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ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION
La importancia de los estudios teóricos sobre adquisición de segundas lenguas para su aplicación en el aula
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Books and Articles by Stephen D Krashen about Language Acquisition

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▶ Aprendiendo lenguas conectados. Daniel Cassany - YouTube

Conferencia dictada en el Simposio Internacional Alfabetización, medios y TIC.

Via Ricardo Martín Ramirez 
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What’s the secret to learning a second language?

What’s the secret to learning a second language? | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Studies reveal it's more than just a matter of memory. A look at what the science of recall can teach us
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Neurociencia, web semántica & lenguaje : una investigación

Neurociencia, web semántica & lenguaje : una investigación | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
El investigador canadiense del Basque Center on Cognition, Brain and Language (BCBL) Blair Armstrong, ha propuesto una nueva aproximación para estudiar la relación entre el cerebro y el lenguaje qu...
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Cognición y Lenguaje

Capítulo 7 Cognición y Lenguaje.
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EduCAP-TIC » Introducción a la Pragmática

Panorama de la Pragmática lingüística. Un viejo trabajo de 1990: http://t.co/J3HDjaG4j6
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Bilingual children have better 'working memory' than monolingual children, study shows

Bilingual children have better 'working memory' than monolingual children, study shows | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
A study conducted at the University of Granada and the University of York in Toronto, Canada, has revealed that bilingual children develop a better working memory –which holds, processes and updates information over short periods of time– than monolingual children. The working memory plays a major ...
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Language learning: what motivates us?

Language learning: what motivates us? | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
What happens in the brain when we try to learn a language can tell us a lot about what drives us to learn it in the first place. Lauren Razavi unpacks the science

Via Csilla Jaray-Benn
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Csilla Jaray-Benn's curator insight, April 16, 9:18 AM
Csilla Jaray-Benn's insight:

Interactional instinct in first language acquisition and the impact of societal support in SLA. Article pointed out by Daniel Xerri.

http://scelt.wordpress.com/2013/05/16/daniel-xerri-poetry-makes-language-learning-engaging/

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Paradigma Plurilingüe: Lideratge escolar per a l'èxit educatiu

Presentació feta per Neus Lorenzo al Congrés internacional de Palma de mallorca, Abril 2014: El Paradigma Plurilingüe.

Via Carme Bové
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Cultures de recherche en linguistique appliquée : conférences en ligne

Cultures de recherche en linguistique appliquée : conférences en ligne | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

4 vidéos : 

Fernand Carton

Anne Condamines & Jean-Paul Narcy-Combes

Daniel Véronique

Bernd Rüschoff


Via Shona Whyte
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Shona Whyte's curator insight, April 4, 5:18 AM

Trois en français, last in English, on Learners as Authors : Digital tools, Language Learning and Intercultural Communicative Competence – current perspectives in language pedagogy (very interesting IMHO)

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Las ventajas del multilingüismo - El País.com (España)

Las ventajas del multilingüismo - El País.com (España) | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Las ventajas del multilingüismo El País.com (España) Además, nacemos con una amplia y universal capacidad para percibir y pronunciar muchos diferentes sonidos, pero la experiencia lingüística altera la percepción fonética y los sonidos que no se...
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Who Needs Applied Linguistics?


Via Shona Whyte
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Shona Whyte's curator insight, March 21, 5:18 AM

Some really thought-provoking discussion about practice vs theory in language teaching and research:

 

"The fact that human languages are so amorphous in their 'lebenswelt' is not readily appreciated by critics of applied linguistics.

Joining the public, they would prefer language teaching (along with languages) to be a compact activity which can be studied and comprehended as a componential system, resembling say, an exploded diagram from a car maintenance manual. Such notions represent more suspect notions about what language teaching should be (which ought to be dispelled in the first year of any course in TEFL or applied linguistics). Nevertheless, such critics would prefer to envisage languages and learners as essentially machine-like with vocabulary and grammar rules which govern their expressive acts. It takes a long time to convince them that human communication does not work that way. It takes even longer to convince them they should read extensively about how it might. Thus the thoughtful language teacher confronts popular conceptions which seek to oversimplify a complex task. This situation is neither appreciated nor imagined by the inhabitants of the ivory tower of applied linguistics."

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How Languages are Learned: Lightbown & Spada

Three 3-minute videos to promote the 4th edition of their classic teacher education volume.

 

1. How languages are learned

The authors were invited to prepare teacher education modules to give practising teachers in Quebec access to research applicable to their teacher in stand-alone form as opposed to as part of university training.  Classroom research involves a combination of research training and teacher preparation so work in this area naturally has practical implications.

 

2. How has their presentation of instructed SLA research changed?

More classroom research has meant a lot of updating, but perhaps more significantly, the authors have revisited the place of theory, moving it to later in the volume until readers have a better grounding in learner language and individual differences so that they can appreciate the need for and objectives of theories of second language acquisition.

 

3. Instructed second language acquisition

If we agree that instruction helps, SLA, what do teachers do? What do learners do? How can that be described systematically and how can this description be matched with effects on learning? Classroom practice has moved on from structural approaches, to more communicative approaches and then recognised a need for balance.  Research has continued to focus on this balance, particularly in the variety of communicative approaches with emphasis on meaning rather than form,  such as content-based (CLIL, immersion), task-based methodologies.


Via Shona Whyte
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Shona Whyte's curator insight, March 18, 3:54 AM

The new paperback is selling for 23 sterling, ebook at 17 or so.  This is one of a very short list of books I recommend to undergraduate, graduate students and practising teachers alike - very accessible yet solidly anchored in research with ideas for teaching and classroom research suitable for all levels and areas of focus.

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Learning a New Language at Any Age Helps the Brain

Learning a New Language at Any Age Helps the Brain | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Learning a second language -- whether during infancy, childhood or the teen years -- may improve a person's thinking skills, a new study suggests.

Via IdiomOfTheWeek, juandoming
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Nick Ellis y el binomio de Krashen | electrocutados

Nick Ellis y el binomio de Krashen | electrocutados | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Nick Ellis es un profesor de Psicología que ha investigado el comportamiento del cerebro en el aprendizaje de segundas lenguas, cuyos últimos trabajos se centran en la conexión entre el aprendizaje implícito y el explícito.
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ReCALL special issue on "Researching uses of corpora on language teaching and learning"

ReCALL special issue on "Researching uses of corpora on language teaching and learning" | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training.Typical subjects for submissions include theoretical debate on second language acquisition and development in technology-rich learning environments and their influence on design practical applications at developmental stage evaluative studies of the use of technology in the teaching and learning process assessment of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities exploitation of on-line information systems and discussions of policy and strategy at institutional and discipline levels. Survey papers are welcome provided that they are timely, up-to-date and well-structured.

Via Yuly Asencion
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TICs, lenguaje y educación

Cátedra Doctoral 2014.
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Lenguas para la cognición aprendizaje trabajo y convivencia a lo largo de la vida

Presentación en la LIV ASAMBLEA de AESECE, Barcelona 2014 para Centros educativos concertados.
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Language teaching 'archaic'

Language teaching 'archaic' | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

New Zealanders are dropping well below global levels of bilingualism, an academic warns.


Via KiwiBelma
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RUA: Revistas - ELUA - 2013, N. 27 revista de lingüística española y lingüística general

RUA: Revistas - ELUA - 2013, N. 27  revista de lingüística española y lingüística general | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
RT @bibliotecas_ic: Revista ELUA, revista de lingüística española y lingüística general de la @UA_Universidad http://t.co/lMqb4SlnV2
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▶ Keio Linguistic Colloquium SYNTAX SESSION Professor Noam Chomsky (MIT) - YouTube

Keio Linguistic Colloquium SYNTAX SESSION Professor Noam Chomsky (MIT) March 8, 2014 East Building Hall, Keio University
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Contributions and challenges for network models in cognitive neuroscience

Contributions and challenges for network models in cognitive neuroscience | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

The confluence of new approaches in recording patterns of brain connectivity and quantitative analytic tools from network science has opened new avenues toward understanding the organization and function of brain networks. Descriptive network models of brain structural and functional connectivity have made several important contributions; for example, in the mapping of putative network hubs and network communities. Building on the importance of anatomical and functional interactions, network models have provided insight into the basic structures and mechanisms that enable integrative neural processes. Network models have also been instrumental in understanding the role of structural brain networks in generating spatially and temporally organized brain activity. Despite these contributions, network models are subject to limitations in methodology and interpretation, and they face many challenges as brain connectivity data sets continue to increase in detail and complexity.

 

Contributions and challenges for network models in cognitive neuroscience
• Olaf Sporns
Nature Neuroscience (2014) http://dx.doi.org/10.1038/nn.3690


Via Complexity Digest
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Tendencias actuales de la investigación en ELE | marcoELE

Tendencias actuales de la investigación en ELE | marcoELE | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
RT @fylunav: Investigadores de #Filología publican un monográfico de enseñanza del español como lengua extranjera. http://t.co/PVke4IMeUs ……
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The FLTmag | A magazine on technology integration in the world language classroom

The FLTmag | A magazine on technology integration in the world language classroom | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

New issue: articles on tools, practice, programmes involving technology in second language teaching and learning.


Via Shona Whyte
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Webinar with Dr. John Norris « Language Acquisition Resource Center

Webinar with Dr. John Norris « Language Acquisition Resource Center | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.


Via Shona Whyte
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