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FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                  FACULTAD DE EDUCACIÓN
                                                  LICENCIATURA EN INGLÉS
                                                     Ficha de contenido




Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press.               Number
1991. 381 Pages                                                                                                       1/5
                                                                                                                     Kind
                                                                                                                     T-D
“When introducing a new material we often need also to give explicit descriptions or definitions of concepts   Key words
or processes, and whether we can or cannot explain success or failure of a lesson”.
A good teacher is how can explain wee to the students and allow them understand the instructions and           Explanation
Penny say that is necessary follow six steps for give an effective explanations:                               Information
-Prepare: organize clearly in your own mind what is the good explanation according to the student              Examples
necessities and which information you want give them. Make a reflection about the illustrations that you are   Repetition
going to give, the words that you are going to use, etc.                                                       Illustration
-Make sure you have the class’s full attention: If you are explaining an important thing, you must be sure     Brief
that they are going to pay attention, and you make that for example when you give the material to work         Feedback
before the explanation, or dividing in group the class before you are going to explain.
-Present the information more than once: is necessary use give the information several times, in different
ways and in the same way.
-Be brief: The teacher must reflect about the students’ time of attention, but is important be careful with
what information you are going to omit for to be brief.
-Illustrate with examples: Is important contextualized the words, and the information that you as a teacher
give to the students, in various kinds, relating with real situations and with their own experiences
-Get a feedback: ask the students something that allow sees if they understood the information, but it must
be a question that achieve show their new knowledge, don’t ask Do you understand?
 Page: 16-17
Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                             FACULTAD DE EDUCACIÓN
                                             LICENCIATURA EN INGLÉS
                                                Ficha de contenido



Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press.        Number
1991. 381 Pages                                                                                                2/5
                                                                                                              Kind
                                                                                                              T-D

“Learning a skill                                                                                       Key words
The process of learning a skill by means of a course of instruction has been defined as a three-stage
process: verbalization, automatization and autonomy”.                                                   Skills
 Verbalized: When the teacher used a word in context and explained the grammatical rules at the same    Verbalization
time. It corresponds to presentation or explanation of the information.                                 Automatized
Automatized: when the student can make the exercises suggested by the teacher in a right way, without   Autonomous
thinking. They achieved it through the demonstration of the teacher.
Autonomous: this stage is named too production, in here the student can create a new combinations;
start to speed up performance with their own thought.

Page 19-20
Made By: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                   Ficha de contenido




Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press.               Number
1991. 381 Pages                                                                                                       3/5
                                                                                                                    Kind: T
“Teachers assistance
The main function of the teacher, having proposed the activity and given clear instructions, is to help the     Key words
learners do it successfully. If you give an activity, and then sit back while the learners ‘flounder’- make a
random uninformed guesses or are uncomfortably hesitant – you are not helping; even assessments and             Increase
corrections made later, which give useful feedback to learners on their mistakes, do not in themselves          Encourage
give practice, in the sense of contributing to automatization. If, however, you assist them, you thereby        Attitude of   the
increase their chances of success and the effectiveness of the practice activity as a whole. Such assistance    teacher
may take the form of allowing plenty of time to think, of making the answer easier through giving hints
and guiding questions, of confirming beginnings of responses in order to encourage continuations, or, in
group work, of moving around the classroom making yourself available to answer questions. Through
such activity you also, incidentally, convey a clear message about the function and attitude of the teacher:
I want you to succeed in learning and am doing my best to see you do so.”
Page 23
Made By: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                               FACULTAD DE EDUCACIÓN
                                               LICENCIATURA EN INGLÉS
                                                  Ficha de contenido




Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press.             Number
1991. 381 Pages                                                                                                     4/5
                                                                                                                 Kind: T-D
“A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the   Key words
testee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning.
Learning may, of course, result from a test, just as feedback on knowledge may be one of the spin-offs of    Test
a practice activity: the distinction in in the main goal.”                                                   Practice
Page 33                                                                                                      Result
                                                                                                             Learning


Made By: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                              FACULTAD DE EDUCACIÓN
                                              LICENCIATURA EN INGLÉS
                                                 Ficha de contenido




Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press.          Number
1991. 381 Pages                                                                                                  5/5
                                                                                                               Kind: T
“ Translation
A technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion      Key words
undeservedly so. In monolingual class whose teacher also speaks the learners’ mother tongue, the
translation of a ‘bit’ of language to or from the target language can give very quick and reliable         Mother tongue
information on what the testee does or does not know, particularly when it involves entire units of        Reliable
meaning (phrases, sentences) within a known context. Translation items are also relatively easy to         information
compose – even improvise, in an informal test – and administer, in either speech or writing. Marking may   Meaning
sometimes be more difficult, but not prohibitively so”.
Page 40
Made By: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                   FACULTAD DE EDUCACIÓN
                                                   LICENCIATURA EN INGLÉS
                                                      Ficha de contenido




ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag.                              Number
                                                                                                                         1/4
                                                                                                                        Kind
                                                                                                                          D
SLA has focused on describing the L2 acquisition, to explain and identify the external and internal factors       Key words
that influence the learners to acquire an L2. External factors might be the social milieu of the learner, their
social condition, or their opportunities for practice hear or speak the language. And the internal factors        External factors
might be their interest for learn the language, their cognitive mechanism which enable them to extract            Internal factors
information for acquiring the L2, or for example they must have already learned their mother tongue. Page         Mother tongue
5
Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                  FACULTAD DE EDUCACIÓN
                                                  LICENCIATURA EN INGLÉS
                                                     Ficha de contenido




ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag.                          Number
                                                                                                                     2/4
                                                                                                                    Kind
                                                                                                                      T
"Second Language Acquisition (SLA) is the systematic study of how people acquire a second language             Key words
(often referred to as an L2) is a fairly recent phenomenon, belonging to the second half of the twentieth
century. Its emergence at this time is perhaps no accident; this has been a time of the 'global village' and   Communication
the 'World Wide Web', when communication between people has expanded way beyond their local speech             Second language
communities." Page 3                                                                                           Acquire

Made by: Jesica Ortiz Cárdenas
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                                                 FACULTAD DE EDUCACIÓN
                                                 LICENCIATURA EN INGLÉS
                                                    Ficha de contenido




ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag.                         Number
                                                                                                                    3/4
                                                                                                                   Kind
                                                                                                                     T
"Three rather different approaches to incorporating a social angle on the study of L2 acquisition can be Key words
identified. The first views interlanguage as consisting of different 'styles' which learners call upon under Input
different conditions of language use. The second concerns how social factors determine the input that Interlanguage
learners use to construct their interlanguage. The third considers how the social identities that learners Social identities
negotiate in their interactions with native speakers shape their opportunities to speak and, thereby, to learn
an L2." Page 37
Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                   Ficha de contenido




ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag.                        Number
                                                                                                                   4/4
                                                                                                                  Kind
                                                                                                                    D
Interlanguage: Is the systematic development of learner language reflects a mental system of L2 Key words
Knowledge. It involves: that the learners construct a system of abstract linguistics rules which underlies
comprehension and production of the L2, that the learner grammar is open to influence from outside, that Comprehesion
they change their grammar from one time to another by adding rules, deleting other rules, and Retructuring
restructuring the whole system, they can use various learning strategies for develop the interlanguage.    Learning
Page 33-34                                                                                                 strategies
Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                 FACULTAD DE EDUCACIÓN
                                                 LICENCIATURA EN INGLÉS
                                                    Ficha de contenido




Reyes, Karla. Virtual Classroom based on constructivism theory used as a support for the education of the          Number
operating systems at university level. Mursia: Universidad de Mursia. 2008. 15 Pages                                 1/2
                                                                                                                    Kind
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=54702106                                               D
The present research proposes the design and implementation of a virtual classroom based on the               Key words
constructivism theory, employed as a tool for the teaching of the operating systems course during the cycle
2006-1 at Universidad Católica Santo Toribio de Mogrovejo. This research also pushed us to know the           Practices
characteristics that display the platforms of learning management, specially those used on this research      Moodle
(Moodle) and to take into value the performance of the virtual classroom on the visual, navigability,         Virtual    learning
contents and instructional design aspects. The methodology used on this research was of descriptive type      environments
and it was used the systemic thinking technique for the organization of tasks. Finally, the performance of    Aplication     and
the virtual classroom was graded as very good concerning visual, navigability, contents and instructional     integration on e-
design aspects. It was recommended the use of virtual classrooms as a support in university and               education
continuous formation courses.                                                                                 Blended Learning
Made by: Juliana Bustamante Areiza
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                   Ficha de contenido




Duarte,Marleny. Impacto de las metodologías de enseñanza utilizadas por el docente sobre la efectividad             Number
del aprendizaje del idioma inglés. Maracaibo: Universidad Rafael Belloso Chacín. 2007. Pages                          2/2
                                                                                                                     Kind
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=99318750008                                             D

Este trabajo expone una experiencia de didáctica universitaria en la Universidad de Los Andes Táchira -        Key words
Venezuela, efectuada desde la cátedra Práctica Profesional del 5to año de la carrera de Educación,
mención Inglés con la colaboración de 15 docentes asesores que trabajan en cinco instituciones de              Formación      del
educación básica en la tercera etapa y media diversificada. En esta institución, los estudiantes, futuros      docente
docentes de inglés, realizan su pasantía. Los resultados demuestran algunos comportamientos de los             Investigación-
profesores en el salón durante sus clases de inglés. Los mismos revelan situaciones problemáticas a ser        Acción
reflexionadas sobre las metodologías utilizadas por el docente de la especialidad de inglés, en las aulas de   Reflexión
clase objeto de la investigación                                                                               Innovación
Made By: Juliana Bustamante Areiza
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                  FACULTAD DE EDUCACIÓN
                                                  LICENCIATURA EN INGLÉS
                                                      Ficha bibliográfica



 Biblioteca o Centro de documentación
 Página web Serialssolutions
 Área temática
 Número de ficha

 Tipo de unidad documental: Artículo Científico

 1



Título: Blending physical and virtual manipulatives: An effort to improve students' conceptual
understanding through science laboratory experimentation
Investigador (es) principal (es) o autor: Georgios Olympiou, Zacharias
Ciudad de publicación: Nicosia, Cyprus
Editorial: University of Cyprus
Fecha: Diciembre 2011

Resumen: This study aimed to investigate the effect of experimenting with physical
manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on
undergraduate students' understanding of concepts in the domain of Light and Color. A pre–
post comparison study design was used for the purposes of this study that involved 70
participants assigned to three conditions. The first condition consisted of 23 students that
used PM, the second condition consisted of 23 students that used VM, and the third
condition consisted of 24 students that used the blended combination of PM and VM. In the
case of the blended combination, the use of VM or PM was selected based on whether it
provides an affordance that the other medium of experimentation (PM or VM) cannot
provide. All conditions used the same inquiry-oriented curriculum materials and procedures.
Conceptual tests were administered to assess students' understanding before, during, and
after teaching. Results revealed that the use of a blended combination of PM and VM
enhanced students' conceptual understanding in the domain of Light and Colormore than the
use of PM or VM alone. © 2011 Wiley Periodicals, Inc. Sci Ed96:21–47, 2012
Enfoque disciplinar: Educación
Palabras clave: Investigation, experimenting, blended.
Signatura                                                                  topográfica:
http://va3wn8qp2m.search.serialssolutions.com.weblib.lib.umt.edu:8080/?
rft.au=Georgios+Olympiou&url_ctx_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx
%3Actx&rft.jtitle=Science+Education&rft.aulast=Olympiou&url_ver=Z39.88-2004&rft.date=2
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                    Ficha bibliográfica



012-01-01&rft.genre=article&rft.__char_set=utf8&rft.issue=1&rft.atitle=Blending+physical+
and+virtual+manipulatives%3A+an+effort+to+impove+students
%27+conceptual+understanding+through+science+laboratory+experimentation&ctx_enc=i
nfo%3Aofi%2Fenc%3AUTF-8&rft.spage=21&rft.volume=96&req_dat=info%3Asid%2Fgale
%3Augnid%3Amtlib_1_1195&rfr_id=info%3Asid%2Fgale
%3AAONE&ctx_tim=2012-03-13T19%3A59%3A28Z&svc_val_fmt=info%3Aofi%2Ffmt
%3Amtx%3Asch_svc&rft.issn=00368326&rft.aufirst=Georgios




Elaborado por: Juliana Bustamante Areiza
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                  FACULTAD DE EDUCACIÓN
                                                  LICENCIATURA EN INGLÉS
                                                      Ficha bibliográfica



 Biblioteca o Centro de documentación
 Página web Springerlink
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 Tipo de unidad documental: Artículo Científico

 2



Título: Augmented Reality in Education and Training
Investigador (es) principal (es) o autor: Kangdon Lee
Ciudad de publicación: Greely, CO, USA
Editorial University of Northern Colorado, Greely, CO, USA
Fecha: Enero 2012
Resumen: There are many different ways for people to be educated and trained with regard
to specific information and skills they need. These methods include classroom lectures with
textbooks, computers, handheld devices, and other electronic appliances. The choice of
learning innovation is dependent on an individual’s access to various technologies and the
infrastructure environment of a person’s surrounding. In a rapidly changing society where
there is a great deal of available information and knowledge, adopting and applying
information at the right time and right place is needed to main efficiency in both school and
business settings. Augmented Reality (AR) is one technology that dramatically shifts the
location and timing of education and training. This literature review research describes
Augmented Reality (AR), how it applies to education and training, and the potential impact
on the future of education.
Enfoque disciplinar: Educación
Palabras clave: Educated, Adopting, Applying
Signatura                                                                  topográfica:
http://www.springerlink.com.weblib.lib.umt.edu:8080/content/h751n484250k3834/
Elaborado por: Juliana Bustamante Areiza
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                   FACULTAD DE EDUCACIÓN
                                                   LICENCIATURA EN INGLÉS
                                                       Ficha bibliográfica




 Biblioteca o Centro de documentación
 Página web Sciencedirect
 Área temática
 Número de ficha

 Tipo de unidad documental: Artículo Científico

 3



Título: Design characteristics of virtual learning environments: state of research
Investigador (es) principal (es) o autor: Daniel Mueller - Stefan Strohmeier
Ciudad de publicación: Saarbruecken, Germany
Editorial: Chair of Management Information Systems, Saarland University, Campus C3.1,
66123 Saarbruecken, Germany
Fecha: Julio 2011
Resumen: Virtual learning environments constitute current information systems’ category for
electronically supported training and development in (higher) education(al) and vocational
training settings. Frequently expected advantages of using virtual learning environments
refer, for instance, to the efficiency, individuality, ubiquity, timeliness and learning task
orientation. However, a crucial precondition of realizing such advantages is an appropriate
system design. Hence, the question “Which specific design characteristics actually
characterize successful virtual learning environments?” is of specific interest for training and
development practice. This paper therefore discusses virtual learning environments’ design
characteristics by conducting an in-depth literature review. Based on this, a comprehensive
set of diverse design characteristics of virtual learning environments as well as particular
information associated with them are elicited, presented and discussed. Beyond this,
particular implications for research and practice are derived. This may contribute to a
successful development, implementation and (continuous) improvement/evaluation of virtual
learning environments.
Enfoque disciplinar: Educación
Palabras clave: Virtual learning enviroments, development practice.
Signatura                                                                            topográfica:
http://www.sciencedirect.com.weblib.lib.umt.edu:8080/science/article/pii/S03601315110014
1
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                    Ficha bibliográfica



Elaborado por: Juliana Bustamante Areiza
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                   Ficha de contenido



Mei Lin Ho, Caroline, Anne Rappa, Natasha and Yam San Chee. Designing and implementing virtual                      Numero
enactive role-play and structured argumentation: promises and pitfalls.                                               1/5
                                                                                                                     Tipo
http://www.tandfonline.com/doi/abs/10.1080/09588220903184732                                                           D

Este escrito se enfoca en la implementación y el diseño de una intervención mediada por la tecnología        PALABRAS CLAVE:
en 2 clases de estudiantes de 17 a18 años en Singapur con una pedagogía argumentativa. El diseño             -Immersive       Virtual
investigativo incluye la integración de la inmersión virtual y basada en la web al medio ambiente a través   Environments.
de una estructurada argumentación personalizada enfatizando la argumentación y el pensamiento                -Research Design and
crítico.                                                                                                     Methodology
                                                                                                             -Conceptualization,
                                                                                                             Orientation,
                                                                                                             Implementation
OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores.)
En este escrito, se citan algunas características que estudiantes mostraron al vivir un tipo de integración Hecha por: Tito Daniel
virtual en torno al ambiente pedagógico, lo cual puede llevar a encontrar que facilidades para aprender Bedoya
vivieron ellos, y que obstáculos pudieron observar al momento de trabajar con un modelo virtual que
promovía la interacción virtual en el aula de clase.
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                                               FACULTAD DE EDUCACIÓN
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                                                  Ficha de contenido




Howe, Mary E., Thames, Dana G., Kazelkis, Richard. The relationship between third grade students’               Numero
definitions of reading, self-perceptions as readers, and their reading performance.                               2/5
                                                                                                                 Tipo
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415485                                          D

Este Estudio, se realizó con el propósito de determinar si la definición de estudiantes sobre lectura y su   PALABRAS CLAVE:
auto-imagen y actitudes como lectores están relacionadas a su desarrollo de comprensión y                    -Analytical
reconocimiento de palabras. El estudio también examinó si la definición de los estudiantes sobre la          Reading
lectura, estaba relacionada con alguna tendencia a mostrar dificultades de aprendizaje. Como resultado       Inventory. (ARI)
se obtuvo diferencias significativas entre la definición de los estudiantes sobre la lectura y sus           -Word Recognition
rendimientos al hacer comprensión al ser evaluados de manera informal, sin embargo, no fueron halladas       Comprehension
diferencias significativas al ser evaluados de manera formal.                                                -Self-Perceptions
                                                                                                             as Readers.
OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores)                                     Hecha por: Tito
A los estudiantes, ya sea que estudien en modalidad presencial o virtual, se les hace énfasis en la Daniel Bedoya
importancia de saber hacer una buena lectura, de ser capaces de analizar y comprender lo que se lee, ya
sea al momento de una evaluación o de una simple actividad. Por eso más aún, si hablamos de Factores
Facilitadores y Obstaculizadores en modalidad virtual, es importante entrar a indagar que tan accesible es
para los estudiantes lo que leen y encuentran en sus trabajos virtuales, si es de fácil comprensión o si por
otro lado presenta un obstáculo para ellos.
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                                               FACULTAD DE EDUCACIÓN
                                               LICENCIATURA EN INGLÉS
                                                  Ficha de contenido




Yi, Jyi-yeon. Defining Writing Ability for Classroom Writing Assessment in High Schools                          Numero
                                                                                                                   3/5
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ921024                                         Tipo
                                                                                                                    D

Este artículo, basado en un estudio, toma en cuenta la importancia que hoy en día se le da a la escritura   PALABRAS CLAVE:
la cual es incluida en tests estandarizados alrededor del mundo, partiendo de allí, propone como los        -Writing
docentes de inglés son los primeros de los que se espera establecer un constructo de capacidades de         Assessment
escritura explicitas, antes que crear otros tests relacionados a contenidos, especificaciones, tareas,      -Writing Ability
calificaciones y esquemas con el fin de la validez de la evaluación.                                        -Construct Validity
OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores)                                    Hecho por: Tito
                                                                                                            Daniel Bedoya
Si bien hemos hablado sobre la importancia de la lectura en un modelo pedagógico virtual, es de esperar
que el ámbito de lo escrito no sea olvidado, en un curso virtual es de gran importancia aprender a
escribir y comprender lo que los otros escriben, tanto estudiantes como docentes, ya que un docente se
encarga de la evaluación de aquellos trabajos que sus estudiantes le envían, debe saber como evaluarlos
y conocer las habilidades de escritura de sus estudiantes, y los estudiantes al mismo tiempo deben
aprender a redactar y a analizar lo que se redacta, que tenga coherencia y cohesión deacuerdo a la tarea
que le sea requerida. Por tal motivo el ámbito de la escritura en un entorno virtual, puede presentar
muchas facilidades o de otro modo muchas dificultades.
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                               FACULTAD DE EDUCACIÓN
                                               LICENCIATURA EN INGLÉS
                                                  Ficha de contenido




Bond, Karen. Teaching English Online                                                                            Numero
http://www3.telus.net/linguisticsissues/teachingenglishonline                                                     4/5
                                                                                                                  Tipo
                                                                                                                   D
Este texto, presenta en cierto modo las experiencias de una docente de un curso virtual, comparte en PALABRAS CLAVE:
cierto modo sus experiencias, la metodología que utiliza, el diseño de material, el cual no solo es realizado
por el docente, sino que cuenta con gran ayuda de los estudiantes. Además comparte también -Authentic setting
dificultades que haya tenido en su curso, aparte de como distribuye su tiempo entre su vida cotidiana y su -Course Material
trabajo con los estudiantes en el curso virtual, el cual en cierto modo le toma la mayor parte del tiempo
cada día.


El texto propone muchos aspectos que se pueden analizar como factores facilitadores y obstaculizadores, Hecha por:
ya sea la integración de los estudiantes de diversos países, el dominio de la tecnología que tengan tanto Tito Daniel Bedoya
los estudiantes como los docentes, el manejo del tiempo, que en un curso virtual seria vital, saber cómo
llevar un cronograma de todo lo relacionado al curso, el entender que temáticas podrían ser atractivas
para los estudiantes y cuáles no, entre otros aspectos que cualquier docente de un curso de inglés virtual
debería entrar a analizar.
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                FACULTAD DE EDUCACIÓN
                                                LICENCIATURA EN INGLÉS
                                                   Ficha de contenido




Liddicoat, Anthony J. and Crozet, Chantal. Teaching Language, Teaching culture.                                    Numero
Australian Review of Applied Linguistics                                                                             5/5
                                                                                                                    Tipo
                                                                                                                      D
http://eric.ed.gov/PDFS/ED421881.pdf
En ensayos y reportes de investigación sobre la relación entre la enseñanza de una segunda lengua y la PALABRAS CLAVE:
enseñanza de la cultura, se incluye la enseñanza de la cultura como una parte integrada a la enseñanza
de un idioma. Este libro lo que hace es una recopilación de dichos ensayos e investigaciones que -Everyday speech
postulan que al enseñar una lengua ya sea nativa o extranjera, también se enseña su cultura.           as culture

                                                                                                              -sociocultural
                                                                                                              implications

                                                                                                              -research agenda
(Relación con factores Facilitadores y/o Obstaculizadores)
La enseñanza de una segunda lengua en un campo virtual involucra muchos aspectos culturales tanto de
los estudiantes como de los docentes, que de alguna manera pueden estar plasmados en el desarrollo de
actividades en el curso virtual, un curso virtual abre las puertas a tener personas no solamente de una
región específica, sino al contrario, de muchos lugares a la vez, lo cual sería muy probable traiga consigo
beneficios o posibles obstáculos para el desarrollo del curso.
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                             FACULTAD DE EDUCACIÓN
                                             LICENCIATURA EN INGLÉS
                                                Ficha de contenido




FREEMAN, David. Between worlds, Access to second language acquisition. United States of America:              Number
Heinemann. 2001. 310 pages.                                                                                     1/4
                                                                                                               Kind
                                                                                                                 T
“Communicative competence                                                                                Key Words
A second kind of competence that language learners need to function in a new language and culture is -Function
communicative competence. As Hymes explains, “The ability to speak competently not only involves -Social groups
knowing the grammar of a language, but also knowing what to say to whom, when, and in what -Circumstances
circumstances” (quoted in Scaring and Oxford 1992, 68). Learning a language, then, involves more than
developing grammatical competence. Learners must also develop the knowledge of how to use the
language appropriately in different social situations. Hymes puts it very well when he says that we need
to know what to say to whom, when and in what circumstances. The norms for communicative
competence vary from one linguistic and social group to another, and part of what we acquire when we
acquire a language is the ability to function effectively in different social groups”.
Page: 61
Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                               FACULTAD DE EDUCACIÓN
                                               LICENCIATURA EN INGLÉS
                                                  Ficha de contenido




FREEMAN, David. Between worlds, Access to second language acquisition. United States of America:              Numbre
Heinemann. 2001. 310 pages.                                                                                     2/4

                                                                                                                  Kind
                                                                                                                   T
“Psycholinguistic look for insights into SLA form both linguistic and psychology. They examine the system Key Words
of language the learner id developing. This system is referred to as the learner’s interlanguage. An -Linguistic
interlanguage is the version of English and English language learner speaks. It is different from the -Psychology
English of a native speaker, and yet it is a regular language with rules logic of it owns”. Page:71       -Interlanguage




Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                               FACULTAD DE EDUCACIÓN
                                               LICENCIATURA EN INGLÉS
                                                  Ficha de contenido




FREEMAN, David. Between worlds, Access to second language acquisition. United States of America:               Number
Heinemann. 2001. 310 pages.                                                                                      3/4

                                                                                                                  Kind
                                                                                                                    T
“Studies by Hatch (1983) suggest that the kind of input that leads to language development is simplified Key words
input. According to these researchers, simplified input includes caregiver talk, teacher talk, and talk to
nonnative speakers. Hatch identified some characteristic of simplified talk. The phonology includes fewer -Input
reduced vowels and contractions, and the rate of speech is slower, with longer pauses. The vocabulary is -Phonology
characterized by more high-frequency items, fewer idioms, and less slangs. There are fewer pronouns, -Vocabulary
and speakers often use gestures and pictures. At the level of syntax, sentences are shorter, with more -Syntax
repetition and restatements. Discourse includes more requests for clarifications and fewer interruptions”. -Discourse
Page: 89
Made by: Jesica Ortiz Cárdenas
FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
                                                 FACULTAD DE EDUCACIÓN
                                                 LICENCIATURA EN INGLÉS
                                                    Ficha de contenido




FREEMAN, David. Between worlds, Access to second language acquisition. United States of America:                    Numbre
Heinemann. 2001. 310 pages.                                                                                           4/4

                                                                                                                       Kind
                                                                                                                         T
“Culturally relevant texts can engage diverse students in reading. However, finding culturally relevant Key Words
texts for English learners is not simple. For example, many teacher collect folktales form different
countries and read the ones that come from the country of their students’ origin. While folktales can be -Reading
relevant, especially to very recent immigrants who have lived little or no significance. In addition folktales -Folktales
often are set in the past or in a make believe setting that can actually be confusing to English learners”.    -Significance

Page: 111
Made by: Jesica Ortiz Cárdenas

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Fichas bibliográficas y de contenido

  • 1. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number 1991. 381 Pages 1/5 Kind T-D “When introducing a new material we often need also to give explicit descriptions or definitions of concepts Key words or processes, and whether we can or cannot explain success or failure of a lesson”. A good teacher is how can explain wee to the students and allow them understand the instructions and Explanation Penny say that is necessary follow six steps for give an effective explanations: Information -Prepare: organize clearly in your own mind what is the good explanation according to the student Examples necessities and which information you want give them. Make a reflection about the illustrations that you are Repetition going to give, the words that you are going to use, etc. Illustration -Make sure you have the class’s full attention: If you are explaining an important thing, you must be sure Brief that they are going to pay attention, and you make that for example when you give the material to work Feedback before the explanation, or dividing in group the class before you are going to explain. -Present the information more than once: is necessary use give the information several times, in different ways and in the same way. -Be brief: The teacher must reflect about the students’ time of attention, but is important be careful with what information you are going to omit for to be brief. -Illustrate with examples: Is important contextualized the words, and the information that you as a teacher give to the students, in various kinds, relating with real situations and with their own experiences -Get a feedback: ask the students something that allow sees if they understood the information, but it must be a question that achieve show their new knowledge, don’t ask Do you understand? Page: 16-17 Made by: Jesica Ortiz Cárdenas
  • 2. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number 1991. 381 Pages 2/5 Kind T-D “Learning a skill Key words The process of learning a skill by means of a course of instruction has been defined as a three-stage process: verbalization, automatization and autonomy”. Skills Verbalized: When the teacher used a word in context and explained the grammatical rules at the same Verbalization time. It corresponds to presentation or explanation of the information. Automatized Automatized: when the student can make the exercises suggested by the teacher in a right way, without Autonomous thinking. They achieved it through the demonstration of the teacher. Autonomous: this stage is named too production, in here the student can create a new combinations; start to speed up performance with their own thought. Page 19-20 Made By: Jesica Ortiz Cárdenas
  • 3. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number 1991. 381 Pages 3/5 Kind: T “Teachers assistance The main function of the teacher, having proposed the activity and given clear instructions, is to help the Key words learners do it successfully. If you give an activity, and then sit back while the learners ‘flounder’- make a random uninformed guesses or are uncomfortably hesitant – you are not helping; even assessments and Increase corrections made later, which give useful feedback to learners on their mistakes, do not in themselves Encourage give practice, in the sense of contributing to automatization. If, however, you assist them, you thereby Attitude of the increase their chances of success and the effectiveness of the practice activity as a whole. Such assistance teacher may take the form of allowing plenty of time to think, of making the answer easier through giving hints and guiding questions, of confirming beginnings of responses in order to encourage continuations, or, in group work, of moving around the classroom making yourself available to answer questions. Through such activity you also, incidentally, convey a clear message about the function and attitude of the teacher: I want you to succeed in learning and am doing my best to see you do so.” Page 23 Made By: Jesica Ortiz Cárdenas
  • 4. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number 1991. 381 Pages 4/5 Kind: T-D “A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the Key words testee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning. Learning may, of course, result from a test, just as feedback on knowledge may be one of the spin-offs of Test a practice activity: the distinction in in the main goal.” Practice Page 33 Result Learning Made By: Jesica Ortiz Cárdenas
  • 5. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. Number 1991. 381 Pages 5/5 Kind: T “ Translation A technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion Key words undeservedly so. In monolingual class whose teacher also speaks the learners’ mother tongue, the translation of a ‘bit’ of language to or from the target language can give very quick and reliable Mother tongue information on what the testee does or does not know, particularly when it involves entire units of Reliable meaning (phrases, sentences) within a known context. Translation items are also relatively easy to information compose – even improvise, in an informal test – and administer, in either speech or writing. Marking may Meaning sometimes be more difficult, but not prohibitively so”. Page 40 Made By: Jesica Ortiz Cárdenas
  • 6. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 1/4 Kind D SLA has focused on describing the L2 acquisition, to explain and identify the external and internal factors Key words that influence the learners to acquire an L2. External factors might be the social milieu of the learner, their social condition, or their opportunities for practice hear or speak the language. And the internal factors External factors might be their interest for learn the language, their cognitive mechanism which enable them to extract Internal factors information for acquiring the L2, or for example they must have already learned their mother tongue. Page Mother tongue 5 Made by: Jesica Ortiz Cárdenas
  • 7. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 2/4 Kind T "Second Language Acquisition (SLA) is the systematic study of how people acquire a second language Key words (often referred to as an L2) is a fairly recent phenomenon, belonging to the second half of the twentieth century. Its emergence at this time is perhaps no accident; this has been a time of the 'global village' and Communication the 'World Wide Web', when communication between people has expanded way beyond their local speech Second language communities." Page 3 Acquire Made by: Jesica Ortiz Cárdenas
  • 8. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 3/4 Kind T "Three rather different approaches to incorporating a social angle on the study of L2 acquisition can be Key words identified. The first views interlanguage as consisting of different 'styles' which learners call upon under Input different conditions of language use. The second concerns how social factors determine the input that Interlanguage learners use to construct their interlanguage. The third considers how the social identities that learners Social identities negotiate in their interactions with native speakers shape their opportunities to speak and, thereby, to learn an L2." Page 37 Made by: Jesica Ortiz Cárdenas
  • 9. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number 4/4 Kind D Interlanguage: Is the systematic development of learner language reflects a mental system of L2 Key words Knowledge. It involves: that the learners construct a system of abstract linguistics rules which underlies comprehension and production of the L2, that the learner grammar is open to influence from outside, that Comprehesion they change their grammar from one time to another by adding rules, deleting other rules, and Retructuring restructuring the whole system, they can use various learning strategies for develop the interlanguage. Learning Page 33-34 strategies Made by: Jesica Ortiz Cárdenas
  • 10. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Reyes, Karla. Virtual Classroom based on constructivism theory used as a support for the education of the Number operating systems at university level. Mursia: Universidad de Mursia. 2008. 15 Pages 1/2 Kind http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=54702106 D The present research proposes the design and implementation of a virtual classroom based on the Key words constructivism theory, employed as a tool for the teaching of the operating systems course during the cycle 2006-1 at Universidad Católica Santo Toribio de Mogrovejo. This research also pushed us to know the Practices characteristics that display the platforms of learning management, specially those used on this research Moodle (Moodle) and to take into value the performance of the virtual classroom on the visual, navigability, Virtual learning contents and instructional design aspects. The methodology used on this research was of descriptive type environments and it was used the systemic thinking technique for the organization of tasks. Finally, the performance of Aplication and the virtual classroom was graded as very good concerning visual, navigability, contents and instructional integration on e- design aspects. It was recommended the use of virtual classrooms as a support in university and education continuous formation courses. Blended Learning Made by: Juliana Bustamante Areiza
  • 11. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Duarte,Marleny. Impacto de las metodologías de enseñanza utilizadas por el docente sobre la efectividad Number del aprendizaje del idioma inglés. Maracaibo: Universidad Rafael Belloso Chacín. 2007. Pages 2/2 Kind http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=99318750008 D Este trabajo expone una experiencia de didáctica universitaria en la Universidad de Los Andes Táchira - Key words Venezuela, efectuada desde la cátedra Práctica Profesional del 5to año de la carrera de Educación, mención Inglés con la colaboración de 15 docentes asesores que trabajan en cinco instituciones de Formación del educación básica en la tercera etapa y media diversificada. En esta institución, los estudiantes, futuros docente docentes de inglés, realizan su pasantía. Los resultados demuestran algunos comportamientos de los Investigación- profesores en el salón durante sus clases de inglés. Los mismos revelan situaciones problemáticas a ser Acción reflexionadas sobre las metodologías utilizadas por el docente de la especialidad de inglés, en las aulas de Reflexión clase objeto de la investigación Innovación Made By: Juliana Bustamante Areiza
  • 12. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Biblioteca o Centro de documentación Página web Serialssolutions Área temática Número de ficha Tipo de unidad documental: Artículo Científico 1 Título: Blending physical and virtual manipulatives: An effort to improve students' conceptual understanding through science laboratory experimentation Investigador (es) principal (es) o autor: Georgios Olympiou, Zacharias Ciudad de publicación: Nicosia, Cyprus Editorial: University of Cyprus Fecha: Diciembre 2011 Resumen: This study aimed to investigate the effect of experimenting with physical manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on undergraduate students' understanding of concepts in the domain of Light and Color. A pre– post comparison study design was used for the purposes of this study that involved 70 participants assigned to three conditions. The first condition consisted of 23 students that used PM, the second condition consisted of 23 students that used VM, and the third condition consisted of 24 students that used the blended combination of PM and VM. In the case of the blended combination, the use of VM or PM was selected based on whether it provides an affordance that the other medium of experimentation (PM or VM) cannot provide. All conditions used the same inquiry-oriented curriculum materials and procedures. Conceptual tests were administered to assess students' understanding before, during, and after teaching. Results revealed that the use of a blended combination of PM and VM enhanced students' conceptual understanding in the domain of Light and Colormore than the use of PM or VM alone. © 2011 Wiley Periodicals, Inc. Sci Ed96:21–47, 2012 Enfoque disciplinar: Educación Palabras clave: Investigation, experimenting, blended. Signatura topográfica: http://va3wn8qp2m.search.serialssolutions.com.weblib.lib.umt.edu:8080/? rft.au=Georgios+Olympiou&url_ctx_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx %3Actx&rft.jtitle=Science+Education&rft.aulast=Olympiou&url_ver=Z39.88-2004&rft.date=2
  • 13. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica 012-01-01&rft.genre=article&rft.__char_set=utf8&rft.issue=1&rft.atitle=Blending+physical+ and+virtual+manipulatives%3A+an+effort+to+impove+students %27+conceptual+understanding+through+science+laboratory+experimentation&ctx_enc=i nfo%3Aofi%2Fenc%3AUTF-8&rft.spage=21&rft.volume=96&req_dat=info%3Asid%2Fgale %3Augnid%3Amtlib_1_1195&rfr_id=info%3Asid%2Fgale %3AAONE&ctx_tim=2012-03-13T19%3A59%3A28Z&svc_val_fmt=info%3Aofi%2Ffmt %3Amtx%3Asch_svc&rft.issn=00368326&rft.aufirst=Georgios Elaborado por: Juliana Bustamante Areiza
  • 14. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Biblioteca o Centro de documentación Página web Springerlink Área temática Número de ficha Tipo de unidad documental: Artículo Científico 2 Título: Augmented Reality in Education and Training Investigador (es) principal (es) o autor: Kangdon Lee Ciudad de publicación: Greely, CO, USA Editorial University of Northern Colorado, Greely, CO, USA Fecha: Enero 2012 Resumen: There are many different ways for people to be educated and trained with regard to specific information and skills they need. These methods include classroom lectures with textbooks, computers, handheld devices, and other electronic appliances. The choice of learning innovation is dependent on an individual’s access to various technologies and the infrastructure environment of a person’s surrounding. In a rapidly changing society where there is a great deal of available information and knowledge, adopting and applying information at the right time and right place is needed to main efficiency in both school and business settings. Augmented Reality (AR) is one technology that dramatically shifts the location and timing of education and training. This literature review research describes Augmented Reality (AR), how it applies to education and training, and the potential impact on the future of education. Enfoque disciplinar: Educación Palabras clave: Educated, Adopting, Applying Signatura topográfica: http://www.springerlink.com.weblib.lib.umt.edu:8080/content/h751n484250k3834/ Elaborado por: Juliana Bustamante Areiza
  • 15. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Biblioteca o Centro de documentación Página web Sciencedirect Área temática Número de ficha Tipo de unidad documental: Artículo Científico 3 Título: Design characteristics of virtual learning environments: state of research Investigador (es) principal (es) o autor: Daniel Mueller - Stefan Strohmeier Ciudad de publicación: Saarbruecken, Germany Editorial: Chair of Management Information Systems, Saarland University, Campus C3.1, 66123 Saarbruecken, Germany Fecha: Julio 2011 Resumen: Virtual learning environments constitute current information systems’ category for electronically supported training and development in (higher) education(al) and vocational training settings. Frequently expected advantages of using virtual learning environments refer, for instance, to the efficiency, individuality, ubiquity, timeliness and learning task orientation. However, a crucial precondition of realizing such advantages is an appropriate system design. Hence, the question “Which specific design characteristics actually characterize successful virtual learning environments?” is of specific interest for training and development practice. This paper therefore discusses virtual learning environments’ design characteristics by conducting an in-depth literature review. Based on this, a comprehensive set of diverse design characteristics of virtual learning environments as well as particular information associated with them are elicited, presented and discussed. Beyond this, particular implications for research and practice are derived. This may contribute to a successful development, implementation and (continuous) improvement/evaluation of virtual learning environments. Enfoque disciplinar: Educación Palabras clave: Virtual learning enviroments, development practice. Signatura topográfica: http://www.sciencedirect.com.weblib.lib.umt.edu:8080/science/article/pii/S03601315110014 1
  • 16. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha bibliográfica Elaborado por: Juliana Bustamante Areiza
  • 17. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Mei Lin Ho, Caroline, Anne Rappa, Natasha and Yam San Chee. Designing and implementing virtual Numero enactive role-play and structured argumentation: promises and pitfalls. 1/5 Tipo http://www.tandfonline.com/doi/abs/10.1080/09588220903184732 D Este escrito se enfoca en la implementación y el diseño de una intervención mediada por la tecnología PALABRAS CLAVE: en 2 clases de estudiantes de 17 a18 años en Singapur con una pedagogía argumentativa. El diseño -Immersive Virtual investigativo incluye la integración de la inmersión virtual y basada en la web al medio ambiente a través Environments. de una estructurada argumentación personalizada enfatizando la argumentación y el pensamiento -Research Design and crítico. Methodology -Conceptualization, Orientation, Implementation OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores.) En este escrito, se citan algunas características que estudiantes mostraron al vivir un tipo de integración Hecha por: Tito Daniel virtual en torno al ambiente pedagógico, lo cual puede llevar a encontrar que facilidades para aprender Bedoya vivieron ellos, y que obstáculos pudieron observar al momento de trabajar con un modelo virtual que promovía la interacción virtual en el aula de clase.
  • 18. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Howe, Mary E., Thames, Dana G., Kazelkis, Richard. The relationship between third grade students’ Numero definitions of reading, self-perceptions as readers, and their reading performance. 2/5 Tipo http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415485 D Este Estudio, se realizó con el propósito de determinar si la definición de estudiantes sobre lectura y su PALABRAS CLAVE: auto-imagen y actitudes como lectores están relacionadas a su desarrollo de comprensión y -Analytical reconocimiento de palabras. El estudio también examinó si la definición de los estudiantes sobre la Reading lectura, estaba relacionada con alguna tendencia a mostrar dificultades de aprendizaje. Como resultado Inventory. (ARI) se obtuvo diferencias significativas entre la definición de los estudiantes sobre la lectura y sus -Word Recognition rendimientos al hacer comprensión al ser evaluados de manera informal, sin embargo, no fueron halladas Comprehension diferencias significativas al ser evaluados de manera formal. -Self-Perceptions as Readers. OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores) Hecha por: Tito A los estudiantes, ya sea que estudien en modalidad presencial o virtual, se les hace énfasis en la Daniel Bedoya importancia de saber hacer una buena lectura, de ser capaces de analizar y comprender lo que se lee, ya sea al momento de una evaluación o de una simple actividad. Por eso más aún, si hablamos de Factores Facilitadores y Obstaculizadores en modalidad virtual, es importante entrar a indagar que tan accesible es para los estudiantes lo que leen y encuentran en sus trabajos virtuales, si es de fácil comprensión o si por otro lado presenta un obstáculo para ellos.
  • 19. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Yi, Jyi-yeon. Defining Writing Ability for Classroom Writing Assessment in High Schools Numero 3/5 http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ921024 Tipo D Este artículo, basado en un estudio, toma en cuenta la importancia que hoy en día se le da a la escritura PALABRAS CLAVE: la cual es incluida en tests estandarizados alrededor del mundo, partiendo de allí, propone como los -Writing docentes de inglés son los primeros de los que se espera establecer un constructo de capacidades de Assessment escritura explicitas, antes que crear otros tests relacionados a contenidos, especificaciones, tareas, -Writing Ability calificaciones y esquemas con el fin de la validez de la evaluación. -Construct Validity OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores) Hecho por: Tito Daniel Bedoya Si bien hemos hablado sobre la importancia de la lectura en un modelo pedagógico virtual, es de esperar que el ámbito de lo escrito no sea olvidado, en un curso virtual es de gran importancia aprender a escribir y comprender lo que los otros escriben, tanto estudiantes como docentes, ya que un docente se encarga de la evaluación de aquellos trabajos que sus estudiantes le envían, debe saber como evaluarlos y conocer las habilidades de escritura de sus estudiantes, y los estudiantes al mismo tiempo deben aprender a redactar y a analizar lo que se redacta, que tenga coherencia y cohesión deacuerdo a la tarea que le sea requerida. Por tal motivo el ámbito de la escritura en un entorno virtual, puede presentar muchas facilidades o de otro modo muchas dificultades.
  • 20. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Bond, Karen. Teaching English Online Numero http://www3.telus.net/linguisticsissues/teachingenglishonline 4/5 Tipo D Este texto, presenta en cierto modo las experiencias de una docente de un curso virtual, comparte en PALABRAS CLAVE: cierto modo sus experiencias, la metodología que utiliza, el diseño de material, el cual no solo es realizado por el docente, sino que cuenta con gran ayuda de los estudiantes. Además comparte también -Authentic setting dificultades que haya tenido en su curso, aparte de como distribuye su tiempo entre su vida cotidiana y su -Course Material trabajo con los estudiantes en el curso virtual, el cual en cierto modo le toma la mayor parte del tiempo cada día. El texto propone muchos aspectos que se pueden analizar como factores facilitadores y obstaculizadores, Hecha por: ya sea la integración de los estudiantes de diversos países, el dominio de la tecnología que tengan tanto Tito Daniel Bedoya los estudiantes como los docentes, el manejo del tiempo, que en un curso virtual seria vital, saber cómo llevar un cronograma de todo lo relacionado al curso, el entender que temáticas podrían ser atractivas para los estudiantes y cuáles no, entre otros aspectos que cualquier docente de un curso de inglés virtual debería entrar a analizar.
  • 21. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido Liddicoat, Anthony J. and Crozet, Chantal. Teaching Language, Teaching culture. Numero Australian Review of Applied Linguistics 5/5 Tipo D http://eric.ed.gov/PDFS/ED421881.pdf En ensayos y reportes de investigación sobre la relación entre la enseñanza de una segunda lengua y la PALABRAS CLAVE: enseñanza de la cultura, se incluye la enseñanza de la cultura como una parte integrada a la enseñanza de un idioma. Este libro lo que hace es una recopilación de dichos ensayos e investigaciones que -Everyday speech postulan que al enseñar una lengua ya sea nativa o extranjera, también se enseña su cultura. as culture -sociocultural implications -research agenda (Relación con factores Facilitadores y/o Obstaculizadores) La enseñanza de una segunda lengua en un campo virtual involucra muchos aspectos culturales tanto de los estudiantes como de los docentes, que de alguna manera pueden estar plasmados en el desarrollo de actividades en el curso virtual, un curso virtual abre las puertas a tener personas no solamente de una región específica, sino al contrario, de muchos lugares a la vez, lo cual sería muy probable traiga consigo beneficios o posibles obstáculos para el desarrollo del curso.
  • 22. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido FREEMAN, David. Between worlds, Access to second language acquisition. United States of America: Number Heinemann. 2001. 310 pages. 1/4 Kind T “Communicative competence Key Words A second kind of competence that language learners need to function in a new language and culture is -Function communicative competence. As Hymes explains, “The ability to speak competently not only involves -Social groups knowing the grammar of a language, but also knowing what to say to whom, when, and in what -Circumstances circumstances” (quoted in Scaring and Oxford 1992, 68). Learning a language, then, involves more than developing grammatical competence. Learners must also develop the knowledge of how to use the language appropriately in different social situations. Hymes puts it very well when he says that we need to know what to say to whom, when and in what circumstances. The norms for communicative competence vary from one linguistic and social group to another, and part of what we acquire when we acquire a language is the ability to function effectively in different social groups”. Page: 61 Made by: Jesica Ortiz Cárdenas
  • 23. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido FREEMAN, David. Between worlds, Access to second language acquisition. United States of America: Numbre Heinemann. 2001. 310 pages. 2/4 Kind T “Psycholinguistic look for insights into SLA form both linguistic and psychology. They examine the system Key Words of language the learner id developing. This system is referred to as the learner’s interlanguage. An -Linguistic interlanguage is the version of English and English language learner speaks. It is different from the -Psychology English of a native speaker, and yet it is a regular language with rules logic of it owns”. Page:71 -Interlanguage Made by: Jesica Ortiz Cárdenas
  • 24. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido FREEMAN, David. Between worlds, Access to second language acquisition. United States of America: Number Heinemann. 2001. 310 pages. 3/4 Kind T “Studies by Hatch (1983) suggest that the kind of input that leads to language development is simplified Key words input. According to these researchers, simplified input includes caregiver talk, teacher talk, and talk to nonnative speakers. Hatch identified some characteristic of simplified talk. The phonology includes fewer -Input reduced vowels and contractions, and the rate of speech is slower, with longer pauses. The vocabulary is -Phonology characterized by more high-frequency items, fewer idioms, and less slangs. There are fewer pronouns, -Vocabulary and speakers often use gestures and pictures. At the level of syntax, sentences are shorter, with more -Syntax repetition and restatements. Discourse includes more requests for clarifications and fewer interruptions”. -Discourse Page: 89 Made by: Jesica Ortiz Cárdenas
  • 25. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ FACULTAD DE EDUCACIÓN LICENCIATURA EN INGLÉS Ficha de contenido FREEMAN, David. Between worlds, Access to second language acquisition. United States of America: Numbre Heinemann. 2001. 310 pages. 4/4 Kind T “Culturally relevant texts can engage diverse students in reading. However, finding culturally relevant Key Words texts for English learners is not simple. For example, many teacher collect folktales form different countries and read the ones that come from the country of their students’ origin. While folktales can be -Reading relevant, especially to very recent immigrants who have lived little or no significance. In addition folktales -Folktales often are set in the past or in a make believe setting that can actually be confusing to English learners”. -Significance Page: 111 Made by: Jesica Ortiz Cárdenas