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Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? ; Content and language integrated learning: Which language? How is it integrated? What for?
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In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 219-242 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 219-242 ; 2386-7159 ; 0214-8188 (2020)
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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Early reading correlates in language impairment (Newbury et al., 2020)
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La formación de palabras en el aula : observar, pensar y reflexionar
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Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates
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Language Teaching Methodologies. Boosting Translator Training by Comparing Linguistic Aspects
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Berücksichtigung und Förderung von Mehrsprachigkeit im inklusiven Kontext - eine Interviewstudie mit Lehrkräften in Wiener Integrationsklassen
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Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners
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Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020
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La Llingua Asturiana y su inclusión dentro del Proyecto Lingüístico de Centro
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Abstract:
This work involves the creation of a Linguistics Centre Project theoretical model adapted to the characteristics of the Autonomous Community of the Principality of Asturias, where there is a traditional language which is non-official, but which is present in the curriculum of education centres. From an integrative perspective, joint treatment is carried out for the Spanish Language, the Foreign Language (English) and the Asturian Language within the same Linguistics Centre Project, fostering linguistic awareness from the first educational stages and normalisation and dignifying of all languages dealt with. The first part of the work presents the sociolinguistic and educational reality of the Principality of Asturias, covering all factors which must be taken into account for the correct focus of the Linguistics Centre Project dealing suitably with the possibilities of the Asturian Language. The second part drafts a model for execution of the Linguistics Centre Project, using the education model of the Principality of Asturias as a reference, combined with a hierarchical structure which guarantees the success of the Linguistics Centre Project. ; Este trabajo supone la creación de un modelo teórico de Proyecto Lingüístico de Centro ajustado a las características de la Comunidad Autónoma Principado de Asturias, donde existe una lengua tradicional de carácter no oficial, pero con presencia curricular en los centros educativos. Desde una perspectiva integradora, realiza un tratamiento conjunto para la Lengua Castellana, la Lengua Extranjera (Inglés) y la Llingua Asturiana dentro de un mismo PLC; fomentando la conciencia lingüística desde las primeras etapas educativas y una normalización y dignificación de todas las lenguas tratadas. La primera parte del trabajo expone la realidad sociolingüística y educativa del Principado de Asturias, haciendo un recorrido por todos aquellos factores que es necesario tener en cuenta para realizar un correcto enfoque el PLC que realice un tratamiento ajustado a las posibilidades de la Llingua Asturiana. En la segunda parte se redacta un modelo de ejecución de PLC que toma como referencia el modelo educativo del Principado de Asturias combinado con una estructura jerarquizada que garantice el éxito del PLC.
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Keyword:
asturian language; conciencia lingüística; educación; education; lengua minoritaria; linguistic awareness; linguistics centre project; llingua asturiana; Máster Universitario en Didáctica de la Lengua en Educación Infantil y Primaria; minority language; proyecto lingüístico de centro
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URL: https://reunir.unir.net/handle/123456789/12100
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The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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Focus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness
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Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol
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