Contents contributed and discussions participated by Lorena Harger - Issues and Trends

shared by Lorena Harger on 12 Oct 15 - No Cached

shared by Lorena Harger on 12 Oct 15 - No Cached

shared by Lorena Harger on 12 Oct 15 - No Cached

shared by Lorena Harger on 12 Oct 15 - No Cached

shared by Lorena Harger on 12 Oct 15 - No Cached

Our goal should be to find a tool that allows students to interact in an open-ended and creative way about topics of interest and relevance to them.
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The parameters of the interaction need to be established ahead of time by the teacher as well as the expected level of participation and interaction of the students. As engaged as your students might be in the activity, there is no escaping that this is a course assignment or requirement which may hinder open communication and could dampen some enthusiasm
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In a K–12 setting, it is a good idea to get your principal’s permission before using social media with your classes in any capacity. For minors, it also makes sense to get permission from your students’ parents. They want to know what you are doing in class and, for the most part, will be as excited as the students.
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Getting up to speed with the variety of technologies that make sense for you and your classes may take some time and patience. If you are not as technologically adept as you would like to be, remember your students’ experiences learning language in your class. It is only through practice, and trial and error, that you gain technological proficiency.
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shared by Lorena Harger on 12 Oct 15 - No Cached

This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and non-heritage students.
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As they begin to look for the appropriate Spanish class, Latino students may need to go through some kind of placement test or interview, especially if they have a low level of proficiency in Spanish. A growing number of universities may offer the opportunity for Latino students to take courses within a program for foreign language (FL) students, heritage learners (HL), bilingual students, Spanish Native Speakers (SNS), etc.
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Teacher beliefs constitute one of the dimensions of teacher cognition, an inclusive concept for the complexity of teachers' mental lives (Borg 2003a) which has become a well-established area of analysis in second language (L2) teaching and learning.
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