| 1 |
Adquisición de rasgos gramaticales del español por hablantes adultos de ruso: identificando las áreas de dificultad dentro de una instrucción gramatical explícita : = Acquisition of Spanish grammatical features by adult speakers of Russian: identifying areas of difficulty within an explicit grammatical instruction
|
|
|
|
In: Estudios de lingüística. - Alicante 32 (2018), 33-71
|
|
BLLDB
|
|
Show details
|
|
|
| 2 |
Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
|
|
|
|
In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
1997-2017: Twenty Years of Innovation and Research about Awakening to Languages - Evlang Heritage
|
|
|
|
In: ISSN: 2379-7363 ; International Journal of Bias, Identity and Diversities in Education ; https://hal.archives-ouvertes.fr/hal-02428000 ; International Journal of Bias, Identity and Diversities in Education, 2018, 3 (1), pp.10-21. ⟨10.4018/IJBIDE.2018010102⟩ (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
|
|
|
|
In: Australian Journal of Teacher Education (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
|
|
|
|
In: Author (2018)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
|
|
|
|
In: Education Sciences ; Volume 8 ; Issue 4 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
|
|
|
|
In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Language, culture and interculturality through narratives with learners of Spanish as a foreign language
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
|
|
Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Metaphorical competence in multilingual context of language acquisition and learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
|
|
|
|
Abstract:
The main goal of this article is to explore the attitudes (opinions, beliefs, etc.) regarding ‘language’ of university teachers engaged in bilingual education. The context for this research is an on-going teacher development programme at the School of Engineering (Escuela Superior de Ingeniería) at the University of Cadiz. At this stage in our research, we are looking at teacher attitudes to language from three perspectives: to better understand what they think about language in their ‘normal’ i.e. Spanish/monolingual teaching; how they conceive of language per se in learning and how they feel about bilingual classrooms. Prior to their involvement in bilingual education, these teachers were likely encouraged to think of themselves as specialists in Áreas No Lingüísticas, but it would appear that they are in the process of reconceptualising both the roles of language in learning and the contributions that teachers can make. In the bilingual classrooms, most of their students are locals with limited language skills and the teachers favour an approach geared to developing both content and languages (L1 and L2) concurrently and perceive of themselves as both models and facilitators in the process. We interpret this as a good example of Internationalization at Home (IaH). ; El objetivo principal de este artículo es esbozar las actitudes (opiniones, creencias, etc.) respecto a la lengua del profesorado universitario participante en planes de enseñanza bilingüe. El contexto de esta investigación es un programa de formación permanente de docentes en la Escuela Superior de Ingeniería de la Universidad de Cádiz. En esta etapa de nuestra investigación, hemos analizado las actitudes de los docentes hacia el lenguaje desde tres perspectivas diferentes. Por un lado, comprender mejor lo que piensan sobre la lengua en su enseñanza “normal”, es decir, español / monolingüe. Por otro lado, cómo conciben el papel de la lengua en sí en el proceso de aprendizaje. Por último, cuál es su opinión acerca de la enseñanza bilingüe. Antes de su participación en el programa de enseñanza bilingüe, estos docentes se consideraban a sí mismos especialistas en áreas no lingüísticas, pero tras un período extenso de formación, parecen inmersos en el proceso de re-conceptualización tanto del papel de la lengua en el aprendizaje como de las aportaciones que ellos mismos pueden hacer desde esta nueva perspectiva didáctica. En la clase bilingüe, la mayoría son estudiantes locales con capacidades lingüísticas limitadas, de ahí que la labor de los docentes se base en un enfoque orientado al desarrollo integrado de contenidos y lenguas (L1 y L2), y se perciban a sí mismos como modelos y facilitadores en el proceso de aprendizaje. Este es un buen ejemplo de internacionalización en casa.
|
|
Keyword:
Actitudes de los docentes; Clase monolingüe/ bilingüe; Conciencia lingüística; Internacionalización en casa; Internationalization at home; L1/L2; Language awareness; Monolingual/bilingual classrooms; Teacher attitudes
|
|
URL: http://hdl.handle.net/10481/54303
|
|
BASE
|
|
Hide details
|
|
|
| 14 |
Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
|
|
Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
|
|
|
|
In: Certificate of Advanced Studies (CAS) in Literacy (2018)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
|
|
|
|
In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children
|
|
|
|
In: Linguistics Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
|
|
|
|
In: Exceptionality Education International (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
