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Nº de artículos: 467Publicado en The Language Gym el
Introduction When we created the Vocab Trainer we aimed to provide language teachers with a tool that would help students consolidate the target vocabulary in an engaging way whilst scaffolding retrieval gradually and inclusively, allowing the learners to revisit the target chunks of language in... Leer más
Publicado en The Language Gym el
One of the questions we don’t often ask ourselves as language teachers is what we actually mean by success. We spend considerable time discussing attainment, progress, examination performance, linguistic accuracy and fluency, yet we rarely devote enough attention in my experience to the possibility... Leer más
Publicado en The FLTMAG el
By Molly Yang, University of Michigan, Yue Yang, Peking University, and Wenying Zhou, Michigan State University DOI: https://www.doi.org/10.69732/DMYI3866 Introduction As language teachers, meeting the diverse needs of students can be overwhelming and time-consuming. We often have to create... Leer más
Publicado en Aprende español callejeando por Madrid el
Decir la palabra rimas, así, en plural, evoca algo en la memoria de muchísimos españoles. Casi todos, en el colegio, leímos el libro (o parte de él) Rimas y leyendas, del poeta romántico Gustavo Adolfo Bécquer (1836-1870). Esta obra tiene dos partes: las rimas son poemas (en aquella época toda la... Leer más
Publicado en The Language Gym el
After years of researching, writing about and teaching listening, here are ten principles which, in my view, should underpin effective listening instruction in the language classroom. 1. Teach listening, don’t just test it. Playing a recording, asking comprehension questions and checking answers... Leer más
Publicado en Investigación docente el
Cuando se habla de una profesora o un maestro, es bastante habitual que la conversación empiece por su carácter. Los alumnos cuentan si es simpático, si hace bromas, si se puede hablar con ella o si se enfada con facilidad. Las familias también nos fijamos en estas cosas, porque queremos que... Leer más
Publicado en The FLTMAG el
By Sonya Nankin, M.S., Spanish Teacher and Writer DOI: https://www.doi.org/10.69732/VDLS8975 Target Audience and Instructional Context This article is specifically pitched at 6th-12th grade language educators working with Novice to Intermediate second language learners. It is necessary to... Leer más
Publicado en The Language Gym el
Why checking grammatical understanding is not the same as assessing grammatical learning Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
Publicado en The Language Gym el
Why checking grammatical understanding is not the same as assessing grammatical acquisition Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
Publicado en The Language Gym el
Why checking grammatical understanding is not the same as assessing grammatical acquisition Introduction One of the most worrying trends in MFL education, in my view, is the growing tendency to confuse successful performance in classroom assessment tasks with evidence of language acquisition, as... Leer más
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