This presentation makes the case that film, and in particular clips cut from feature films, are an underutilized resource in the foreign language curriculum. In particular, he discusses the potential of film as a resource to develop students’ linguistic, communicative, cultural, semiotic and symbolic competencies, using examples from French, Russian, Japanese and Arabic films. The presentation also serves as an introduction to the BLC’s Library of Foreign Language Film Clips (LFLFC), a searchable, annotatable database of 14,500 film clips drawn from 415 films in 23 languages.
Good Driving Questions have to be both open-ended and provocative. The trouble in a novice language class, of course, is finding a topic that a novice can handle, a topic that can be broken down into a digestible selection of key words and simple expressions. But more than that, you have to have a question that connects with your audience.
The Development of the Grammatical System in Early Second Language Acquisition focuses on the acquisition process of early L2 learners. It is based on the following key hypothesis: the initial mental grammatical system of L2 learners is constrained semantically, syntactically and mnemonically. This hypothesis is formalised as the Multiple Constraints Hypothesis. The empirical test of the Multiple Constraints Hypothesis is based on a large database including cross-sectional and longitudinal data from square-one ESL beginners. The study demonstrates that the postulated constraints are relaxed successively as learning progresses. The book is intended for postgraduate students as well as SLA researchers.
Cases on Communication Technology for Second Language Acquisition and Cultural Learning provides educators with valuable insight into methods and opportunities for using technology to teach students learning a foreign language. Theoretical and pragmatic cases illustrate teaching strategies and methodologies, hardware and software development, administrative concerns, and cross-cultural considerations with respect to effective educational technologies. Educators and students, as well as administrators and developers, will use this book to improve the effectiveness of second language curricula across a variety of intercultural perspectives.
Well it took longer than expected and we are still waiting for the paid apps, BUT the 17 iPads are in my classroom and Srta L has hers to see how she gets on with a one iPad classroom. I'm going to aim for a quick blogpost each week on some of the stuff that has worked or not..
Cada vez utilizamos más las nuevas tecnologías para aprender idiomas. La red nos permite acercarnos a las noticias de la prensa escrita en otros idiomas, podemos escuchar radio en aplicaciones como TuneIn Radio e incluso acceder a la televisión.La variedad de herramientas posibilita riqueza de aprendizaje del idioma y de las formas de acceder a él, haciendo mucho más natural su aprendizaje descartando el descontextualizado "My tailor is rich".
FLTEACH listserv users have been sharing ideas for projects and activities in which students make use of the imperfect. Storybooks, presentations, retellings, photo essays, then and now displays, and even a Lady Gaga parody with Spanish endings are described in the FLTEACH archives.
This volume contributes to the research in two different research areas: lexical availability studies and vocabulary research in second or foreign languages. Lexical availability is defined as the words that immediately come to mind as a response to a stimulus provided by topics related to domains closely connected to daily life: for instance animals, food and drink, daily activities, politics, or poverty. Lexical availability is a dimension of learners’ receptive and productive lexical competence, and, consequently, an important variable of learners’ communicative competence. Written by leading researchers in Spanish and English applied linguistics, the studies presented in this volume offer the reader findings and insights from studies conducted in learners with different mother tongues, who learn English or Spanish as their second or third language.
Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies project will provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies.
This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.
Los Programas de Lengua Española y Literatura Española e Hispanoamericana para Estudiantes de High School en escuelas de calidad acreditada en España están orientados a la preparación del examen AP Spanish Language y AP Spanish Literature.