The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
Abstract
Download Media
PDF (Price: £17.50 )
DOI: 10.1558/lst.32868
References
Adair-Hauck, B. and Donato, R. (1994). Foreign language explanations within the zone of proximal development. The Canadian Modern Language Review 50 (3): 533–557.
Camps, A. et al. (2003). Sequències didàctiques per aprendre a escriure. Barcelona: Graó.
Carandell, Z. (2013). La secuencia didáctica como herramienta de mediación para la autonomía. In O. Esteve and E. Martín-Peris (eds) Cuestiones de autonomía en el aula de lengua extranjera, 103–116. Barcelona: ICE Horsori.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Retrieved on 22/12/2015 from http://www.coe.int/t/dg4/linguistic/cadre1_en.asp+ç
Creese, A., and Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94, 103–115. http://dx.doi.org/10.1111/j.1540-4781.2009.00986.x
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research 49: 222–251.
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics 10 (2): 221–240. http://dx.doi.org/10.3102/00346543049002222
Engeström, Y. (2011). From design experiments to formative interventions. Theory and Psychology. 21 (5): 598–628. Retrieved on 30/10/2015 from http://tap.sagepub.com/content/21/5/598 http://dx.doi.org/10.1177/0959354311419252
Esteve, O. (2002). La interacción en el aula desde el punto de vista de la co- construcción de conocimientos: un planteamiento didáctico. In S. Salaberri (ed.) La lengua, vehículo cultural multidisciplinary, 61–82. Madrid: Ministerio de Educación, Cultura y Deporte.
Esteve, O. (2013). Entre la teoría y la práctica: comprender para actuar. Eusko Ikaskuntza 19: 13–36. Retrieved on 10/10/2015 from http://www.euskomedia.org/PDFAnlt/ikas/19/19013036.pdf
Esteve, O. (2014). Enseñar la producción escrita. In L. Ruiz de Zarobe and Y. Ruiz de Zarobe (eds) Enseñar hoy una lengua extranjera, 370–402. Valencia: Portal Publishing.
Esteve O. and Carandell Z. (2009). La formació permanent del professorat des de la pràctica reflexiva. Didàctica de la Llengua i la Literatura 49: 47–62.
Esteve, O., Borràs, J., Naval-Surribas, E., and Vilaseca, L. (2003). Los aprendices como analistas del discurso. In J. M. Cots and L. Nussbaum (eds) Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas, 121–136. Lleida: Milenio.
Esteve, O. and Martín-Peris, E. (eds) (2013). Cuestiones de autonomía en el aula de lenguas extranjeras. Barcelona: Horsori.
Fernández, F. (2010). Las convenciones de género en alemán y español: El ejemplo del folleto de cursos de idiomas. Saarbrücken: VDM Verlagsservicegesellschaft mbH.
Ferreira, M. and Lantolf, J.P. (2008). A Concept-based Approach to Teaching: Writing through Genre Analysis. In J. P. Lantolf and M. E. Poehner (eds) Sociocultural Theory and the Teaching of Second Languages, 285–320. London: Equinox Publishing Ltd.
Gal’perin, P. I. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30 (4): 69–80. http://dx.doi.org/10.2753/RPO1061-0405300460
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. K. Mohanty, M. Panda, R. Phillipson, and T. Skutnabb-Kangas (eds) Multilingual Education for Social Justice: Globalising the Local, 140–158. New Delhi: Orient Black Swan.
González Davies, M. (2007). Translation: Why the bad press? A natural activity in an increasingly bilingual world. Humanising Language Teaching. University of Kent: Pilgrims. Retrieved on 15/10.2015 from: http://www.hltmag.co.uk/mar07/index.htm
Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore, MD: University Park Press.
Herazo, J. D. (2014). Second language (L2) development as concept-mediated textual activity: exploring the role of functional language concepts in classroom L2 communication and learning. PhD dissertation. University of Pittsburgh. Retrieved on 05/11/2015 from http://d-scholarship.pitt.edu/20998/1/HERAZO_ETD_2014.pdf
James, C. and Garret, P. (eds) (1991). Language Awareness in the Classroom. London: Longman.
Johnson, K. (2009). Second Language Teacher Education. A Sociocultural Perspective. New York: Routledge.
Kozulin, A. (2003). Psychological tools and Mediated Learning. In A. Kozulin, B. Gindis, V. S. Agevey and S. M. Miller (eds) Vygostky’s Educational Theory in Cultural Contexts, 15–38. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/cbo9780511840975.003
Lantolf, J. (2008). Praxis and Classroom L2 Development. ELIA (Estudios de Lingüística Inglesa Aplicada) 8: 13–44.
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.
Lantolf, J. P. and Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Lasagabaster, D. and García, O. (2014). Translanguaging: Towards a dynamic model of bilingualism at school/ Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela. Cultura y educación 26 (3), 1–16. http://dx.doi.org/10.1080/11356405.2014.973671
López Ferrero, C. and Martín-Peris, E. (2013). Textos y aprendizaje de lenguas. Elementos de Lingüística textual para profesores de ELE. Madrid: SGEL.
Martín-Peris, E. and Esteve, O. (2013). Autonomía y uso de la lengua. In O. Esteve and E. Martín-Peris (eds) Cuestiones de autonomía en el aula de lenguas extranjeras, 33–56. Barcelona: ICE-Horsori.
Negueruela, E. (2008). A conceptual approach to promoting L2 grammatical development: Implications for language program directors. In J. P. Lantolf and M. E. Poehner (eds) Sociocultural Theory and the Teaching of Second Language, 189–227. London: Equinox Publishing Ltd.
Negueruela, E. (2011). Beliefs as conceptualizing activity: A dialectical approach for the second language classroom. System 39: 359–369. http://dx.doi.org/10.1016/j.system.2011.07.008
Negueruela, E. (2013). Comunicación y pensamiento verbal en la enseñanza de la gramática: un enfoque conceptual. Miríada Hispánica 6: 53–70.
Nord, C. (2003). Kommunikativ handeln auf Spanisch und Deutsch. Übersetzungsorientierte komparative Stilistik. Wilhelmsfeld: Gottfried Egert Verlag.
Ruiz, T. (2011). El tratamiento integrado de lenguas: los proyectos de comunicación. In U. Ruiz (coord.). Lengua castellana y literatura. Investigación, innovación y buenas practices, 161–174. Barcelona: Graó.
Swain, M. and Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education. The L1/L2 debate. Journal of Immersion and Content-Based Language Education 1 (1), 101–129. http://dx.doi.org/10.1075/jicb.1.1.05swa
Van Ek, J. A. (1975). Systems Development in Adult Language Learning: The Threshold Level in a European-Unit/Credit System for Modern Language Learning by Adults. Strasbourg: Council for Cultural Cooperation.
Van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching 1 (1), 46–65. http://dx.doi.org/10.2167/illt42.0
Wolff, D. and Legenhausen, L. (1992). STORYBOARD and Communicative Language Learning: Results of the Düsseldorf CALL Project. In M. L Swartz and M. Yazdani (eds). Intelligent Tutoring Systems for Foreign Language Learning, 9–25. Berlin: Springer Verlag.
Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.
Refbacks
- There are currently no refbacks.