Agregador: The Language Gym
Nº de artículos: 56
Blog en inglés de Gianfranco Conti, un experto en lingüística aplicada y adquisición de segundas lenguas, dirigido a profesores de lenguas. En él ofrece análisis y reflexiones basadas en la investigación sobre cómo se adquieren y enseñan los idiomas. Aborda metodologías, creencias docentes, evaluación y práctica en el aula, conectando teoría y experiencia para mejorar la enseñanza de lenguas.
Why checking grammatical understanding is not the same as assessing grammatical learning Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
Why checking grammatical understanding is not the same as assessing grammatical acquisition Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
Why checking grammatical understanding is not the same as assessing grammatical acquisition Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
Why checking grammatical understanding is not the same as assessing grammatical acquisition Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
Extensive Processing Instruction (EPI) is strongly aligned with Rosenshine’s Principles of Instruction, although EPI goes considerably further by providing a language-specific, psycholinguistically informed instructional sequence which operationalises many of those principles through the MARS EARS... Leer más
Engagement, attention, motivation and the challenges of teaching languages in the age of AI Introduction A few months ago, I delivered a keynote in Sydney entitled Language Teaching at a Crossroads: Engagement, Evidence, and the AI Disruption. In that talk, I explored some of the challenges... Leer más
Introduction From what I see daily on social media and read in the specialized literature, much has been said about how artificial intelligence can help teachers teach more efficiently and students learn more efficiently. Yet very little is being said about its potential negative effects on... Leer más
Why doing more GCSE listening papers isn’t necessarily going to make your students better listeners, and why understanding what goes wrong when they listen may be the key to improving their exam performance. 1. We keep testing listening. But are we actually teaching it? Picture this: it’s a Year 10... Leer más
Introduction What research tells us about developing accurate, fluent and independent readers. Reading aloud is a staple of the modern foreign languages classroom. Yet it is often poorly sequenced, insufficiently scaffolded and used without a clear understanding of the cognitive processes involved... Leer más
Introduction Dictation is one of the oldest activities in the language teacher’s repertoire. Yet, despite its apparent simplicity, it is also one of the most cognitively demanding things we can ask a beginner language learner to do. Consider what happens when we dictate even a relatively simple... Leer más