Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

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Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

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The ability to read in a second language (L2) for academic purposes is essential for higher education students. Dutch colleges increasingly use materials in English or teach in English. This can be challenging for L2 readers, especially students entering higher education from vocational studies, who may have less experience with L2 academic reading. Teaching L2 reading programmes containing explicit instruction of reading strategies may benefit higher education students in L2 academic reading, particularly since reading strategies learned in the first language (L1) may not transfer to the L2. In this 7-week L2 reading strategy intervention, 801 first-year polytechnic students learned to use seven...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Many secondary school students' second language (L2) speaking skills suffer from deficiencies; the effects thereof are detrimental to their academic and career opportunities in a globalized world that highlights the importance of oral communication skills. Debate has been considered a potentially effective speaking pedagogical tool that can scaffold learning processes in ways that can lead to language development. This study investigates the effect of a debate intervention on English L2 speaking competence of Dutch secondary school students. Following a pretest–posttest control group design, we elicited speech samples from opinion tasks which we coded in terms of measures of speech quantity, fluency, complexity, accuracy and cohesion. Multilevel analysis results indicate that after the intervention, the intervention group produced...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Debate pedagogy may hold great potential for improving second language (L2) writing skills. This study investigates this potential by examining the effects of a debate intervention on the quality of argumentative essays of Dutch secondary school students. The intervention consisted of a number of speaking and writing activities, including case-writing and note-taking. The study, which employed a pretest–posttest–delayed-posttest design with a control group, involved 135 students from eight classes at three secondary schools in the Netherlands. To measure the effects of the intervention, we analysed argumentative essays composed by the students on three occasions (pretest, posttest, and delayed posttest). The students’ essays were analysed using a range of measures for fluency, syntactic and lexical complexity, accuracy, and cohesion,...

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Tipo: artículo

Metodología: estudio empírico

Temas: literatura

Resumen:

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In today's globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools...

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