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.
1991. 381 Pages
Number
1/5
Kind
T-D
“When introducing a new material we often need also to give explicit descriptions or definitions of concepts
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
Penny say that is necessary follow six steps for give an effective explanations:
-Prepare: organize clearly in your own mind what is the good explanation according to the student
necessities and which information you want give them. Make a reflection about the illustrations that you are
going to give, the words that you are going to use, etc.
-Make sure you have the class’s full attention: If you are explaining an important thing, you must be sure
that they are going to pay attention, and you make that for example when you give the material to work
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
Key words
Explanation
Information
Examples
Repetition
Illustration
Brief
Feedback
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.
1991. 381 Pages
Number
2/5
Kind
T-D
“Learning a skill
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”.
Verbalized: When the teacher used a word in context and explained the grammatical rules at the same
time. It corresponds to presentation or explanation of the information.
Automatized: when the student can make the exercises suggested by the teacher in a right way, without
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
Key words
Skills
Verbalization
Automatized
Autonomous
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.
1991. 381 Pages
Number
3/5
Kind: T
“Teachers assistance
The main function of the teacher, having proposed the activity and given clear instructions, is to help the
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
corrections made later, which give useful feedback to learners on their mistakes, do not in themselves
give practice, in the sense of contributing to automatization. If, however, you assist them, you thereby
increase their chances of success and the effectiveness of the practice activity as a whole. Such assistance
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
Key words
Increase
Encourage
Attitude of the
teacher
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.
1991. 381 Pages
Number
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
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
a practice activity: the distinction in in the main goal.”
Page 33
Key words
Test
Practice
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.
1991. 381 Pages
Number
5/5
Kind: T
“ Translation
A technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion
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
information on what the testee does or does not know, particularly when it involves entire units of
meaning (phrases, sentences) within a known context. Translation items are also relatively easy to
compose – even improvise, in an informal test – and administer, in either speech or writing. Marking may
sometimes be more difficult, but not prohibitively so”.
Page 40
Key words
Mother tongue
Reliable
information
Meaning
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
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
might be their interest for learn the language, their cognitive mechanism which enable them to extract
information for acquiring the L2, or for example they must have already learned their mother tongue. Page
5
Key words
External factors
Internal factors
Mother tongue
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
(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
the 'World Wide Web', when communication between people has expanded way beyond their local speech
communities." Page 3
Key words
Communication
Second language
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
identified. The first views interlanguage as consisting of different 'styles' which learners call upon under
different conditions of language use. The second concerns how social factors determine the input that
learners use to construct their interlanguage. The third considers how the social identities that learners
negotiate in their interactions with native speakers shape their opportunities to speak and, thereby, to learn
an L2." Page 37
Key words
Input
Interlanguage
Social identities
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
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
they change their grammar from one time to another by adding rules, deleting other rules, and
restructuring the whole system, they can use various learning strategies for develop the interlanguage.
Page 33-34
Key words
Comprehesion
Retructuring
Learning
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
operating systems at university level. Mursia: Universidad de Mursia. 2008. 15 Pages
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=54702106
Number
1/2
Kind
D
The present research proposes the design and implementation of a virtual classroom based on the
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
characteristics that display the platforms of learning management, specially those used on this research
(Moodle) and to take into value the performance of the virtual classroom on the visual, navigability,
contents and instructional design aspects. The methodology used on this research was of descriptive type
and it was used the systemic thinking technique for the organization of tasks. Finally, the performance of
the virtual classroom was graded as very good concerning visual, navigability, contents and instructional
design aspects. It was recommended the use of virtual classrooms as a support in university and
continuous formation courses.
Key words
Practices
Moodle
Virtual learning
environments
Aplication and
integration on e-
education
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
del aprendizaje del idioma inglés. Maracaibo: Universidad Rafael Belloso Chacín. 2007. Pages
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=99318750008
Number
2/2
Kind
D
Este trabajo expone una experiencia de didáctica universitaria en la Universidad de Los Andes Táchira -
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
educación básica en la tercera etapa y media diversificada. En esta institución, los estudiantes, futuros
docentes de inglés, realizan su pasantía. Los resultados demuestran algunos comportamientos de los
profesores en el salón durante sus clases de inglés. Los mismos revelan situaciones problemáticas a ser
reflexionadas sobre las metodologías utilizadas por el docente de la especialidad de inglés, en las aulas de
clase objeto de la investigación
Key words
Formación del
docente
Investigación-
Acción
Reflexión
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
enactive role-play and structured argumentation: promises and pitfalls.
http://www.tandfonline.com/doi/abs/10.1080/09588220903184732
Numero
1/5
Tipo
D
Este escrito se enfoca en la implementación y el diseño de una intervención mediada por la tecnología
en 2 clases de estudiantes de 17 a18 años en Singapur con una pedagogía argumentativa. El diseño
investigativo incluye la integración de la inmersión virtual y basada en la web al medio ambiente a través
de una estructurada argumentación personalizada enfatizando la argumentación y el pensamiento
crítico.
PALABRAS CLAVE:
-Immersive Virtual
Environments.
-Research Design and
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
virtual en torno al ambiente pedagógico, lo cual puede llevar a encontrar que facilidades para aprender
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.
Hecha por: Tito Daniel
Bedoya

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’
definitions of reading, self-perceptions as readers, and their reading performance.
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415485
Numero
2/5
Tipo
D
Este Estudio, se realizó con el propósito de determinar si la definición de estudiantes sobre lectura y su
auto-imagen y actitudes como lectores están relacionadas a su desarrollo de comprensión y
reconocimiento de palabras. El estudio también examinó si la definición de los estudiantes sobre la
lectura, estaba relacionada con alguna tendencia a mostrar dificultades de aprendizaje. Como resultado
se obtuvo diferencias significativas entre la definición de los estudiantes sobre la lectura y sus
rendimientos al hacer comprensión al ser evaluados de manera informal, sin embargo, no fueron halladas
diferencias significativas al ser evaluados de manera formal.
PALABRAS CLAVE:
-Analytical
Reading
Inventory. (ARI)
-Word Recognition
Comprehension
-Self-Perceptions
as Readers.
OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores)
A los estudiantes, ya sea que estudien en modalidad presencial o virtual, se les hace énfasis en la
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.
Hecha por: Tito
Daniel Bedoya

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
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ921024
Numero
3/5
Tipo
D
Este artículo, basado en un estudio, toma en cuenta la importancia que hoy en día se le da a la escritura
la cual es incluida en tests estandarizados alrededor del mundo, partiendo de allí, propone como los
docentes de inglés son los primeros de los que se espera establecer un constructo de capacidades de
escritura explicitas, antes que crear otros tests relacionados a contenidos, especificaciones, tareas,
calificaciones y esquemas con el fin de la validez de la evaluación.
PALABRAS CLAVE:
-Writing
Assessment
-Writing Ability
-Construct Validity
OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores)
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.
Hecho por: Tito
Daniel Bedoya

20. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
FACULTAD DE EDUCACIÓN
LICENCIATURA EN INGLÉS
Ficha de contenido
Bond, Karen. Teaching English Online
http://www3.telus.net/linguisticsissues/teachingenglishonline
Numero
4/5
Tipo
D
Este texto, presenta en cierto modo las experiencias de una docente de un curso virtual, comparte en
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
dificultades que haya tenido en su curso, aparte de como distribuye su tiempo entre su vida cotidiana y su
trabajo con los estudiantes en el curso virtual, el cual en cierto modo le toma la mayor parte del tiempo
cada día.
PALABRAS CLAVE:
-Authentic setting
-Course Material
El texto propone muchos aspectos que se pueden analizar como factores facilitadores y obstaculizadores,
ya sea la integración de los estudiantes de diversos países, el dominio de la tecnología que tengan tanto
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.
Hecha por:
Tito Daniel Bedoya

21. FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ
FACULTAD DE EDUCACIÓN
LICENCIATURA EN INGLÉS
Ficha de contenido
Liddicoat, Anthony J. and Crozet, Chantal. Teaching Language, Teaching culture.
Australian Review of Applied Linguistics
http://eric.ed.gov/PDFS/ED421881.pdf
Numero
5/5
Tipo
D
En ensayos y reportes de investigación sobre la relación entre la enseñanza de una segunda lengua y la
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
postulan que al enseñar una lengua ya sea nativa o extranjera, también se enseña su cultura.
PALABRAS CLAVE:
-Everyday speech
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:
Heinemann. 2001. 310 pages.
Number
1/4
Kind
T
“Communicative competence
A second kind of competence that language learners need to function in a new language and culture is
communicative competence. As Hymes explains, “The ability to speak competently not only involves
knowing the grammar of a language, but also knowing what to say to whom, when, and in what
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
Key Words
-Function
-Social groups
-Circumstances
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:
Heinemann. 2001. 310 pages.
Numbre
2/4
Kind
T
“Psycholinguistic look for insights into SLA form both linguistic and psychology. They examine the system
of language the learner id developing. This system is referred to as the learner’s interlanguage. An
interlanguage is the version of English and English language learner speaks. It is different from the
English of a native speaker, and yet it is a regular language with rules logic of it owns”. Page:71
Key Words
-Linguistic
-Psychology
-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:
Heinemann. 2001. 310 pages.
Number
3/4
Kind
T
“Studies by Hatch (1983) suggest that the kind of input that leads to language development is simplified
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
reduced vowels and contractions, and the rate of speech is slower, with longer pauses. The vocabulary is
characterized by more high-frequency items, fewer idioms, and less slangs. There are fewer pronouns,
and speakers often use gestures and pictures. At the level of syntax, sentences are shorter, with more
repetition and restatements. Discourse includes more requests for clarifications and fewer interruptions”.
Page: 89
Key words
-Input
-Phonology
-Vocabulary
-Syntax
-Discourse
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:
Heinemann. 2001. 310 pages.
Numbre
4/4
Kind
T
“Culturally relevant texts can engage diverse students in reading. However, finding culturally relevant
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
relevant, especially to very recent immigrants who have lived little or no significance. In addition folktales
often are set in the past or in a make believe setting that can actually be confusing to English learners”.
Page: 111
Key Words
-Reading
-Folktales
-Significance
Made by: Jesica Ortiz Cárdenas