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000095609 0247_ $$2doi$$a10.7764/onomazein.ne6.06
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000095609 041__ $$aeng
000095609 100__ $$0(orcid)0000-0002-2096-8006$$aDelgado-Crespo, V.$$uUniversidad de Zaragoza
000095609 245__ $$aDeveloping communication and thinking skills in English as a Foreign Language Education undergraduate students: a proposal for a syllabus model
000095609 260__ $$c2020
000095609 5060_ $$aAccess copy available to the general public$$fUnrestricted
000095609 5203_ $$aIt is our aim to share a proposal for a new syllabus model and learner-centered methodology for English as a Foreign Language students in the Degree in Teaching in Primary Education at the Universidad de Zaragoza (Spain), presenting the theoretical tenets and analyzing samples of resources and materials that have been designed. In a context of great diversity of levels and learning profiles in the abovementioned educational setting, it is no longer valid to conceive this part of teacher training only in terms of language proficiency, but rather it is necessary to equip students with learning to learn tools and metacognitive strategies as well as materials and resources purposefully designed bearing in mind their context, professional interests and linguistic needs. As a result, throughout the three 6 ECTS courses in the Degree (English in Primary Education I, II and III, for ist, 2nd and 4th year students respectively) we seek to implement active methodologies and make use of a variety of resources following Communicative Language Teaching and Task-based Instruction principles, such as the following: (i) Deep Learning (Clark, 2009a, 2009b) and Scaffolded, Visible Thinking (Ritchhart, Church, and Morrison, 2011); (ii) Cooperative Learning (Kagan and Kagan, 1994); (iii) ICTs and EdTech; (iv) reflective learning, promoting self-assessment and peer-assessment, and (v) Project Based Learning (BIE, 2003). Overall, the teaching proposal designed has enabled us to partially respond to heterogeneity in our large classes and make our students'' learning of a language relevant and meaningful.
000095609 540__ $$9info:eu-repo/semantics/openAccess$$aby-nd$$uhttp://creativecommons.org/licenses/by-nd/3.0/es/
000095609 590__ $$a0.419$$b2020
000095609 591__ $$aLINGUISTICS$$b160 / 193 = 0.829$$c2020$$dQ4$$eT3
000095609 592__ $$a0.243$$b2020
000095609 593__ $$aLinguistics and Language$$c2020$$dQ2
000095609 593__ $$aLanguage and Linguistics$$c2020$$dQ2
000095609 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000095609 700__ $$0(orcid)0000-0002-0475-1384$$aGil, V.$$uUniversidad de Zaragoza
000095609 700__ $$0(orcid)0000-0001-8966-1013$$aMur-Duenas, P.$$uUniversidad de Zaragoza
000095609 700__ $$0(orcid)0000-0001-8928-7295$$aPellicer-Ortin, S.$$uUniversidad de Zaragoza
000095609 7102_ $$13004$$2345$$aUniversidad de Zaragoza$$bDpto. Filolog.Inglesa y Alema.$$cÁrea Filología Inglesa
000095609 773__ $$g(2020), 104-125$$pOnomazein$$tOnomazein$$x0717-1285
000095609 8564_ $$s811095$$uhttps://zaguan.unizar.es/record/95609/files/texto_completo.pdf$$yVersión publicada
000095609 8564_ $$s256026$$uhttps://zaguan.unizar.es/record/95609/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000095609 909CO $$ooai:zaguan.unizar.es:95609$$particulos$$pdriver
000095609 951__ $$a2023-06-21-15:01:15
000095609 980__ $$aARTICLE