Closing the loop between theory and praxis: new models in EFL teaching.
This article will discuss the development of a teaching unit designed for initial secondary teacher training (specializing in foreign languages). The unit not only exemplified the theory of project-based learning (PBL) for the student-teachers but also involved them in a hands-on experience, thus fu...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 65; no. 1; pp. 42 - 52 |
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| Autores principales: | , |
| Formato: | Artículo |
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Oxford University Press / USA
Jan2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=56096623&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 56096623 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Jan2011 vid: 65 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 56096623 10.1093/elt/ccq017 ppf: 42 ppct: 10 formats: tig: atl: Closing the loop between theory and praxis: new models in EFL teaching. aug: au: Dooly, Melinda Masats, Dolors affil: Universitat Autònoma de Barcelona su: Project method in teaching English as a foreign language English language education Foreign language education Teaching methods sug: subj: Project method in teaching English as a foreign language English language education Foreign language education Teaching methods ab: This article will discuss the development of a teaching unit designed for initial secondary teacher training (specializing in foreign languages). The unit not only exemplified the theory of project-based learning (PBL) for the student-teachers but also involved them in a hands-on experience, thus fully engaging them in the development of the necessary management skills to be able to implement PBL in their own future classrooms. The unit was designed to help shift student-teachers’ understanding of teaching approaches towards pedagogies that promote autonomous language learning and collaborative problem solving. We consider how English language teachers can capitalize on the language learning benefits of project work by first examining the characteristics of PBL and then by considering how this approach can be integrated into EFL training. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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