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Bibliografía - inglés

Heritage language learners’ written texts across pair types and interaction mode

Julio Torres (2023)

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social technologies in educational settings, a need exists to examine how interactions in digital platforms affect the production of written texts. To address these issues, 13 heritage-second language learner and 16 heritage–heritage learner pairs enrolled in advanced Spanish content courses completed two distinct versions of writing tasks. Participants were instructed that they were hired as business consultants for clothing and cellphone companies in Spain. While each participant wrote her or his own version, the pairs had to interact to compose formal business letters in Spanish to the CEO of each company justifying the hiring (Task A) or laying off (Task B) of employees. The main results first revealed that heritage–heritage pairs produced more syntactically complex business letters, as evidenced by a greater ratio of syntactic subordination along with a minor trend of greater morphosyntactic accuracy. Second, synchronous computer-mediated communication interactions led to a higher production of syntactic coordination, especially for the heritage-second language pairs. Findings are discussed in light of the interplay between learner factors and task environment.

How do our brains process speech?

Gareth Gaskell (2020)

En TED-Ed

The average 20-year-old knows between 27,000 and 52,000 different words. Spoken out loud, most of these words last less than a second. With every word, the brain has a quick decision to make: which of those thousands of options matches the signal? And about 98% of the time, the brain chooses the correct word. How is this possible? Gareth Gaskell digs into the complexities of speech comprehension.

How Does The Brain Develop Language?

Steven Pinker (2022)

En Qualia

Steven Pinker shares his expertise on how the brain develops language while shedding light on how children, in particular, acquire language at a young age.

How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation

Jean-Marc Dewaele, Kazuya Saito, Florentina Halimi (2022)

En Language Teaching Research

The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and for AM. We conclude that teacher behaviours affect both AM and FLE, and that frequency of joking actually shapes FLE over time.

How to Read Difficult Books

Daniel T. Willingham (2023)

En American Educator 47 - 2

Texto completo

Learning by reading is a substantial challenge, but with a few strategies under your belt, you can be much more successful in connecting the ideas as the author hoped you will.

How to Remember Anything Forever-ish

Nicky Case (2018)

Presentación interactiva sobre la repetición espaciada como método para memorizar. Se muestra su funcionamiento de una manera muy clara.

Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level

Esther Schat, Ewout van der Knaap, Rick de Graaff (2023)

En Language Teaching Research

Texto completo

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) who were learning Spanish as a foreign language using a switch replication design with two conditions. Three Spanish novels were read in both conditions in two consecutive school years. For the experimental condition, students performed dialogical tasks based on IILP pedagogical principles; for the control condition, the tasks consisted of comprehensive reading questions. Multilevel analysis of the data revealed that the students in the experimental condition significantly improved their intercultural competence when compared with the students in the control condition. For reading proficiency, main effects were found in both conditions. The results demonstrate that a CLIL approach adds considerably to intercultural development; a broad inclusion of literary texts in foreign language teaching environments is therefore recommended.

Improving linguistic and cultural competence in the health sector: a medical Spanish curriculum for resident physicians

Avik Chatterjee, Li Qin, María de la Paz García, Jaideep S. Talwalkar (2015)

En Journal of Spanish Language Teaching 2.1

Existing medical Spanish curricula have improved language skills, but are incompatible with resident-physician schedules, and do not always integrate cultural education. A 2009 survey at our institution revealed that residents saw Spanish-speaking patients regularly and wanted a medical Spanish curriculum designed for them. Our objective was to improve medical Spanish and cultural competency among resident physicians at our institution. Kramsch's (1998) principle of combining language and cultural instruction, Gardner's (1983) theory of multiple intelligences, and the American Council for the Teaching of Foreign Languages 5Cs provided a framework for the self-directed curriculum, which consisted of nine-month long modules with online and in-person grammar, vocabulary, listening comprehension and conversation practice. We conducted pre-intervention, midterm and final assessments of language and cultural competency. We found moderate correlations between the number of modules completed and self-reported fluency, understanding of health-related cultural beliefs, and change in receptive language. While revisions are necessary, we found a self-directed resident medical Spanish curriculum, combining language and cultural instruction, to be feasible.

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Los planes actuales de estudio de español para médicos que existen han contribuido a mejorar las habilidades lingüísticas del personal sanitario. Sin embargo, son en su mayor parte incompatibles con los horarios de los médicos residentes y frecuentemente no incluyen formación cultural. En 2009, una encuesta realizada en nuestra institución mostró que los médicos veían a pacientes hispanohablantes regularmente y deseaban un plan de estudio de español diseñado para ellos. Nuestro objetivo era mejorar el español médico y el entendimiento cultural de este grupo. El principio de Kramsch (1998) de combinar instrucción lingüística y formación cultural, la teoría de Gardner (1983) de las inteligencias múltiples, y las 5C del American Council for the Teaching of Foreign Languages nos guiaron para formar el plan de estudio, que consistía en nueve módulos de gramática, vocabulario y práctica de conversación en línea y en persona. Se llevaron a cabo evaluaciones de competencia lingüística y cultural preliminares, a mitad de programa y finales. Encontramos correlaciones moderadas entre el número de módulos completados y el nivel de fluidez reportado, la comprensión de las creencias culturales relacionadas con la salud, y la capacidad de entendimiento del lenguaje. Aunque el curso amerita revisiones, constatamos que el desarrollo de un currículum autogestionado de español para médicos residentes es factible.

Improving Spanish classroom assessment via logistic regression: lessons from the Rasch model

Glen H. Wallace (2020)

En Journal of Spanish Language Teaching 7.1

Each year in the United States, hundreds of thousands of undergraduate students enroll in introductory Spanish courses. For many students, passing these classes is a prerequisite for graduation. Consequently, it is imperative that the exams used in these courses are of the highest possible quality. For decades, the Rasch model (a special case of logistic regression) has been used to evaluate high-stakes language assessment, but has rarely been applied to exams used in classrooms. The current study employs the Rasch model to evaluate a midterm exam administered in the fourth week of an introductory Spanish class (n = 399 across 17 sections). This model identifies which questions best evaluate students at different proficiency levels and shows that the test reliably assigns scores near the pass-fail cutoff. The results of this study suggest that for this sample, items testing article-noun agreement were the most appropriate for the average student.

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Cada año en EE.UU. cientos de miles de estudiantes universitarios se matriculan en clases de español LE/L2 de nivel elemental. Para muchos estudiantes aprobar estas clases es un requisito para la graduación. Por lo tanto, resulta imprescindible que los exámenes sean de la mejor calidad posible. Durante décadas, se ha usado el modelo de Rasch para evaluar exámenes estandarizados. No obstante, dicho modelo apenas se ha empleado con exámenes de clase. Este estudio toma como base el modelo de Rasch para evaluar un examen de una clase de español elemental (n = 399 en 17 secciones). El modelo indica qué preguntas sirven para evaluar mejor a los estudiantes con diferentes niveles de competencia y demuestra que este tipo de examen puede identificar de manera fiable a los estudiantes con el riesgo de suspender. Los resultados del estudio sugieren que, a partir de la muestra analizada, las preguntas sobre la concordancia entre artículo y sustantivo son las más apropiadas para el estudiante medio.

Indigenous America in the Spanish Language Classroom

Anne Fountain (2023)

Although Indigenous peoples are active citizens of the Americas, many Spanish language teachers lack the knowledge and understanding of their history, culture, and languages that is needed to present the Spanish language in context. By presenting a more complete picture of the Spanish speaking world, Indigenous America in the Spanish Language Classroom invites teachers to adjust their curricula to create a more inclusive classroom.

Anne Fountain provides teachers with key historical and cultural information about Indigenous peoples throughout the Americas and explains how to incorporate relevant resources into their curricula using a social justice lens. This book begins with an overview of the Iberian impact on Indigenous Americans and connects it to language teaching, giving practical ideas that are tied to language learning standards. Each chapter finishes with a list for further reading, inviting teachers to dig deeper. The book ends with a set of ten conclusions and an extensive list of resources organized by topic to help teachers find accurate information about Indigenous America to enrich their teaching. Fountain includes illustrations that relate directly to teaching ideas.

Índice
Introduction

1. Conquests and the impact on indigenous languages and cultures

2. New perspectives: The Quincentennial and the 21st century

3. Ideas for Language Classes

4. Spanish American literature with indigenous perspectives

5. Ideas for Latin American Studies

6. Conclusions and resources

Glossary

Appendix A: Useful texts: Guaman Poma’s Chronicle and The Book of Chilam Balam of Chumayel

Appendix B: Designing online options

Instructed second language acquisition: A literature review

Rod Ellis (2005)

The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?

This is not an easy question to answer, both because there are many competing theories offering very different perspectives on how instruction can promote language learning and because the empirical research does not always afford clear cut findings. We will endeavour to reflect the different theoretical viewpoints and findings in the review. To do otherwise would be to misrepresent the current state of research in this field.

However, in order to avoid the pitfalls of complete relativity, we will attempt to identify a number of general principles, based on theory and research, which we believe can provide a guideline for designers of language curricula and for classroom teachers. In proposing these principles we do not wish to adopt a positivist stance. We do not believe that the research findings to date provide definitive specifications for language instruction. Rather we wish to suggest, in line with Stenhouse’s (1975) arguments, that the principles be viewed as ‘provisional specifications’ best operationalised and then tried out by teachers in their own teaching contexts.

The review begins with an examination of the learning theories that underlie three mainstream approaches to language teaching (Section A). From there, it moves on to consider empirical studies of classroom teaching and learning (Section B). Given the vast amount of research that has taken place over the last three decades, the research considered will necessarily be selective, focusing on key theoretical claims and seminal studies. These sections provide the basis for the identification of a set of general principles (Section C). The review concludes with a discussion of how the research can best be utilized by practitioners (Section D).

Inevitably in a review of this nature, readers will be confronted with a number of technical terms. In some cases, where they are of central importance these will be defined in the main text. However, in cases where they are less central, they are defined in the glossary. All terms in bold print can be found in the glossary.

Interaction, Language Use, and Second Language Teaching

Thorsten Huth (2022)

This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching. The volume advocates for researchers, practitioners, and administrators to rethink and reconceptualize an understanding of language beyond that of the written word to one encompassing social and interactional activity built on co-construction, collaboration, and negotiation. The book emphasizes the ways in which this view of language can shed light on the language learning process as one which draws on discrete linguistic units and constructions in conjunction with a range of temporal, sequential, and embodied resources across a variety of social contexts. In turn, these insights prompt further reflection and discussion on their implications for advancing second language teaching practice. This book will be key reading for scholars interested in second language teaching research, as well as active second language teachers and language program administrators.

Contenidos

Preface

Chapter 1: Introduction
1.1 Research on Language and Interaction Across Disciplines
1.2 Research on Interaction and Second Language Teaching
1.3 On Grammatical Sentences and their Limits
1.4 Action and Sequence: Composition, Position, and Context
1.5 Conclusion

Chapter 2: Understanding interaction
2.1 Basics: Action and Sequence
2.2 Larger Courses of Action
2.3 Why We Talk
2.4 Interaction, Language, and Culture
2.5 Conclusion

Chapter 3: Understanding language learning
3.1 On Learning vs. Teaching
3.2 Language Learning in Children
3.3 Second Language Learning
3.4 Situated Interaction as Driver and Object of Learning
3.5 Language Learning Revisited
3.6 Conclusion

Chapter 4: Understanding interaction in the classroom
4.1 Researching Classroom Interaction
4.2 Shaping Classroom Interaction for Maximizing Learning
4.3 Interaction as Teaching and Learning Target
4.4 Conclusion

Chapter 5: Interaction, language use, and second language teaching
5.1 Main Insights
5.2 Discussion

Intercultural and Transcultural Awareness in Language Teaching

Will Baker (2022)

The central aim of language teaching is typically to prepare learners to communicate through the language learnt. However, much current language teaching theory and practice is based on a simplistic view of communication that fails to match the multilingual and intercultural reality of the majority of second language (L2) use. This Element examines the relationship between language and culture through an L2 in intercultural and transcultural communication. It puts forward the argument that we need to go beyond communicative competence in language teaching and focus instead on intercultural and transcultural awareness. Implications for pedagogic practice are explored including intercultural and transcultural language education.

Table of Contents
1. Introduction – The Role of Intercultural and Transcultural Communication in Language Teaching
2. Culture and Language
3. Intercultural and Transcultural Communication
4. Intercultural and Transcultural Awareness
5. Intercultural and Transcultural Language Education
References.

Intercultural communicative competence and Spanish heritage language speakers: an overview from the U.S., Australia and Europe

Adriana Raquel Díaz, Laura Callahan (2020)

En Journal of Spanish Language Teaching 7.2

Research on ‘heritage/community language education’ (HCLE) has a relatively recent trajectory, but it has generated a large number of scholarly publications, particularly in relation to Spanish in the United States (U.S.) where the growth of Spanish heritage language learners (HLL) has been exponential. However, to date, limited research attention has been given to the intersection between heritage language learning and the development of intercultural communicative competence (ICC). This may be attributed to the assumption that, on a daily basis, such learners are required to move and effectively operate between languages and cultures and, therefore, already possess adequate levels of ICC. With the development of ICC, now considered an integral component in language education, the time appears ripe to examine its implications within HCLE. This paper articulates the key similarities and differences in the trajectories of ICC research in relation to university level heritage learners of Spanish in three distinct geographical contexts: Australia, Europe, and the United States.

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La investigación sobre el “español como lengua de herencia o lengua comunitaria” (ELHC) tiene una trayectoria relativamente reciente, pero ha generado ya múltiples publicaciones, particularmente en el contexto estadounidense, donde el número de estudiantes de español como lengua de herencia (ELH) ha crecido exponencialmente. Sin embargo, hasta la fecha, la investigación centrada en la intersección entre el aprendizaje del ELH y el desarrollo de la competencia comunicativa intercultural (CCI) es limitada. Esto puede atribuirse a la convicción de que estos estudiantes deben atravesar diariamente el umbral entre idiomas y culturas y que, por lo tanto, ya poseen niveles adecuados de CCI. Con el desarrollo de la CCI, considerada actualmente un componente integral en la instrucción de idiomas, es oportuno examinar sus implicaciones dentro del ELHC. En este artículo se desarrollan las diferencias y semejanzas clave en las trayectorias de investigación de la CCI en relación con los estudiantes de ELH de nivel universitario en tres contextos geográficos distintos: Australia, Europa y los Estados Unidos.

Intercultural communicative competence in L2 Spanish: guidelines for teacher training programmes

Amparo Lallana, Pilar Salamanca (2020)

En Journal of Spanish Language Teaching 7.2

The need for foreign language teachers to acquire Intercultural Communicative Competence (ICC) arises both from recent changes to their role and from the current context of increased globalisation and society’s enhanced awareness of interculturality. Faced with such transformations, foreign language classrooms require a specific and systematic integration of the intercultural dimension. However, teacher development programmes rarely include content related to the acquisition of ICC either by teachers or learners. This paper aims to fill that gap by offering guidelines for the development of training courses for L2 teachers of Spanish and contribute to enhance their professional profile. The proposal, which considers both teaching competences and generic professional skills, is designed to be applied to diverse target groups or contexts and in different formats. To illustrate our proposal, one of the recommended aspects has been selected and a practical task designed.

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La necesidad de la adquisición de la Competencia Comunicativa Intercultural (CCI) se deriva tanto de cambios en el papel del profesor como de la creciente globalización y conciencia intercultural en la sociedad. Ante estas transformaciones, el aula de lengua extranjera exige un tratamiento decidido y sistemático de la dimensión intercultural. Sin embargo, los programas de formación de profesores no suelen incluir contenidos relacionados con la adquisición de CCI por parte de aprendientes y enseñantes. Esta contribución se propone compensar este vacío ofreciendo pautas para el diseño de cursos de formación de profesores de ELE y de este modo ayudar a completar su perfil profesional. La propuesta presentada considera tanto las competencias docentes como las habilidades profesionales generales y está pensada para ser dirigida a distintos grupos meta y aplicada en diversos formatos y contextos. Para ilustrar esta propuesta se ha escogido uno de los aspectos recomendados y se ha diseñado una actividad práctica.