Teaching Languages

Juan Lázaro, O. (2009): "La autonomía y el fomento de la responsabilidad del estudiante: Los Materiales Didácticos Digitales e Internet en el aula" en Pastor. C (coord.) Actas del programa de formación para profesorado de ELE 2008. Instituto Cervantes. BerlínEl aprendizaje centrado en el alumno es una premisa con la que no creo estar muy desatinada si apuntamos que todos los profesionales coincidimos en su asunción. Una de sus manifestaciones es el fomento de la responsabilidad del estudiante hacia su propio proceso de aprendizaje y el desarrollo de su autonomía como aprendiente.

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

يهدف هذا البحث الى برهان فرضية تقول أنه ليس من تعلُّم اللغة العربية إلاَّ باستيعاب مختلف الأفاهيم التي يقوم عليها تقعيد اللغة وذلك من خلال مقاربة معرفية متكاملة. لايكون هذا إلاّ باعتبار اللغة حقلًا افهوميًا ينمو بشكل متوازٍ مع قدرات المتعلم الأخرى.



لذلك فالجهد التربوي الذي نحن بحاجة اليه اليوم هو جهد يسعى الى الاحاطة بمختلف جوانب هذه المقاربة لتفعيلها على الارض برؤية جديدة بالكلية ان للمنهاهج أو لتعليمية العربية أو لارتباطها بالتطور الحاصل اليوم في تقنيات الاتصال.

What is e-literacy, subcomptences included in digital competences, examples of activities for working the digital competence learning Spanish, teacher languages profile.

Cited as DUQUE DE LA TORRE, A.; GIL BÜRMAN, M.; JUAN LÁZARO, O.; SANZ DE LA MORENA, C. (2011): “La competencia digital docente: ¿qué sabemos y qué podemos hacer?”, Congreso mundial de profesores de español, Instituto Cervantes. Unidad Tecnologías Aplicadas a ELE, Dirección académica. Disponible en https://cdnapi.codev8.net/vdmplayer/ef6e74a5-c0e5-4321-add8-9b27d6807750

The Hybrid edition of the Innovation in Language Learning International Conference will take place on 11-12 November 2021.
The objective of the Conference is to promote transnational cooperation and share good practice in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The Innovation in Language Learning Conference is also an excellent opportunity for the presentation of previous and current language learning projects and innovative initiatives.

The Call for Papers is addressed to teachers, researchers and experts in the field of language teaching and learning as well as to coordinators of language teaching and training projects.
Experts in the field of language teaching and learning are therefore invited to submit an abstract of a paper to be presented in the conference.

formal classroom time alone to achieve distinguished levels of proficiency . This research study uses a constructivist approach to explore what is meant by proficiency and expertise in terms of language learning, by applying what has commonly become known as the 10,000-hour rule of expertise ). Alberta's French as a Second Language: Nine-Year Program of Studies (Grade 4 to 12) (Alberta Learning 2004) is considered as an example. This paper argues that dedicated, self-regulated informal learning is necessary to supplement classroom learning in order to achieve the 10,000 hours of dedicated practice necessary to develop high levels of proficiency or expertise, according to the definitions offered by American Council on the Teaching of Foreign Languages (ACTFL) and the Common European Framework of Reference for Languages (CEFR). Recommendations are offered to help learners and parents understand the critical role of self-regulated, informal learning in achieving language proficiency. In the 2006 review commissioned by Alberta Education of the literature on second language learning, Archibald et al determined that students in Alberta who take second or international language classes in school are unlikely to develop the expert levels of proficiency and fluency that equate with functional bilingualism. They state that "learning a second language for 95 hours per year for six years will not lead to functional bilingualism and fluency in the second language. Expectations must be realistic" (Archibald et al 2006, 3). This raises the question of what it would take for Alberta students to become highly proficient in a second language. There is no clear or easy answer. This article explores Archibald et al's claim in more depth, offering examples and scenarios that are intended to offer insights into why this may be the case and what might be done to solve the problem. This article will also explore what is meant by proficiency and expertise with respect to language learning by applying what has commonly become known as the 10,000-hour rule of expertise. Further, the paper addresses the need to incorporate dedicated practice and self-regulated informal learning as critical components of language learning. Finally, directions for further research are offered. In addition, suggestions for teachers and administrators are proposed to help Alberta's students increase their chances of developing proficiency and fluency.

Foreign language teachers are often migrants. They have traveled and lived in other countries either to learn or to teach a language. In 2005, Domna Stanton characterized language teaching as a cosmopolitan act--"a complex encounter made in a sympathetic effort to see the world as [others] see it and, as a consequence, to denaturalize our own views" (629). Do foreign language teachers 'denaturalize' their views of their native culture through their encounters with the other culture? Could it be that "engagement with the Other necessarily mean[s] an abnegation of the inherited culture" (Mani, 2007, p.29)?

Apresentadora e mediadora no I Seminário de Linguagens do Instituto Federal Baiano (I SELIF) - 9 & 10 de setembro de 2020
- Título da comunicação oral: "A transferência negativa do espanhol e do galego na produção escrita do português em estudantes de nível A2 da Universidade da Corunha"
- Tema do evento: "Desafios e soluções das TIC'S no ensino e aprendizagem de línguas em um contexto de pandemia"
- Organiza: Grupo de Pesquisa em Linguagens do Instituto Federal Baiano (Estado de Bahia, Brasil)
- Colaboram: Universidade Federal do Recôncavo da Bahia no Brasil, Universidade Estadual de Feira de Santana no Brasil, Instituto Federal da Bahia no Brasil & Instituto Federal de Sergipe no Brasil

RESUMEN: La literatura es un elemento común en todas las culturas y con ella se expresan los aspectos más internos del ser humano, su manera de ver el mundo y sus incertidumbres, permitiéndonos así, de una manera objetiva, conocer la cultura y la forma de pensar de un pueblo. Los profesores de enseñanza de lenguas extranjeras no se han quedado atrás y han sabido, percatándose de la rica fuente de información que supone un texto literario, aplicarlos y darles un valor y uso especial en las clases de ELE. Así, el empleo del texto literario en la clase de idiomas adquiere una función cada vez más importante, pues es un medio estupendo para conseguir que el alumno alcance un buen dominio de la lengua que aprende. Por eso, en este trabajo presentamos las posibilidades con las que cuenta un docente para la explotación didáctica de un texto literario en una clase de ELE.

Um Deutsch als Fremdsprache (DaF) in einer motivierenden Lernumgebung zu vermitteln, habe ich einen besonderen Sprachkurs konzipiert und durchgeführt, der hier vorgestellt wird. Bei einer vierstündigen Sightseeing-Fahrradtour in Englisch und Deutsch können die Teilnehmer Deutsch ganzheitlich, d. h. kognitiv, affektiv und körperlich erwerben sowie landeskundliche und interkulturelle Kompetenzen ausbauen. Insbesondere wird das Hörverständnis geschult. Dieser Kurs kann sowohl in traditionellen Deutschkursen integriert als auch als eigenständiger Kompaktkurs durchgeführt werden. Daher besteht die Zielgruppe aus Teilnehmern regulärer Sprachkurse, aus in Deutschland lebenden Ausländern oder auch aus Touristen mit Deutschkenntnissen.

En este artículo se describe el marco para la integración de las tecnologías digitales en el aula, TRIC, TAC y TEP, describiendo las fases que necesitan los docentes para llegar a la innovación tecnológica, así como las etapas del proceso de integración de los materiales didácticos digitales en el aula. Se presenta al profesor pautas que responden a preguntas como ¿Cómo integramos las TIC en el aula? ¿Cuál es la dotación de un Aula Tecnológica? ¿Cuánto tiempo nos lleva hacer un uso eficaz de las TIC? ¿Cuál es mi papel como profesor? ¿Qué integramos de las herramientas digitales? ¿Por dónde empiezo?
Este artículo se complementa con la evolución de las reflexiones, experiencia y aportaciones de la autora en el artículo de 2016  "La tecnología en el aula y fuera del aula: actitudes y valoraciones del profesor en la integración del Aula Virtual de Español, AVE. Hacia propuestas de mejora continua y renovación" publicado en la revista REDELE, del Ministerio de Educación. También se puede encontrar en academia.edu https://www.academia.edu/32900167/La_tecnolog%C3%ADa_en_el_aula_y_fuera_del_aula_actitudes_y_valoraciones_del_profesor_en_la_integraci%C3%B3n_del_Aula_Virtual_de_Espa%C3%B1ol_AVE._Hacia_propuestas_de_mejora_continua_y_renovaci%C3%B3n
y con el artículo: "Las redes sociales como herramienta para la creación de identidad de grupo, gestión de aula y dinamización de los cursos en línea AVE, Aula Virtual de Español, del Instituto Cervantes" en https://www.academia.edu/35680029/Las_redes_sociales_como_herramienta_para_la_creaci%C3%B3n_de_identidad_de_grupo_gesti%C3%B3n_de_aula_y_dinamizaci%C3%B3n_de_los_cursos_en_l%C3%ADnea_AVE_Aula_Virtual_de_Espa%C3%B1ol_del_Instituto_Cervantes

Inferencing is essential for effective communication for two reasons. Firstly, the conventional meaning of lexis is not always a clear indicator of the intended message of speakers/ writers (e.g. Grice 1975). Secondly, "discourse rarely provides us with a fully explicit description of a situation" (Eysenck 1990:224); there fore, we usually have to fill in the missing information (see also Clark & Clark 1977:96-98). It seems wise then for foreign language teachers and materials writers to take account of the clues and procedures involved in language interpretation. But how is inferencing achieved? That is, how do we understand more than (or even something different from) what the actual words seem to denote? Whatknowledge and clues do we use? What processes take place in our minds? As far as ELT is concerned, what are the implications for decision-making, materials writing and classroom practice? In other words, what is it that teachers and materials writers need to know about inferencing, and how can they translate this knowledge into teaching materials and procedures?

Indigenous language reclamation programs are considered an important way to reclaim indigenous identities and empower indigenous community members. Yet, without enough considerations for the participants, they could inhibit the language learning of those participants.The goal of this article is to empower Ryukyuan indigenous language learners using compassionate listening practices to support their learning. The author focuses on language reclamation activities targeting new speakers of the Yaeyaman language. The author analyzed interviews with new speakers (learners) of Yaeyaman and conducted videorecordings.This article identifies the following three issues: (1) linguistic purism, (2) linguistic insecurity, and (3) lack of ethical principles. These problems seem to hinder new speakers’ motivation to learn and speak their heritage languages. The author found that the emotions and feelings of new speakers are often overlooked and thus, suggests that new learners can be empowered by addressing their feelings through compassionate listen practices. Hence, we need to focus on the emotional support of language learners. The article proposes using compassionate listening practices to empower language learners who are embedded in social power struggles both from outside and inside the language community.

This paper presents and discusses the methodology for the construction of an Academic Word List for Portuguese: PAWL, inspired in its English equivalent. The aim of this linguistic resource is to provide a solid base for future studies and applications on Computer Assisted Language Learning, while maintaining comparability with other comparable resources.

Da introdução:
"No âmbito da actual reorganização curricular, nomeadamente a nível da disciplina de Língua Portuguesa, consideramos que importa também (re)perspectivar a organização do processo de ensino-aprendizagem, dando um lugar cada vez mais activo ao aluno. Deste modo, julgamos ser relevante a adopção de metodologias que considerem o aluno como o próprio motor da sua aprendizagem e que lhe atribuam o papel que ele já desempenha em espaços exteriores à escola, isto é, o de actor social utilizador da língua no cumprimento de determinadas tarefas em contextos específicos."

This paper compares the degree of the impact that metalinguistic knowledge (MK) has on the acquisition of the subjunctive by foreign language (FL) and heritage language (HL) learners of Spanish. Preliminary results show that 1) FL learners improve in their mastery of subjunctive and MK across levels 2) HL learners improve significantly only in their MK in Spanish across levels; 3) correlations between MK and accuracy in the use of the subjunctive in FL learners of Spanish are positive and significant; and 4) correlations between MK and accuracy in the use of the subjunctive in HL learners of Spanish are non-significant. These results entail important consequences for curriculum design, since they support the long-advocated idea by HL specialists that Spanish programs should offer two separate FL and HL tracks where the focus on grammar needs to be addressed by differing approaches.

Este livro é o resultado dos debates realizados no VIII SEPPGEL em 2020 - evento online durante a pandemia de COVID-19 - marcado pela coragem, pela potência e pelo compromisso ético com a pesquisa científica no Brasil. Os capítulos são trabalhos em andamento, com discussões teóricas e resultados preliminares das pesquisas de futuros/as mestres/as e doutores/as, bem como contribuições de docentes de outras IES.

Integrating eLearning into your classroom can be a fun and rewarding experience, however it is not simply a matter of putting your material online or giving students a task and saying 'get to it'. Online tools need to match your learning objectives and tasks should enrich your program. It is vital that students feel that they are able to take part successfully in your course and that the goals and expectations are defined (Vrasidas, 2004; Salmon, 2002). This conference workshop outlines a number of eLearning tools and suggests ways in which they could be used to enhance student learning.

This article reports a study performed at the ELT Department of Dicle University, Ziya Gökalp Education Faculty. The aim of the study is to examine students’ evaluations of their performances as listeners in English. Another purpose of the study is to determine the listening comprehension problems faced by language learners and the factors that make comprehension easier or more difficult. The analysis of data reveals that the students rate their listening performances as “poor”. In the listening process, they are affected by many factors such as speech rate, tone of voice, lack of visual materials and voice quality of listening materials. It has also been found that language courses offered in High Schools focus on reading and grammar with the purpose of preparing the students for the University Entrance Exam, but afterwards, during their university education, students’ success level in listening is affected negatively.
Key Words: Listening skill, language teaching.

In this paper, I suggest an approach to Heritage Language teaching that is critical and comprehensive in nature because (1) it puts into question the social and economic power relationships that have been created surrounding the status of standard and local varieties; (2) it empowers students to reflect critically on the intrinsic value of the variety they bring with them into the classroom; and, more in line with comprehensive approaches to HL teaching, (3) it considers that preventing our students from exposure to academic or standard language would be negligent on the part of teachers and takes into consideration the different realities and attitudes that HL learners might face after they leave the classroom. This approach fills the gap in the Critical Pedagogy literature on why, how and when local and standard varieties should be incorporated into the HL curriculum in order to improve the learning experience for students both in the HL classroom and beyond.

Over the past 40 years there has been a considerable amount of research on the effects that teaching focus has on second language (L2) learner accuracy. Those instructors who prefer teaching with a focus on meaning are often accused of not emphasizing grammatical accuracy and those who choose to focus on accuracy may be accused of not emphasizing fluency of communication. The main motivation to support one or the other point of view is closely related to the role that metalinguistic knowledge (MK, defined as “that part of explicit knowledge that is potentially verbalizable” (Isemonger, 2007, p. 113)) is believed to play in language acquisition: those who believe that explicit instruction poses no substantial benefits for L2 acquisition (Felix, 1981; Krashen, 1982; Krashen & Terrell, 1983) support a teaching approach based on fluency and communication, and those that believe that L2 acquisition benefits from some form of explicit instruction (Ellis & Laporte, 1997; Lightbown, 1998; H...

An honest examination forces us to challenge common understandings of ethnicity and creolisation in Trinidad and Tobago.
For the most interesting aspect is the death of Indian languages in Trinidad, as opposed to their survival in Fiji, Mauritius, Suriname and virtually every other territory where Indians find themselves outside of the Anglophone West Indies.
The death of Indian languages here coincides with Independence, not with colonialism. I locate the change in my parents’ generation, most likely with the introduction of mass schooling in English in the 1950s.
At that time operated a great Trinidad paradox: the less educated one was, the more languages one knew; the more educated you were, the less languages you knew.

Over the past 40 years there has been a considerable amount of research on the effects that teaching focus has on second language (L2) learner accuracy. Those instructors who prefer teaching with a focus on meaning are often accused of not emphasizing grammatical accuracy and those who choose to focus on accuracy may be accused of not emphasizing fluency of communication. The main

This paper serves as a theoretical commentary on the debate regarding native and non-native speaker teachers of English as it draws from the discussions in the literature, as well as from personal experience. The author, a nonnative English teacher himself, points out the possible pros and cons of being a native and non-native speaker teacher of English, and emphasizes the need for these two groups of teachers to embrace each other and to work in a partnership. The custom-made cold war with extreme competition between these groups is criticized for the benefit of language teaching workplaces where success is inevitable.

This review is a post-mortem of an education joint-venture between an Australian college and a Chinese college in central China at the three year mark*. It has lessons for policy, management, teaching and learning. The focus is on foreign language teaching, but most of the elements also apply to other fields of study.

The challenge posed to foreign language (FL) education by globalization and by the multilingual multicultural speech communities it has spawned is showcased by the current crisis in the teaching of German at American colleges and universities. It is not clear why American learners of German should be learning German: for business purposes, for general education, for humanistic enrichment, or for cross-cultural communication? The debate currently going on in Germany around the concept of education or Bildung is a lens through which to understand the debates going on in American German departments and the general crisis of FL education in this country. Rather than prepare students to communicate with members of idealized homogeneous monolingual speech communities, we should frame FL education as an education in reflexivity on the indexical, subjective and historical dimensions of discourse at all levels of the curriculum.

Cet article vise à faire le point sur 100 ans de travaux effectués par ou dans le sillage de l'INRP sur la question des langues régionales. Les contributions sont particulièrement importantes à partir des années 1980, où les langues régionales sont intégrées à des travaux sur la variation langagière qui intègre français, langues régionales puis langues étrangères. Nous montrons ici l'intérêt de ces travaux aujourd'hui alors que, 65 ans après la Loi Deixonne, la place des langues régionales à l'école n'est toujours pas complètement légitime, et qu'avec la disparition annoncée des derniers locuteurs de la plupart d'entre elles, la question du sens de ces enseignements va se poser de manière forte.

Drawing on field/practice theory and pragmatic stylistics, this article proposes a new aggregate model for upper-level L2 literature teaching called “contact pragmatics.” While fostering a native-like reading context, teachers can simultaneously encourage students to recognize literature as a form of social practice articulating to various, loosely concentric fields of interpretation: from the native “ratified” reader to the “unintended” L2 reader position. Contact pragmatics shifts pedagogical focus to the interstices, overlaps, misalignments, and disjunctions between these concentric fields, acknowledging that at their center lies a linguistic utterance designed to operate within certain fields of opposition and exchange. Contact pragmatics thus expands the scope of pedagogical inquiry from the historical, national, and cultural resonance of a given text to its social embeddedness in a shifting landscape of linguistic markets. The article offers concrete, classroom-based examples of the pedagogical dilemmas and experiences that gave rise to this concept, as well as suggestions for how to incorporate it in curricular planning.

Bu çalışma Dicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, İngiliz Dili Eğitimi Anabilim Dalı'nda uygulanmıştır. Çalışmanın amacı öğrencilerin yabancı dilde dinleme becerileri ile ilgili değerlendirmelerini incelemek ve dinleme sırasında karşılaştıkları problemleri belirleyerek anlamayı kolaylaştıran ya da zorlaştıran faktörleri ortaya çıkarmaktır.

This paper presents and discusses the methodology for the construction of an Academic Word List for Portuguese: PAWL, inspired in its English equivalent. The aim of this linguistic resource is to provide a solid base for future studies and applications on Computer Assisted Language Learning, while maintaining comparability with other comparable resources.

The outline which follows analyses the two halves of a language teacher’s profession:

a) The first half is daily classroom practice : what is taught and how is it evaluated?

b) The second half of a teacher’s profession is to know or at least estimate what is going on in the brains of her students : what is learned and how is it learned?

Teaching is a simulation machine. Learning is for life. The implicit professional challenge is in making the simulation useful for living.

These notes consist of three parts : 1. Some short backround notes on the profession of teaching languages; 2. A few useful links for teaching tips and content; 3. A collection of ten activities which the seminar presenter has invented or borrowed, and found to be popular with students.// This is an outline from one of a monthly series of seminars by Thor May on teaching skills. The seminars were given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China. This seminar was conducted on 10 June 2008

In this paper the author outlines a sample lesson that has been developed for second- or third-year German students using the short satirical vignette "Hurra, ich lebe in Deutschland" from the Turkish-German author Şinasi Dikmen's book of the same name. The lesson draws heavily from literary pragmatics, an area of applied linguistics which studies the relationships between literary language use and its users, and which can promote the awareness of language as culture needed in the more advanced levels of language study.

The challenge posed to foreign language (FL) education by globalization and by the multilingual multicultural speech communities it has spawned is showcased by the current crisis in the teaching of German at American colleges and universities. It is not clear why ...

This article makes the case for using critical pedagogical approaches to the teaching of Spanish as a heritage language (HL). Having different language tracks is not enough: As long as HL learners hold negative linguistic attitudes about their own language variety, they will be unable and unprepared to learn successfully. First, I define who HL learners are and why they need to be in a separate track from traditional language learners. Later, I discuss the basic premises of critical pedagogy in order to recommend that HL instructors take this pedagogical approach to maximize Spanish HL learner potential. Last, I recommend the importance of providing sociolinguistic tools in order to corroborate that standard Spanish is not a replacement for local varieties but simply a register students can use once they appreciate their own language.

Le capverdien (ou créole du Cap-Vert) est la langue maternelle de la chanteuse Cesária Évora et de plus d'un million de personnes dans le monde, dont au moins cinquante mille vivent en France métropolitaine.
Cet ouvrage, le premier du genre en langue française, fournit un accès privilégié et méthodique à l'idiome du Cap-Vert et à la culture qu'il véhicule.
Une suite de vingt-trois leçons de difficulté croissante permet d'acquérir progressivement les bases du capverdien moderne à partir du dialecte santiagais (parlé par la majorité de la population) et avec des ouvertures sur les autres variétés régionales. Des exercices corrigés, des notes de civilisation, des mémentos grammaticaux, des lexiques capverdien-français et français-capverdien ainsi que trois index viennent compléter l'ouvrage, qui permettra à toute personne intéressée de se doter d'un bagage solide sur la langue et la culture capverdiennes contemporaines.
Parlons capverdien s'adresse aux lecteurs de langue française désireux d'apprendre le créole, mais il pourra aussi être utilisé avec profit par les Capverdiens d'origine ou de naissance vivant en pays francophone et n'ayant qu'une connaissance orale de leur langue. Enfin, les lexiques et les notions de civilisation pourront constituer une première étape pour les simples curieux ou les voyageurs pressés, désireux de savoir quelque chose de la culture capverdienne sans avoir à trop s'investir.