scholarly journals Tense-aspect SLA research and Spanish Language Teaching: Is there an influence of research on teaching?

System ◽  
2022 ◽  
pp. 102747
Author(s):  
Llorenç Comajoan-Colomé
Keyword(s):  
Language Teaching ◽  
Spanish Language ◽  
Research On Teaching

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

scholarly journals SPANISH LANGUAGE ACQUISITION IN TERTIARY EDUCATION: THE ACTUAL SITUATION IN LATVIA

2021 ◽  
Vol 2 ◽  
pp. 27-34
Author(s):  
Agata Babina
Keyword(s):  
Language Acquisition ◽  
Tertiary Education ◽  
Language Teaching ◽  
Spanish Language ◽  
The European Union ◽  
Study Program ◽  
Educational Standard ◽  
Foreign Language Acquisition ◽  
Study Programs ◽  
Spanish Language Acquisition

The data published by The Instituto Cervantes (2021) prove that Spanish language use in the world is constantly rising. The current number of native speakers is 489 million people, and there are more than 22 million learners worldwide. It is the fourth most spoken language in the EU and the third in the UN. The newest Latvian Educational Standard states that the first and second-level educational institutions should offer a minimum of two foreign language acquisition. Nevertheless, the Latvian Educational Curriculum does not include Spanish as an option; therefore, it lacks institutional support to establish Spanish studies in all educational levels with the proper follow-up. The article presents the current situation in various study programs proposed by several Latvian tertiary education institutions in 2020/2021. The data has been collected by contacting current Spanish lecturers and analyzing the current study programs offering Spanish language acquisition in tertiary education institutions mentioned in the article. The analysis presents the content of the study programs in the bachelor and master study levels and the estimated number of students in each study program. It is a panoramic insight into Latvia's Spanish language teaching situation, which is necessary to understand Latvian-speaking Spanish learners' needs, existing resources for Spanish language teaching, and a further perspective for promoting Spanish studies in Latvia. It proves a lack of institutional cooperation to provide the constant Spanish language acquisition from the first till the tertiary educational level that would improve the general recognition of Spanish and its need in Latvian society as a part of the European Union.

scholarly journals O ensino de língua espanhola mediado pelas novas tecnologias: da sala de aula ao Facebook

2014 ◽  
Vol 7 (2) ◽  
pp. 76-85
Author(s):  
Elaine Teixeira da Silva
Keyword(s):  
Social Network ◽  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Spanish Language ◽  
Digital Information ◽  
Additional Tool ◽  
The Social ◽  
Information And Communication

RESUMO: Este artigo tem por objetivo mostrar as possibilidades que as novas Tecnologias da Informação e Comunicação digitais, auxiliadas pela Web 2.0, oferecem ao ensino e aprendizagem de Língua Espanhola tanto dentro como fora da sala de aula. Utilizou-se a rede social Facebook, por ter grande número de usuários que nela passam significativa parte de seu tempo navegando, seja conversando com amigos, seja publicando seus comentários, seja curtindo fotos, páginas, participando de grupos e/ou comunidades. Essa rede social virtual também permite que o professor encontre ferramentas que o ajudarão na tarefa de ensinar, ao mesmo tempo em que permite ao aluno desenvolver autonomia para (re)aprender a pensar. Demonstra-se que o Facebook apresenta características da EaD e, portanto, pode ser considerado um instrumento adicional disponível para essa modalidade de ensino.PALAVRAS-CHAVE: Ensino de Língua Espanhola; TIC; Web 2.0; Facebook; EaD. ABSTRACT: This article aims to describe the possibilities provided by the use of new digital Information and Communication Technologies (ICT), aided by Web 2.0, on Spanish teaching both inside and outside classroom. We analyzed the social network Facebook because it has a large number of users who spend a significant amount of time on the site chatting with friends, posting comments, liking photos and profiles and participating in groups. This social network also provides teaching tools that will help students to develop their autonomy to (re) learn how to think. It is shown that Facebook presents EaD characteristics and therefore can be considered an additional tool on language teaching and education.KEYWORDS: Spanish Language Teaching; ICT; Web 2.0; Facebook; Distance Education.

scholarly journals Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century

2018 ◽  
Vol 13 (1) ◽  
pp. 239-260
Author(s):  
Inga Savickienė ◽  
Laura Raščiauskaitė ◽  
Aušra Jankauskaitė ◽  
Loreta Alešiūnaitė
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
General Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Language Teaching ◽  
Spanish Language ◽  
Language Teachers ◽  
The European Union ◽  
Language Teaching And Learning

Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

scholarly journals La Gramática espanhola para portugueses (Oporto, 1947) de Julio Martínez Almoyna características metodológicas

2021 ◽  
Vol 12 ◽  
pp. 101-113
Author(s):  
Rogelio Ponce de León Romeo
Keyword(s):  
Twentieth Century ◽  
Language Teaching ◽  
Political Context ◽  
Spanish Language ◽  
Methodological Issues ◽  
History Of

This paper analyzes aspects of a little-known work in the context of grammar and history of Spanish language teaching in Portugal, the Gramática espanhola para uso dos portugueses (Oporto, 1947) by Julio Martínez Almoyna: the possible reasons for its publication in Portugal in the mid-twentieth century, the structure of the lessons and its didactic characteristics. Regarding the first aspect, the writing of the work is framed in the Luso-Spanish socio-political context of the time. Regarding specifically methodological issues, we analyze in detail the microstructure of the lessons and the underlying didactic criteria. In order to examine the didactic characteristics of the manual, we put it in contrast with other works published in Portugal for the teaching of Spanish; specifically, the Gramática elemental de la lengua española(Lisbon, 1947), by Pablo Gayán Hernanz, and Español para lusitanos. Método práctico de lengua española (Coimbra, 1952), by José María Viqueira Barreiro.

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