Agregador: The Language Gym
Nº de artículos: 32
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.
For the past decade or so, retrieval practice has enjoyed near-mythical status in education circles, often presented, somewhat uncriticallas y, a universal good: test more, retrieve more, and learning will automatically follow. And while the underlying principle is undoubtedly sound, recent... Leer más
Introduction Sentence builders—when used as carefully engineered, input-rich, reusable frames rather than mere substitution tables—offer a powerful convergence of cognitive and affective benefits; and, in my experience, when they are embedded within a coherent input→processing→production sequence... Leer más
Introduction If I had a pound for every time I’ve heard “you must stay in the target language 100% of the time”, I’d probably be writing this from a beach somewhere rather than my desk; and yet, in my experience, as appealing as such slogans may appear—succinct, emphatic, and seemingly grounded in... Leer más
Introduction Let me start with a slightly uncomfortable truth: in most classrooms, error is treated as something to minimise, avoid, or at best tolerate briefly before rushing to the “correct answer”. And yet, as I purport to show below, a growing body of research suggests something far more... Leer más
Introduction This guest post by Céline Courenq, Head of Languages at Patana International School in Bangkok, explores how one school moved away from “covering” content to achieving genuine sentence control through the Extensive Processing Instruction (EPI) framework. It is an essential read for any... Leer más
Introduction One of the most efficient ways to teach grammar explicitly, without overwhelming students with full paradigms or overloading working memory, is through a technique often referred in the literature as contrastive pairs. The technique is quite simple. First off, you present learners with... Leer más
Introduction I’ve lost count of how many times, over the years, I’ve seen colleagues — often intelligent, well-intentioned, committed teachers — get themselves tangled up in what is, in essence, one of the most persistent (and, if I’m honest, most sterile) debates in language education:... Leer más
Introduction For a long time now, and certainly across many of the classrooms I have visited in recent years teachers have been working hard to improve GCSE writing outcomes while quietly sensing that something was not quite lining up. Pupils write more, practise more, produce longer pieces, and... Leer más
1. Introduction After twenty-eight years in the classroom I feel reasonably confident saying that students are far more consistent in what they value in their language teachers than we, as a profession, often like to admit Perhaps because their priorities do not always sit comfortably alongside... Leer más
Every few months — sometimes more often than that — social media fills up with posts telling us that research proves a particular language-teaching method works best. You know the sort of thing. One week it is storytelling. The next week it is explicit grammar. The week after is EPI (Yes – guilty... Leer más