Bibliografía - 2022

Teacher training programs and models recognize research engagement as a key competency of qualified professionals. However, despite current calls from scholars to bridge the divide between research and practice in second language teaching, little is known about how teaching professionals engage with existing research or carry out their own research. This study is the first to address this issue with regards to Spanish Language Teaching (SLT) professionals, aiming to understand if and how they engage with and in research, and identify what they would need to increase their engagement. Quantitative and qualitative analyses of online survey responses from 1,675 SLT professionals from 84 countries show that research engagement is dependent on the job description. Coding of freetext responses into eight themes (motivation, prestige, support, training, professionalization, resources, community, and research areas) reveals that the main barrier to greater research engagement is lack of support. Our results contribute to the understanding of the concepts of research engagement and research culture within the context of SLT and inform future initiatives to strengthen the research-practice nexus.

VV. AA. (2022)

Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.

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Contenidos

Frontmatter

Preface

Contents

Introduction 

LANGUAGE AND VIRTUAL EXCHANGE
Chapter 1 
Learning-oriented assessment in an international virtual exchange
Paul Wicking 

Chapter 2
From demotivation to Intercultural Communicative Competence (ICC): Japanese university learner journeys in the International Virtual ExchangeProject (IVEProject)
Eucharia Donnery

Chapter 3 
Annotating appraisal in a mobile telecollaboration project: A linguist
Alberto Andujar and Paloma Mármol Trapote

Chapter 4 
Learner appropriation of genre in a US-China virtual exchange
Carolin Fuchs, Bruce Tung and Bill Snyder

Chapter 5 
“Zoom” in and speak out: Virtual exchange in language learning
Kaishan Kong

CULTURE AND VIRTUAL EXCHANGE
Chapter 6 
Developing intercultural communicative competence in ESP contexts through virtual exchange: An ecological perspective
Anna Nicolaou and Ana Sevilla-Pavón

Chapter 7 
Video exchange telecollaboration: Towards developing interculturality in EFL environments
Martin Parsons, Mikel Garant and Elizaveta Shikhova

Chapter 8 
Taking action in a virtual exchange with Brazilian and U.S. students
Eduardo Viana da Silva and Ana Cristina Biondo Salomão

Chapter 9 
Tackling problems, finding solutions: Creativity and collaboration in crosscultural virtual exchange during a pandemic
Clara Bauler, Devin Thornburg, Óscar Ceballos, Carlos Pineda, Esther Kogan and Pirjo Sorri

TEACHER EDUCATION AND VIRTUAL EXCHANGE
Chapter 10 
Integrating the United Nations’ Sustainable Development Goals into a teacher preparation program: Developing content for virtual exchanges
Chesla Ann Lenkaitis

Chapter 11 
Enhancing ELLs’ understanding through the use of examples, questions, and native language connections during virtual exchange
Shannon M. Hilliker and Devindi Samarakkody

Chapter 12 
Developing linguistically responsive pedagogy among K-12 mainstream teacher candidates through virtual exchange
Alexandra Laletina, Anna Zhiganova and Elena Gritsenko

Chapter 13 
Virtual exchange to enhance English language teacher trainees’ professional development – insights from a Czech- Polish project
Blanka Babická, Barbara Loranc-Paszylk and Josef Nevaril

Conclusion

Index

This article investigates the three-way interface between foreign language anxiety (FLA), cognition and performance in Spanish L2 oral tasks, and examines qualitatively the construct of task anxiety (TA) in relation to its three interconnected facets: affective, cognitive and behavioral. 51 low-proficiency university learners of L2 Spanish performed two narrative tasks manipulated in their cognitive demands. Results revealed TA negatively affected certain functions of learners’ L2 cognition, especially at the attentional level and in word retrieval, highlighting the important role of L2 self-esteem in oral production tasks. This study advocates for a pedagogical approach that implements both curricular and individual aspects from a task-based language teaching perspective. It further emphasizes the importance of raising awareness of the interrelated emotional, cognitive and performance dimensions of the L2 learner, and how these may manifest in TA during oral task performance.

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Este artículo examina la interfaz entre la ansiedad en la lengua extranjera, la cognición y el desempeño en las tareas orales en español como L2, y examina de forma cualitativa el constructo de la ansiedad de tarea en relación con sus tres facetas interconectadas: la afectiva, la cognitiva y la conductual. 51 aprendices universitarios con un nivel inicial de competencia en español realizaron dos tareas narrativas orales manipuladas en sus demandas cognitivas. Los resultados del estudio indicaron que la ansiedad de tarea afectaba de forma negativa a varios procesos cognitivos del aprendiz, especialmente en el área de la atención y el acceso léxico, destacando el importante papel de la autoconfianza en las tareas de producción oral. Esta investigación propone un enfoque pedagógico que implemente tanto aspectos curriculares como aquellos ligados a factores individuales del aprendizaje, centrándose en comprender la interrelación entre las dimensiones afectivas, cognitivas y de desempeño de la tarea en el aprendiz de español.

This Element is a practical guide for language teachers intending to upgrade their online teaching. During the COVID-19 pandemic many teachers were forced to move their teaching online without proper preparation and support. This has led to frustration and stress, and sometimes decisions based not on sound pedagogy but on technological constraints, requirements and opportunities. To balance this negative experience, a research-based, pedagogy-focussed approach has been taken in this volume: step-by-step, teachers are shown how to make decisions about the choice and usage of online tools, how to adapt their pedagogy and teaching strategies to fit with online learning environments, and how to create a positive learning experience for their students. In six sections this Element takes teachers from epistemological considerations to learning theories, from teacher-centred to learner-centred online tuition, and from technological needs to pedagogic choice, ending with suggestions on how to future-proof language teaching.

Table of Contents

  1. Introduction
  2. Knowledge, Language and Learning
  3. Pedagogy, Fostering Online Language Learning
  4. Practicalities of Online Language Teaching
  5. Why Does It Work?
  6. Future-Proofing our Language Teaching
  • Glossary
  • Platforms, Apps, and Tools
  • References.

Parece evidente que, ante “el tsunami digital” que han vivido —y aún están viviendo— la enseñanza y el aprendizaje de lenguas, quienes actuamos en este sector de la educación (administraciones, centros, docentes, estudiantes, familias, editoriales, etc.) necesitamos abstraernos por un momento de esa vorágine para entender la amplitud de los cambios que se están produciendo, para evaluar su impacto y, sobre todo, para reflexionar sobre cómo deseamos que evolucione la enseñanza de las lenguas y el papel de la tecnología.
Y digo “deseamos” porque también parece evidente que esa gran ola digital ha cambiado nuestras prácticas de manera abrupta y que todos hemos respondido heroicamente adaptándonos a las nuevas circunstancias, pero quizás nos ha faltado tiempo para pensar si los modelos que se están imponiendo son los que queremos.
En este contexto, nuestras cinco editoriales, especializadas desde hace más de 30 años en la creación de materiales y en la formación de docentes de español, francés, alemán, italiano e inglés, se han propuesto participar en esa reflexión, tan necesaria, publicando la obra que tienes ante ti. En ella, conscientes de que no es fácil hablar de la digitalización de la enseñanza-aprendizaje sin recurrir a los lugares comunes, exponer obviedades o caer en lo anecdótico, hemos querido crear un espacio en el que se puedan oír las voces de seis expertos y expertas.
Así, hemos contado con la guía inestimable de Fernando Trujillo, quien, con rigor y generosidad, ha contribuido a la obra desde diferentes ángulos: ayudándonos a establecer sus objetivos y formato, sumergiéndose en la bibliografía de los otros cinco participantes, elaborando las entrevistas que se les realizaron, ejerciendo como coordinador del proyecto.
Nos gustaría destacar que estos seis especialistas provienen de sectores diversos de la educación en general y de la didáctica de las lenguas (extranjeras, segundas, maternas y de herencia) en particular. Gracias a su amplio bagaje como investigadores y formadores, aportan, en sus artículos y conversaciones, perspectivas diversas, complementarias y, sobre todo, necesarias.
La estructura de la obra intenta ser cauce de una voluntad de reflexión y diálogo. Tras la introducción de Fernando Trujillo se proponen cinco secciones con un carácter bipartito: en primer lugar, un artículo introductorio condensa la visión que cada especialista tiene de la enseñanza de lenguas mediada por la tecnología; después, una entrevista nos muestra sus perspectivas en mayor profundidad.

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Índice

Prólogo 4
Agustín Garmendia

Fernando Trujillo
Segundas lenguas y tecnología: claves para una nueva concepción de la enseñanza y el aprendizaje de lenguas 6

Daniel Cassany
Nuevos roles para enseñar y aprender en contextos cambiantes 14
Una conversación con Daniel Cassany 20

Christelle Combe
Alfabetización digital, géneros digitales y enseñanza a distancia 40
Una conversación con Christelle Combe 46

Anita Ferreira
La enseñanza del español como L2 y LE mediada por la tecnología 56
Una conversación con Anita Ferreira 64

Christian Ollivier
Tareas ancladas en la vida real, ciudadanía digital y autonomía 74
Una conversación con Christian Ollivier 80

Esperanza Román-Mendoza
Sí, la pedagogía digital crítica debe contribuir a la enseñanza de lenguas segundas y de herencia 92
Una conversación con Esperanza Román-Mendoza 99

Epílogo de Fernando Trujillo
El futuro de la enseñanza de segundas lenguas: retos tecnológicos entre la utopía y la distopía 112

Referencias bibliográficas de las autoras y autores 120

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the timed 2.5-minute oral task. Data took the form of transcribed planning discussions and transcribed task performances. All data were coded for idea units and sorted into categories of problem–solution discourse structure (situation, problem, response, evaluation). A qualitative comparison of L1 and L2 planners’ generation of idea units during planning, transfer and performance was conducted to supplement the quantitative analysis. Findings indicate the L1P condition has significant advantages over the L2P condition in terms of idea conceptualization, but this advantage had a limited impact on subsequent L2 task performance. Pedagogical implications are discussed in terms of possibilities for productively incorporating L1 planning during task implementation in foreign language contexts where learners share a common first language.

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

Yi Wang, Li Wei (2022)

Does the language we speak affect the way we think? This Element provides a synthesis of contemporary research on the interplay between language and cognition in speakers of two or more languages and examines variables deemed to impact bilingual acquisition and conceptualization of language-specific thinking patterns during L2 learning. An overview of different yet interrelated studies is offered across a variety of conceptual domains to illustrate different approaches and key variables. The comparison of monolingual and bilingual data demonstrates the highly integrative nature between L2 learning and the changing of one's entire cognitive outlook in L2 speakers. This Element makes relevant connections between language learning and bilingual cognition, aiming to shed new light on how learners acquire conceptual distinctions of the target language(s). It also raises theoretical and pedagogical issues that encourage teachers to reflect upon how to incorporate recent advances in language-and-cognition research with aspects of L2 teaching.

Este estudio exploratorio se centra en analizar las posibilidades de TikTok como herramienta de enseñanza y aprendizaje de LE/L2 en el contexto de un proyecto de telecolaboración entre estudiantes de español LE/L2 y profesores en formación de dos universidades en contextos geográficos distintos. El corpus está formado por cuarenta y dos tiktoks que se analizaron siguiendo cuatro criterios principales: la temática y contenido, la tipología, los componentes multimodales y otros recursos que intervienen su producción. Además, se analizaron las reflexiones de los participantes con el fin de averiguar sus percepciones en cuanto al uso de esta aplicación como espacio de enseñanza y aprendizaje de LE/L2. Los resultados del estudio constatan el potencial didáctico de esta aplicación tanto para los aprendientes de LE/L2 como para los docentes que quieran incluir un canal digital diverso de comunicación multimodal e incorporar nuevos espacios para crear y compartir material audiovisual.

VV. AA. (2022)

This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?

Contents
Contributors

Acknowledgments           

Editors' Note

Chapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field            

Part 1: Disrupting Teaching Stance and Practice in the Classroom         

Chapter 2. Hannah Baggett: What Tension?  Exploring a Pedagogy of Possibility in World Language Classrooms

Chapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural Citizenship

Chapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global Health

Chapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories

Chapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher's Story of Teaching Spanish through and beyond her Latina Identity

Part 2: Resisting and Reworking Traditional World Language Teacher Preparation

Chapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical Reflection

Chapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy

Chapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program

Chapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course

Index

This study investigated whether second language (L2) classroom instruction that incorporates a principled approach into the use of the first language (L1) by students and instructors has an effect on beginning learners’ development of L2 speaking and writing proficiency, compared to L2-only instruction, over the course of one semester. Participants were 54 students of Spanish enrolled in six sections of a university-level Elementary Spanish course. The six intact classes, exposed to the same task-based curriculum, were randomly assigned to two experimental groups (–L1 and +L1). For the –L1 group, instruction and interaction were conducted exclusively in the L2, whereas instruction and interaction in the +L1 group included specific uses of the L1. A pretest–posttest design was used to measure change in speaking and writing proficiency. Effects were assessed using the STAMP 4 test, a standardized measure of proficiency. Results indicated that courses under both conditions promoted improvements in speaking and writing. However, students in the +L1 condition improved significantly more than those in the control –L1 group, both in speaking and writing. This points to a potentially more important role for the L1 in the development of an L2. Pedagogical implications are discussed, and directions for further research are offered.

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