Dòng Nội dung
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EI PLC como respuesta sistémica al reto de la competencia comunicativa en entornos educativos formales: propuesta de análisis de casos. / Fernando Trujillo, Raúl Rubio. // lenguaje y textos. 2014, Vol. 39.
2014
tr. 29-38.

El desarrollo de la competencia comunicativa en entornos educativos formales no puede responder a actuaciones aisladas del profesorado ni al empeño particular de las familias. Solo una respuesta sistémica dentro y fuera de los centros educativos puede responder al complejo reto de la competencia comunicativa en el siglo XXI. En este artícalo se justifica la necesidad de incorporar el concepto de Proyecto Lingüístico de Centro (PLC) al Máster en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas como parte de la formación inicial del profesorado. Esta incorporación, además, pasa por el análisis de casos reales, algunos de los cuales se proponen en este artículo a partir de la experiencia andaluza con este concepto. Por último, se detalla el desarrollo del PLC en el IES García Lorca de Algeciras (Cádiz) como ejemplo de respuesta sistémica en un centro educativo real.

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La literatura infantil y juvenil como complemento específico en la formación inicial del profesorado. / Josep-Vicent Garcia Raffi. // lenguaje y textos. 2014, Vol. 39.
2014
tr. 9-18.

Cet article analyse la présence de la littérature d enfance et de jeunesse dans le master destiné aux professeurs dans le secondaire de l Université de Valence. Les contenus de la littérature d enfance et de jeunesse qui sont expliqués dans le master sont revus. On se demande aussi comment la réflexion nécessaire sur l enseignement de la littérature et de la littérature d enfance et dejeunesse est générée et comment le futur professeur peut appliquer les outils pour augmenter la compétence littéraire des élèves du secondaire.

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Language matters : developing educators’ expertise for English learners in linguistically diverse communities / Amy J. Heineke,... // Language, Culture and Curriculum Volume 32, No 1/2019
2019
p. 63-77

The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university’s collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students’ language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership.

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Language matters : developing educators’ expertise for English learners in linguistically diverse communities / Amy J. Heinke, Aimee Papola-Ellis. // Language, Culture and Curriculum Vol.32, No 1/2019
UK : Taylor & Francis Group, 2019.
p. 63-77 ; 26 cm.

The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university’s collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students’ language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership.

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Learning styles and teacher training: are we perpetuating neuromyths? / Carol Lethaby and Patricia Harries. // ELT journal. 2016, Vol. 70, No. 1.
2016.
p. 16-27.

Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.