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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 21 – 40 of 53 21 Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity Thorne, Steven L. In: World Languages and Literatures Faculty Publications and Presentations (2013) BASE Show details 22 Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity Thorne, Steven L.; University of Groningen (The Netherlands). Department of Applied Linguistics. - 2013 Abstract: This article describes three pedagogical proposals oriented toward moving language learning to the center of higher education, and further, to emphasizing the importance of both continued first (L1) and additional/foreign (L2) language learning as central to academic and professional success. The first project, titled Language-Integrated Knowledge Education (or LIKE), aims at making explicit the linguistic resources necessary for full participation in written and spoken academic contexts, in both students' first as well as (potentially) multiple foreign languages. The second project describes the benefits and rationale for broadening the use of online intercultural exchange within foreign language education as well as the use of virtual intercultural dialogue in discipline specific (i.e., non-language focused) content courses. The third project, more briefly presented as a concept piece, explores the use of place-based learning through GPS-enabled mobile games in an effort to take language learning resources and activities out of the classroom and into the world. Each of the three proposals is simultaneously modest as well as ambitious. They are modest in that they build from and combine together elements of existing pedagogical approaches to language education, such as telecollaboration, Content and Language Integrated Instruction (CLIL), language focused portfolios, and utilization of mobile technologies to design place-based and augmented reality experiences that are developmentally useful for language learners. They are ambitious because each approach includes an explicit focus on L2 development within traditional language learning contexts (e.g., foreign, world, and modern language departments and courses), but also encourages the broad and systematic integration of language education with other realms of activity, including academic disciplines (the LIKE project), internationally distributed communities (virtual internationalization through online intercultural exchange), and environments/places outside of classrooms (GPS-enabled mobile games). ; Este artículo describe tres propuestas pedagógicas orientadas a promover el aprendizaje de lenguas en la educación superior. También pretende discutir la importancia del aprendizaje continua de la primera lengua (L1) y lenguas extranjeras y/o adicionales (L2) para el éxito académico y profesional. Primero se describe un proyecto titulado Language-Integrated Knowledge Education (LIKE), que tiene el objeto de explicitar los recursos lingüísticos necesarios para participar plenamente en contextos académicos, tanto de forma oral como escrita, en el L1 y otras lenguas de los estudiantes de educación superior. En el segundo proyecto se describe los beneficios y las razones para ampliar el uso de intercambio intercultural y virtual dentro del campo de la enseñanza de lenguas extranjeras, así como el uso del diálogo intercultural y virtual en clases de disciplinas específicas (es decir, con enfoque no lingüística). El tercer proyecto, presentado más brevemente como una pieza conceptual, explora el uso del aprendizaje basado en el uso de juegos móviles con GPS para poder llevar los recursos y las actividades de aprendizaje de lenguas fuera de las aulas. Cada una de las tres propuestas es a la vez modesta y ambiciosa. Son modestas en que combinan elementos de enfoques pedagógicos ya existentes en el campo de la enseñanza de lenguas, como son la telecolaboración, el aprendizaje integrado de contenido y lengua extrajera (AICLE), portfolios (carpetas) y la utilización de las tecnologías móviles y experiencias de realidad aumentada para aprender idiomas. Son ambiciosos, ya que cada uno parte desde contextos tradicionales de aprendizaje de lenguas (por ejemplo, los departamentos de lenguas modernas), a la vez que fomenta la amplia y sistemática integración de la enseñanza de idiomas con tipos de actividades no tradicionales, incluyendo otras disciplinas académicas (el proyecto LIKE), comunidades virtuales y entornos fuera de las aulas (juegos de móvil habilitado con GPS). ; Aquest article descriu tres propostes pedagògiques orientades a promoure l'aprenentatge de llengües en l'educació superior. També pretén discutir la importància de l'aprenentatge contínua de la primera llengua (L1) i llengües estrangeres i / o addicionals (L2) per a l'èxit acadèmic i professional. Primer es descriu un projecte titulat Language-Integrated Knowledge Education (LIKE), que té l'objecte de fer explícit els recursos lingüístics necessaris per participar plenament en contextos acadèmics, tant de forma oral com escrita, en el L1 i altres llengües dels estudiants d'educació superior. En el segon projecte es descriu els beneficis i les raons per ampliar l'ús d'intercanvi intercultural i virtual dins del camp de l'ensenyament de llengües estrangeres, així com l'ús del diàleg intercultural i virtual en classes de disciplines específiques (és a dir, amb enfocament no lingüística). El tercer projecte, presentat més breument com una peça conceptual, explora l'ús de l'aprenentatge basat en l'ús de jocs mòbils amb GPS per poder portar els recursos i les activitats d'aprenentatge de llengües fora de les aules. Cadascuna de les tres propostes és alhora modesta i ambiciosa. Són modestes en què combinen elements d'enfocaments pedagògics ja existents en el camp de l'ensenyament de llengües, com són la telecol·laboració, l'aprenentatge integrat de contingut i llengua estrangera (AICLE), portfolis (carpetes) i la utilització de les tecnologies mòbils i experiències de realitat augmentada per aprendre idiomes. Són ambiciosos, ja que cada un part des de contextos tradicionals d'aprenentatge de llengües (per exemple, els departaments de llengües modernes), alhora que fomenta l'àmplia i sistemàtica integració de l'ensenyament d'idiomes amb tipus d'activitats no tradicionals, incloent altres disciplines acadèmiques (el projecte LIKE), comunitats virtuals i entorns fora de les aules (jocs de mòbil habilitat amb GPS). Keyword: Aprendizaje de lenguas asistido por móvil; Aprenentatge de llengües assistit per mòbil; Augmented reality (AR); CMC; CMO; E-carpetas; E-carpetes; E-portfolio; MALL; Realidad Aumentada (RA); Realitat Augmentada (RA); Telecolaboración; Telecollaboration; Telecol·laboració URL: https://ddd.uab.cat/record/108849 https://doi.org/10.5565/rev/jtl3.526 BASE Hide details 23 Language at Play: Digital Games in Second and Foreign Language Teaching and Learning. Language Learning & Technology Thorne, Steven L.; Watters, Erin In: World Languages and Literatures Faculty Publications and Presentations (2013) BASE Show details 24 The semiotic ecology and linguistic complexity of an online game world Fischer, Ingrid; Lu, Xiaofei; Thorne, Steven L. In: Recall. - Cambridge [u.a.] : Cambridge Univ. Press 24 (2012) 3, 279-301 BLLDB OLC Linguistik Show details 25 ReCALL special issue: Digital games for language learning: challenges and opportunities Cornillie, Frederik; Thorne, Steven L.; Desmet, Piet In: Recall. - Cambridge [u.a.] : Cambridge Univ. Press 24 (2012) 3, 243-256 OLC Linguistik Show details 26 The Semiotic Ecology and Linguistic Complexity of an Online Game World Thorne, Steven L.; Fischer, Ingrid; Lu, Xiaofei In: World Languages and Literatures Faculty Publications and Presentations (2012) BASE Show details 27 Online Gaming as Sociable Media Thorne, Steven L. In: World Languages and Literatures Faculty Publications and Presentations (2012) BASE Show details 28 Digital Games for Language Learning: from Hype to Insight? Cornillie, Frederik; Thorne, Steven L.; Desmet, Piet In: World Languages and Literatures Faculty Publications and Presentations (2012) BASE Show details 29 Community Formation and the World as Its Own Model THORNE, STEVEN L. In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 95 (2011) 2, 304-307 OLC Linguistik Show details 30 Identity formation in globalizing contexts : language learning in the new millennium Thorne, Steven L.; Man, Evelyn Y. F.; Lin, Angel. - Berlin [u.a.] : De Gruyter Mouton, 2011 BLLDB UB Frankfurt Linguistik Show details 31 Second Language Development Theories and Technology-mediated Language Learning Thorne, Steven L.; Smith, Bryan In: World Languages and Literatures Faculty Publications and Presentations (2011) BASE Show details 32 New media, new communicative genres and inclusive technology-mediated L2 pedagogy: A conversation with Steve Thorne Antoniadou, Victoria; Thorne, Steven L. In: World Languages and Literatures Faculty Publications and Presentations (2011) BASE Show details 33 Second language use, socialization, and learning in internet interest communities and online gaming Thorne, Steven L.; Black, Rebecca W.; Sykes, Julie M. In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 93 (2009), 802-821 BLLDB OLC Linguistik Show details 34 Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming THORNE, STEVEN L.; BLACK, REBECCA W.; SYKES, JULIE M. In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 93 (2009) 1, 802-821 OLC Linguistik Show details 35 ‘Community’, Semiotic Flows, and Mediated Contribution to Activity Thorne, Steven L. In: World Languages and Literatures Faculty Publications and Presentations (2009) BASE Show details 36 10 Key Principles for Designing Video Games for Foreign Language Learning Purushotma, Ravi; Thorne, Steven L.; Wheatley, Julian In: World Languages and Literatures Faculty Publications and Presentations (2009) BASE Show details 37 EDUCATING FOR ADVANCED FOREIGN LANGUAGE CAPACITIES: CONSTRUCTS, CURRICULUM, INSTRUCTION, ASSESSMENT. Heidi Byrnes, Heather D. Weger-Guntharp, and Katherine Sprang (Eds.) Thorne, Steven L; Byrnes, H; Levelt, W J M... In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 30 (2008) 2, 263-264 OLC Linguistik Show details 38 Book Reviews Byrnes, Heidi; Lantolf, James P; Thorne, Steven L In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 30 (2008) 3, 394-395 OLC Linguistik Show details 39 Mediation as objectification in the development of professional academic discourse: a corpus-informed curricular innovation Thorne, Steven L.; Reinhardt, Jonathon; Golombek, Paula In: Sociocultural theory and the teaching of second languages. - London [u.a.] : Equinox (2008), 256-284 BLLDB Show details 40 “Bridging Activities,” New Media Literacies, and Advanced Foreign Language Proficiency Thorne, Steven L.; Reinhardt, Jonathon In: World Languages and Literatures Faculty Publications and Presentations (2008) BASE Show details Page: 1 2 3

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