the center of the learning process, learner centric tasks such as reading are left to the ingenuity of the learners and kept strictly out of the class boundaries. Consequently, learners never acquire reading ability and their little exposure to the foreign language dies as soon as they leave the structured education system. This runs contrary to the very basis of language acquisition as being a life long process. The aim of this paper was to evaluate the possibility of greater learner autonomy by developing and training them in reading techniques that can be used beyond the classroom. The idea was to intervene using the theory of Kintsch-Van Dijk as proposed in their model of reading comprehension. Conducted as a case study with a proficient learner of English, the results indicated that the model can be applied to the advanced learner with much success, giving such learners a potent tool for lifelong language acquisition.

scholarly journals Fighting covert discrimination by concept learning. A study of the pedagogical value of one Pestalozzi training resource in Norway.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Inger Langseth
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Concept Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Democratic Citizenship ◽  
University Of Technology ◽  
Language Classroom ◽  
Teacher Students

This article discusses approaches to teaching democratic citizenship in English and foreign language education (FLE) in Norway. The article is based on a training resource developed within the Council of Europe Pestalozzi programme (Huber Mompoint-Gaillard, 2011; Huber, 2012). The aim of the training resource is to develop an understanding of how to teach covert discrimination. The objective is to understand to what extent conceptual understanding and collaborative learning can empower students’ democratic citizenship and contribute to fighting discrimination, bullying violence, racism, extremism, xenophobia and intolerance in society. Qualitative data was gathered during one seminar for ten teacher students held at the Norwegian University of Technology and Science in November 2013. The case study shows that the Pestalozzi approach to Education for Democratic Citizenship and Human Rights Education has the potential to deepen Norwegian teacher students’ understanding of covert discrimination and inspire them to include democratic citizenship in their foreign language teaching. One important result is that concept learning, in combination with collaborative learning, strengthens the awareness of covert discrimination and prepares the ground for fighting covert discrimination in the foreign language classroom.

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