Issues Concerning Language Education

Online Professional Development Opportunities in 2012 | RELO Andes

2012-01-24T00:17:00.000-05:00

RELO Andes offers new opportunities for continuing Professional Development to English teachers from five Andean countries: Peru, Colombia, Venezuela, Ecuador, and Bolivia.
Further information at Online Professional Development Opportunities in 2012 | RELO Andes

Happy New Year 2012 to all my Blog readers. Enjoy it with Music from Abba

2011-12-29T01:28:00.000-05:00

Difference between Web 1.0, Web 2.0, & Web 3.0

2011-07-05T21:07:00.000-05:00

World Wide Web has evolved so fast that there seems to be some confusion about its evolution, and eras of its development. A consensus has again evolved which has divided the development of the World Wide Web into three eras which are known as Web 1.0, Web 2.0 and Web 3. As the Internet has no master and [...]

Continue reading at: Difference between Web 1.0, Web 2.0, & Web 3.0

Apps in Education: Can you really use Twitter in your Classroom?

2011-07-03T01:42:00.001-05:00

Since I started using Twitter I think that all the twitter feeds I have collected so far will serve as source for developing reading comprehension and writing skills. Teacher students may identify, select, and discriminate information in order to organize, elaborate, create, and publish their own written texts.

In Gregory Swanson's article we can find innovative ideas for developing writing skills using Twitter. I'll try some of them. What about you? Click on the following link:

Apps in Education: Can you really use Twitter in your Classroom?: "Twitter was one of those things that I just ignored. I thought it was a little bit indulgent and frivolous, that was until I got shown how t..."

Web 2.0 and Language Learning

2011-05-22T23:08:00.001-05:00

Web 2.0 and Language Learning from Victor Hugo Rojas B. on Vimeo.

I'd like to comment this video. Working in a language teacher education department gives me the opportunity to interact with digital natives and immigrants. About 65 % of teacher students are familiarized with some Web 2.0 tools such as Messenger, Hi5, Facebook, Blogger, and YouTube. I think they are actually networked students because they interact, share, and learn exchanging information and socializing online.

Although, there are other Web 2.0 tools such as wikis, podcasts, and social networks; most students have not tried them yet, as well as, a great deal of teachers. These Web 2.0 tools may support EFL lessons encouraging students to use the array of possibilities to share opinions with the world; find images to use in class and share them; play word games with other students around the world improving vocabulary and making friends. Also, teachers may create and share teaching videos; see and learn how to do things through tutorials; or make their presentation interactive with Voice Thread.

In conclusion, "education must be not only socially, but collaboratively constructed." Networked teachers expect their students to collaborate with others virtually. However, teachers must improve their best practices by discussing and exchanging ideas with their colleagues in order to make the most benefitial Web 2.0 classroom work for their students.

Issues Concerning Language Teacher Education

2011-05-22T22:53:00.000-05:00

The title of this post is the name of my Blog It was created in 2007. Up to that time, I had been using e-mail accounts and ePals for interacting with my teacher students online. And the first post I published is about Case study. Unforgetable memories!

After trying other web tools and looking for new ways of interacting online, I decided to create a Blog where students may leave comments to the posted topic. I think that it is a Tutor Blog because there are some contents related to syllabus, course information, homework, assignments, etc. Also, I write about my PD and PLN, reflections about culture and language looking forward to stimulate online and in-class discussion. Instead of a Class Blog I use Moodle platform.

According to the article and among the reasons to blog, I highly suggest blogging to provide extra reading practice, guide students to online resources, and stimulate out-of-class discussion.

About blogging in my country, I think there would be lots of unknown blogs related to ELT, few of them are active such as Relo Andes and Cesar Klauer's, and mine of course. But, the most remarkable weakness is readers hardly ever leave comments.

IATEFL Online

2011-04-22T11:55:00.001-05:00

If you missed IATEFL Brighton 2011 Conference but are interested in watching the videos of plenaries and some sessions given by the most representative ELT educators worldwide, now we can watch some of the recorded presentations from IATEFL by going to the link below:

IATEFL online sessions

I am sure we will be benefited and empowered from inspiring and innovative presentations, as well as, be promoted to reflect on best practices for our institutional partnerships.

You may post comments and ask questions about the presentations.

Why should teachers be using Twitter?

2011-03-13T00:31:00.001-05:00

Twitter is a part of building our PLN (Professional Learning Network). About two years ago, looking for new ways to enhance my teaching and learning strategies, I found Twitter. My Twitter ID is victorhugor. Since I started tweeting, my Twitter stream became less social and more academic or professional. I mean, as teacher educator, I'm using Twitter to share knowledge/information, resources, and point of views; answer questions; socialize among colleagues; as well as, provide support/encouragement in my PD (Professional Development).

Willing to help and collaborate with Peruvian novice/professional colleagues, I've recently signed up a Twitter account for PETsNET. Have you all got a Twitter account, yet? I'm looking forward to reading your tweets. I think If you don't try it, you will never be able to know what it is about.

According to professorbaker "Twitter means connections, and connections means access to current, up-to-date, information. To be clear: Twitter is a fundamental part of my PLN. To be without it would be similar to losing sight in one eye…"

And Justin Tarte's answer to the question is: "to learn, share and collaborate is the perfect path toward growth and development."

Now, watch this inspirational video and answer the question.

13 reasons to use educational technology in lessons

2011-03-06T17:56:00.001-05:00

The introduction of this article says:
Sometimes you need to convince colleagues to think about using educational technology in their lessons, or to identify where in their scheme of work they could incorporate it.
This list is a starting point: you may find one or two points that would "resonate" with your co-worker, and grab his or her attention.
Continue reading at: 13 reasons to use educational technology in lessons - Articles - Educational Technology - ICT in Education

My Rewarding Teaching Autobiography

2011-02-22T04:46:00.000-05:00

I'm Victor Hugo Rojas, associate professor of TEFL. I have over 25 years experience as a foreign language teacher educator. I've taught at schools, pedagogical institutes, language centers and universities in Lima, Peru. Since then, I've been reflecting on the ways of working with teenagers and adults; also, the importance of patience, understanding, and consistency.

In addition to teaching students, I have been able to spend time teaching teachers how to create, utilize and integrate teaching methodology and strategies in their classrooms. The highlight of my involvement in staff development came when I joined a group of English teachers at the ESS Project supported by the MED and British Council since 1991. I was trained to be an English teacher trainer attending intensive workshops on TEFL. In 1993, I started training in-service state school English teachers in Cusco, it was one of the most challenging experiences I’ve ever had. Up to now, I continue training ETs and attending conferences, congresses, and workshops around Perú and abroad as speaker, mainly.

Over the years, I've developed some teaching material and anthologies. As a course developer, I have applied my extensive knowledge of ICT and distance/blending learning in developing my courses using different e-learning tools.

Some "life outside of teaching" facts about me... I'm married to Rosa Angelica for 24 years now. She's extremely talented and currently pursues her favourite hobbies, decorating and gardening. We have an only son: Antonio, 21, scholar guitarist, varsity soccer player, Sprachdiplom II in German, and currently a junior attending UPC majoring in Music Production and Engineering. Also we have a dog: Uriel.

I’ve been involved in education service all my life, so I’ve travelled almost all around Peru and several countries abroad touring and sightseeing the most wonderful cities and towns I’ve ever seen. I like all kinds of food, especially Peruvian, Italian, Mexican, and Chinese typical food. I enjoy classical music and 80s classic rock. Besides, I like the cinema, especially comedies. In addition, I started getting grey hair when my son finished school, and I spend most of my time trying to keep up with my family.

To all Blog readers, colleagues & students all around the world.

2010-12-25T18:37:00.001-05:00

Thanks God It's Christmas

Oh my love we've had our share of tears
Oh my friend we've had our hopes and fears
Oh my friends it's been a long hard year
But now it's Christmas
Yes, it's Christmas
Thank God it's Christmas

The moon and stars seem awful cold and bright
Let's hope the snow will make this Christmas right
My friend the world will share this special night
Because it's Christmas
Yes, it's Christmas
Thank God it's Christmas
For one night

Thank God it's Christmas yeah
Thank God it's Christmas
Thank God it's Christmas
Can it be Christmas?
Let it be Christmas
Every day

Oh my love we've lived in troubled days
Oh my friend we have the strangest ways
All my friends on this one day of days
Thank God it's Christmas
Yes, it's Christmas
Thank God it's Christmas
For one day

Thank God it's Christmas
Yes, it's Christmas
Thank God it's Christmas
Oooh yeah
Thank God it's Christmas
Yes yes yes yes it's Christmas
Thank God it's Christmas
For one day

Words and music by Brian May and Roger Taylor

Why can't I be your teacher?

2010-08-23T19:28:00.003-05:00

Dear petit digital native,

I must confess that you have been the most valuable inspiration in my teaching life. I'm writing to you to tell you that I know the Internet. May I meet you on the web? Sure, I need to be literate to relate pupils like you, digital natives. I'd like to teach you in a "new school", make you jump, walk, sing, dance, draw, act, chat, and play games, virtually and/or in live. By the way, I use a computer when I teach. I'll be your teacher and teach you using the internet. I use the technology and it doesn't scare me. You will learn how to be safe on the net. Likewise, I've been on Twitter, Facebook, surfing and blogging. I'm not afraid of making online connections. Of course, you are ready and I'll prepare you for the world you live in. Yeah, it's my "business", my job.

Nevertheless, I disagree with the idea that everything you want to learn is entirely on technology. Why not doing hands-on explorations such as building castles on the beach, preparing a delicious dessert, telling tale stories, acting a play, painting on wall paper, feeding animals on a farm, etc. Technology is definetely part of our lives, but there are other ways of learning you should try out.

Looking forward to interacting with you, in-person or on line.

Sincerely,

Your networked teacher.

Using wikis for more collaborative and interactive lessons

2010-05-03T00:18:00.001-05:00

Do EFL teachers use Wikis in their teaching? I think so. Wikis are being used by EFL teachers to lead or follow up after subject lessons. We have to remark the students participation in the ongoing creation and evolution of the wiki. Then, what is a wiki?

A wiki (derived from the Hawaiian term for quick) is essentially a small piece of server software that allows users to freely create and edit Web content using any Web browser and no other special tools. Or, in one simpler description, a wiki is "the simplest online database that could possibly work." No HTML or programming knowledge is needed to contribute to a wiki.

In order to continue supporting teachers development, and making our students to create classroom valuables, collaboratively; here you are some more useful ideas:

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom

Free English Lessons Online: Valentine's Day Recipes - Video Listening Quiz

2010-02-14T09:42:00.003-05:00

People all around the world will be celebrating Valentine's Day this Sunday, February 14. Language educators may develop this listening lesson with our students, and also try the recipe. Just click on this link:

Free English Lessons Online: Valentine's Day Recipes - Video Listening Quiz

Likewise, enjoy and share this Valentine's Day song that will be appreciated by your partner and those struck with Cupid's arrow. Just sing it aloud in front of loved ones to touch their heart.

Bryan Adams - (Everything I Do) I Do It For You

100 Ways You Should Be Using Facebook in Your Classroom

2010-02-08T14:18:00.000-05:00

100 Ways You Should Be Using Facebook in Your Classroom

Wishing you a challenging and amazing New Year!

2009-12-31T18:52:00.000-05:00

Thinking about the past twelve months helps us to reflect and take challenging decisions in order to being reloaded in 2010. It may help us to relocate our energies on new demanding goals we wish to accomplish or things we would like to try, such as PNL (Personal Networking Learning) Whether we are disappointed in our progress on virtual social networking during the past year, or energized by what we have already accomplished, growing as educators. Let´s start on our New Year’s resolutions, right now.

Connecting with our outstanding colleagues on a personal and academic level builds trust, relationship and credibility. Offering your professional services, expertise or help to peers. It is acceptable to promote your services when asked. The old saying rings true: it’s not what you know; it’s who you know.

Clink a virtual champagne glass and toast your friends! CHEERS!!
HAPPY 2010 TO YOU!!!
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Merry Christmas to all my e-Friends.

2009-12-24T07:17:00.000-05:00

I have always thought of Christmas time, when it has come round, as a good time; a kind, forgiving, charitable time; the only time I know of, in the long calendar of the year, when men and women seem by one consent to open their shut-up hearts freely, and to think of people below them as if they really were fellow passengers to the grave, and not another race of creatures bound on other journeys.

Charles Dickens
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Personal Learning Network is challenging.

2009-12-12T15:16:00.001-05:00

As Peggy George says: "Every day I learn new things from my personal learning network." I strongly agree with her, there is so much to learn from people engaged on different social networking. Nowadays, having a PLN is a must for educators, as well as, using this amazing tool called Twitter Mosaic for creating a picture of their followers on Twitter. I am actually connected with all my colleagues and friends sharing knowledge, resources, and point of views; answering questions; socializing among us; and providing support/encouragement in my professional development. As a matter of fact, I recommend you to sign up and get one, and go on networking, lively. Thanks to Peggy, a new Twitter friend, for sharing this on her website.

Get your twitter mosaic here.

Need of teaching language learning strategies?

2009-12-06T23:10:00.001-05:00

According to Rebeca Oxford, "language learning styles and strategies appear to be among the most important variables influencing performance in a second language. Much more investigation is necessary to determine the precise role of styles and strategies, but even at this stage in our understanding we can state that teachers need to become more aware of both learning styles and learning strategies through appropriate teacher training. Teachers can help their students by designing instruction that meets the needs of individuals with different stylistic preferences and by teaching students how to improve their learning strategies."

Teaching to use better strategies such as: "metacognitive techniques for organizing, focusing, and evaluating students' own learning; affective strategies for handling emotions or attitudes; social strategies for cooperating with peers in the learning process; cognitive strategies for linking new information with existing schemata and for analyzing and classifying it; memory strategies for entering new information into memory storage and for retrieving it when needed; and compensation strategies to overcome deficiencies and gaps in learners' current language knowledge" (Oxford, 1990); may help students to improve their language performance, also be aware of the most beneficial strategies to employ. However, some research not to seem motivated as Lucia Garcia's investigation result:

El 46% de los alumnos de inglés no usan métodos de aprendizaje ( Diario Córdoba - 03/02/2007 )

Support bilingual education

2009-11-25T02:40:00.000-05:00

What about bilingualism in Latinamerica? Are there any programs that promote bilingualism, biliterate, bicognitive, and multiculturalism development? What are the most effective immersion programs in closing the achievement gap and promoting bilingualism? According to Baker (2006), the concepts students learned in L1 can be transferred to L2; so to what extend L1 system is well achieved to support the Interlanguage process? I think, the best way of supporting bilingualism in our communities is, firstly, supporting and evaluting the teaching and learning process in primary schools when children learn their L1.

Education & Technology Quotes

2009-11-25T01:45:00.001-05:00

Apologies for my absence from blogging; I've recently started a new job and am editing an anthology on North American Literature, both factors which are taking up extra energy I normally direct toward talking about teacher education. But I've just been working on history of English and North American literature, and I got back to my searching task this weekend. Check out this SlideShare Presentation:

Education & Technology Quotes

View more presentations from Tony Vincent.

World Teachers’ Day | EDUCATION | UNESCO

2009-10-05T20:10:00.003-05:00

Teachers open our eyes to the world. They give us curiosity and confidence. They teach us to ask questions. They connect us to our past and future. They are the guardians of our social heritage. [...] Life without a teacher is simply not a life.*

Les enseignants nous font découvrir le monde. Ils nous donnent la curiosité et la confiance. Ils nous apprennent à poser des questions. Ils nous relient à notre passé et notre avenir. Ils sont les gardiens de notre héritage social. [...] La vie sans un enseignant n’est tout simplement pas une vie.

By Jonathan Sacks

World Teachers’ Day | EDUCATION | UNESCO

Posted using ShareThis

Peru: Reforming financial policy in the education sector

2009-09-02T03:44:00.001-05:00

The heading of this article posted by the GTZ on 10 March 2008 caught my eye in all conscience. Nowadays, Peruvian teachers of state schools are really concerned in empowering their cognitive, linguistic, communicative, and pedagogical competences attending in-service teachers training courses offered by Peruvian universities. The PRONAFCAP is being developed thanks to funds the Peruvian Ministry of Education has allocated in supplementary budgets over the last three years. However, we must be aware of a great deal of teachers are being trained inadequately because of deficit of well prepared trainers. In spite of this cruel reality, the Peruvian Government continues investing huge amounts of money in the “new” education reform. I think, a reform should start from the authorities of the Ministry of Education to every member of schools. What do you think? Here you are the article:

Achieving equal opportunity while reducing poverty
Money alone is not enough to improve a country’s education system. But without adequate funding for school buildings, technical equipment, teaching materials and teacher training, education reform is doomed to failure from the very outset. The Peruvian Government is well aware of this: for its planned reform of the education system, it has put a new distribution key for budgetary funds at the top of the agenda.
Last year, on behalf of BMZ, GTZ advised the Ministry of Economy and Finance and the Ministry of Education on budget planning and implementation. “So far, allocation of funds to Peruvian schools has been based on teacher numbers alone,” reports Janos Zimmermann, head of the advisory programme “Good governance and inclusion”. “This meant that schools in rich areas always received more money, which just exacerbated the country’s education gap.” Schools in poor, rural areas have classes that are full to bursting and employ inadequate numbers of teachers, most of whom are poorly trained.
Now, for the approximately seven million school children there is hope. Following the example of its neighbour Ecuador, the Peruvian Government has boosted funding for the primary school sector to USD 90 million in a supplementary budget for 2008. “What is even more significant, however, is that criteria such as population figures, the region’s poverty rate, the condition of school facilities and the number of classes and pupils are now the key factors in allocating funds,” Mr Zimmermann reports. This will ensure that, in future, funding will get to where it is urgently needed.
By the end of June 2008, over 40,000 schools are to benefit from this programme. As of this year, the funds are transferred directly to school head teachers, who are responsible for how they are used. Two newly established committees, consisting of representatives from parents’ associations and the mayor, will ensure that the allocation of funds is carried out appropriately. “With this innovative distribution and monitoring system,” says Mr Zimmermann, “the government is showing its commitment to finding grass-roots solutions. And with a better school system that benefits children from poorer backgrounds in particular, we will be able to improve their chances of escaping the vicious circle of poverty and inadequate education”.

Inspiring our daily work

2009-08-25T03:15:00.002-05:00

As a matter of fact, most of us have ever been inspired by one of these inspiring quotations. This presentation will encourage us to persevere increasing our sincere commitment to delivering our students qualified teaching and getting from them amazing learning outcomes.

Let's experience these impressive slides.

English Language Teaching Contacts Scheme (ELTeCS)

2009-08-03T22:25:00.003-05:00

I am subscribed to the ELTeCS Latin America and the Caribbean electronic forum.
ELTeCS is for teachers who want to know what's happening in ELT in Latin America and globally.
ELTeCS is a knowledge sharing network for English language teaching practitioners worldwide, run by the British Council and six regional newslist Editors.
ELTeCS offers teachers access to information about development opportunities in their region and further afield, such as:
* workshops, Hornby schools, online courses
* conferences and other events
* online resources and activities
* journals and newsletters
* teacher projects
* job adds
* queries about ELT
Many - but not all - of the services, products and resources mentioned are from UK ELT experts, trainers and providers.
ELTeCS provides this information through six regional email newslists, one each for:
* Africa and the Middle East
* Central and South Asia
* East Asia
* Europe, Caucasus and Russia
* India and Sri Lanka
* Latin America and the Caribbean
ELT practitioners can subscribe to a maximum of two of these newslists free of charge. You can subscribe in just two minutes by filling in the online questionnaire at http://www.britishcouncil.org/eltecs-join.htm and selecting the regional email newslist you wish to receive. In response, you will get a message from the Editor, within a few days, welcoming you. Digests of news items will appear automatically in your email inbox once or twice a week. ELTeCS members can post their own announcements, queries and requests.
The Editor for the ELTeCS Latin America and the Caribbean newslist is Renate Thummler Blum, based in Mexico at blum1957@yahoo.com.mx
The newslists are backed up by the website http://www.britishcouncil.org/eltecs which contains a global ELT event calendar and Teacher Association contact details, as well as reports on past teacher projects.

The Networked Teacher of the 21st century

2009-07-28T07:24:00.010-05:00

Few years ago, teachers used to work with Typical Teacher Network, interacting with curriculum documents, colleagues, popular media, print and digital resources, their family and local community. Nowadays, we, educators, are called The Networked Teachers because of we are able to manage blogs, wikis, video-conferences, chat, social networking services, and other tools for interactive learning and teaching.
Furthermore, we attend conferences, get technical support, and do pro-d sessions, from different parts of the world. I wonder if we and our students will benefit from this kind of learning. Yes, I think so. We shouldn’t conduct our classroom quietly anymore.
What makes a well rounded teacher? Just his/her personality, curriculum, pedagogy and practice? No, technology must be included in teachers’ daily work. Let see, which one is better? To use a laptop or paper and pencil; see math problems in 3D instead of doing odd problems; access the most dynamic information rather than printing and photocopying it; select your own learning styles in place of teacher’s favourite learning styles; collaborate with peers around the world rather just with your classroom peers.
Up to now, I can’t teach without technology in consequence of Blogging is learning by sharing with each other, helping others learn, and keeping everyone connected even outside of school/university. In addition, as we know, technology could fail and things could move very slowly. However, the benefits are more meaningful, I mean, students will edit, link, seek, comment, question, and socialize MORE in order to be reflective and challenge each other seeing the opportunities rather than the obstacles.

Principles and Practice (1982) now available for free

2009-07-07T12:06:00.003-05:00

Krashen, S. 1982. Principles and Practice in Second Language Acquisition is now available at http://www.sdkrashen.com/Principles_and_Practice/index.html no charge. This internet version is nearly identical to version originally published in 1982.

Introduction to the 2009 Internet Version:

This is the original version of Principles and Practice, as published in 1982, with only minor changes. It is gratifying to point out that many of the predictions made in this book were confirmed by subsequent research, for example, the superiority of comprehensible-input based methods and sheltered subject matter teaching (Krashen, 2003), the inefficacy of error correction (Truscott, 1996, 1999), and the "power of reading" (Krashen, 2004). Subsequent research has also, in my opinion, confirmed that in footnote 5, chapter 3, option 3 is the correct one, that we acquire vocabulary best through comprehensible input (Krashen, 1989; 2003).

I have changed my position on only one issue: At the end of Principles and Practice, I suggest the use of a form of deception - students may think they are acquiring vocabulary or learning subject matter, but unknown to them, they are acquiring because they are getting comprehensible input at the same time. I now think it is very important to make a strong effort to inform students about the process of language acquisition, so they can continue to improve on their own.

Krashen, S. (1989) We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal 73, 440-464.

Krashen, S. (2003) Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann.

Krashen, S. (2004) The Power of Reading. Portsmouth, NH: Heinemann.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46 (2), 327-69.

Truscott, J. (1999). What's wrong with oral grammar correction? The Canadian Modern Language Review, 55(4), 437-56.

Have the most wonderful celebration, colleagues!

2009-07-06T10:32:00.006-05:00

On behalf of all of our students, I'd really like to thanks and regards to each one of you, beloved, outstanding and patient English teachers, for your critically important contributions that you make, both inside and outside the classroom. Also, this day invites everyone to recognize the indispensable and often difficult role that teachers play. To my family, friends, teachers, well-wishers, students; whoever has been offering a great-and-continuous support for my passion towards this challenging profession.
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What about learning styles research in Peru?

2009-05-31T19:02:00.003-05:00

Speaking of learning styles theory around the world, there is a plethora of research in LS devoted to the discovery of relationships between LS and specific student achievement outcomes: drop rate, completion rate, attitudes about learning, and predictors of high risk. As you see, a great deal of people has been talking about learning styles research lately, generating great interest and controversy for more than 20 years. In regard to this, I myself asked this question: What about recent research papers in LS matters done by Peruvian scholars? Pleasantly, I found a lot of research on LS applied into different level of education in order to identify, explore and comprehend the LS of our students; recognize which styles are the most predominant; determine the critical variables that influence the process of learning in a group with specific characteristics. I think I will keep reading about this controversial theme and the most interesting thing is that there is a lot going on in multiple different websites on internet; just now, I’d like to share with you some Peruvian scholars’ research on LS I've found. It may be useful to discuss these issues with your colleagues.

Torres & Cardenas (2008). Learner Differences: Implications for Language Learning. U.N.M.S.M. Lima, Perú. Available online at: http://www.hltmag.co.uk/oct08/mart04.htm

O’Hara (2006). Estilos de Aprendizaje del Niño Andino del Sur del Perú: un Instrumento para su Aproximación. UPCH Lima, Perú. Available online at: http://www.upch.edu.pe/fapsi/rph/NUMERO/Jessica.pdf

Pipoli & Flores (2005). Learning Styles in the Training of Executives. UP Lima, Perú. Available online at: http://accreditation.mbaworld.com/downloadblrarticle/1002/index.htm

Tafur (2004). Estilos de aprendizaje de los estudiantes y su incorporación en las estrategias de acción docente. PUCP Lima, Perú. Available online at: http://tecnologiaedu.us.es/estilosdeaprendizaje/Comunicaciones/EE%20AA%20Ed.%20Universitaria/Rosa%20Tafur.doc

Capella & Colaboradores (2002). Estilos de Aprendizaje en los estudiantes de la Pontificia Universidad Católica del Perú. PUCP Lima, Perú. Available online at: http://www.itnl.edu.mx/docs/material21/EstilosAprendizaje/Lecturas/Estilos%20de%20aprendizaje%20Generalidades.pdf#search=%22ESTILOS%20DE%20APRENDIZAJE%20EN%20LOS%20ESTUDIANTES%20DE%20LA%20PONTIFICIA%20UNIVERSIDAD%20CATOLICA%20DEL%20PERU%22

Delgado (2002), Análisis de las Relaciones entre la Necesidad Cognitiva y los Estilos de Aprendizaje. UNMSM Lima, Perú. Available online at: http://w3.dsi.uanl.mx/publicaciones/ciencia-anl/vol7/1/pdfs/estudiantes_arquitectura.pdf#search=%22ANALISIS%20DE%20LAS%20RELACIONES%20ENTRE%20LA%20NECESIDAD%20COGNITIVA%20Y%20LOS%20ESTILOS%20DE%20APRENDIZAJE%22

Alvarez & Domínguez (2001). Estilos de aprendizaje en estudiantes de posgrado de una universidad particular. UL Lima, Perú. Available online at: http://fresno.ulima.edu.pe/sf%5Csf_bdfde.nsf/imagenes/CCB9B0D9BD56042D05256E540056A07D/$file/07-persona4-alvarez.pdf

Gómez & Yacarini. Estilos de aprendizajey rendimiento académico en estudiantes de la Universidad Católica Santo Toribio de Mogrovejo. UCSTM. Lima, Perú. Available online at: http://www.monografias.com/trabajos35/estilos-aprendizaje/estilos-aprendizaje.shtml

And others.

Learning Styles theory at controversy?

2009-05-27T00:59:00.003-05:00

Do you think that surveys, tests and inventories that are given to figure out our students’ learning style are not always reliable or objective? To assess learning styles on a large scale is time-consuming? Do teachers do informal assessments with students about different interests, strengths and weaknesses? How do they apply all of these preferences to their daily lessons? Assessing learning styles on a large scale is not practical for most of us, educators?

There has been a great deal of talk about learning styles; pros and cons views, and the same controversies surrounding the whole issue will persist. Some educators have condemned as racist and others have defended as a valuable teaching tool. With reference to this debate, Susan A. Santo (2007) remarks: “A learning style is an individual's preferred way of learning. When an instructor's style matches a student’s learning style, that student typically experiences greater satisfaction and a more positive attitude toward the course. However, there is considerable disagreement as to what degree learning styles actually affect a student's ability to do well.

Another area of controversy is in regard to what the different learning styles are or what they should be called. There is no currently existing overall, holistic theory of learning styles; rather there are bits and pieces. In fact, what some call learning styles, others have labeled as cognitive controls, cognitive styles, or personality. For the sake of simplicity, we will use the term "learning styles."

If we assume that individual learning styles do exist and can be measured, there is disagreement about what the instructor should do about it!”

In addition, professor Santo adds: “A major mismatch between instructor style and learners' styles can lead to trouble. For example, suppose that learners prefer independent work and reading, but the instructor prefers group projects. Never rely totally on any one method, but try to vary them. If a student does not seem to be learning, consider whether his/her learning style might be at odds with your teaching style. Remain flexible and be able to change planned learning activities if students are having trouble in a given area.”

In accordance with the controversial theory, Marie Rossiter (2006) reports: “Steven A. Stahl is one of the most vocal opponents of learning style theory. In a 1999 article, "Different Strokes for Different Folks?", Stahl offers a detailed critique of the entire concept of learning styles, particularly in the field of reading. Why is he so down on learning styles? In short, Stahl believes that:

Many of the studies supporting learning style theory are not based on reliable study.
Many people mistake learning preferences with learning styles--and, according to him, there is a big difference.
People like Howard Gardiner are simply looking for ways to make those with gifts in more creative avenues feel more "intelligent".
Learning Style theory is used to try to meet the needs of the many, diverse learners in our classrooms.”

Source: Santo, Susan A. “Learning Styles and Personality”. The University of South Dakota. Updated: December 2007. May 26, 2009 http://www.usd.edu/~ssanto/styles.html Adapted.

Adapted by: Victor Hugo ROJAS BAUTISTA (2009) Associate professor of Language Teacher Education at UNE & UNMSM

Learning Styles Don't Exist?

2009-05-23T04:51:00.006-05:00

I used to think that I was a visual / kinesthetic learner, that is because I just could not learn mathematics and I currently love learning by seeing and doing. As a teacher educator, I am really discouraged by the blind faith of my undergraduates about learning styles; likewise, most of us know that learning styles theory is not valid and there are no controversial discussions of them in any textbook for teachers.

Concerning Daniel Willingham's video, his point of view is that there is no credible evidence to support learning styles, as well as, a valid and reliable method of determining one's learning style. This is a strong argument in favor of his theory: "Discussions of visual, auditory, and kinesthetic learners are common in educational literature, teacher-preparation programs, and professional development workshops. The theory that students learn more when content is presented in their best modality seems to make sense, seems to be supported by classroom experiences, and offers the hope of maximizing each child’s learning by planning different lessons for each type of learner. For example, within one kindergarten class, the auditory learner could listen to stories about different holidays around the world, while the visual learner examined pictures of holiday celebrants, and the kinesthetic learner handled costumes and artifacts associated with the holidays. But is the theory correct? And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?" (Willingham 2005)

Consequently, the controversy will continue and taking into account that the most important aspect is the nature of the topic the students are discussing, and that should determine how to approach the topic. They might encode an experience auditorily and visually, but which of these two is more important, it will depend on the stimulus and how they interpret it. Also, If students are lost and someone draws them a map, they are going to rely on visual data. If someone tells them how to find their destination, They are going to use auditory data. But either method should get them where they are going. Finally, we should use these theories only to remind ourselves to make our classes varied and lively for our students.

Daniel T. Willingham is professor of cognitive psychology at the University of Virginia and author of Cognition: The Thinking Animal. His research focuses on the role of consciousness in learning.

Source: Willingham, D. T. (2005) Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction? American Educator, Summer, 31-35, 44.
Reprinted in Organization for Quality Education Forum (2005). 14, 12

Adapted by: Victor Hugo ROJAS B. (2009) Associate professor of Language Teacher Education at UNE & UNMSM

I hope the New Year will be more enriching for us all.

2008-12-31T12:48:00.005-05:00

Send this eCard !

USING CASE STUDIES IN ENGLISH TEACHER EDUCATION

2008-05-01T20:53:00.001-05:00

This workshop arose from applying case studies in presenting ELT principles and theories in teacher education programs coming across appropriate ways that show their relevance to practice, demonstrating how to enable pre/in-service teachers to apply theoretical principles to many practical situation encouraging critical reflection, and developing problem-solving and decision-making skills (Victor H. ROJAS. APPI 2007)

Mind mapping at UNE

2008-05-01T15:22:00.001-05:00

Cooperative Learning Creates a Classroom Community which involves students in a kind of interdependence whereby all are working towards a common goal, often with group members responsible for different aspects of the content and teaching it to other members of the group (Ronkowski, 2003).

El Morrocotudo - El diario nuestro de cada día.

2007-09-11T17:46:00.000-05:00

El Morrocotudo - El diario nuestro de cada día.

UTA-COMPROMETIDA-ENSEÑANZA-INGLES-COMO-SEGUNDA-LENGUA

2007-09-11T17:37:00.000-05:00

UTA-COMPROMETIDA-ENSEÑANZA-INGLES-COMO-SEGUNDA-LENGUA

Using mind-maps to develop thinking skills

2007-06-20T01:23:00.001-05:00

12th APPI International Congress for Teachers of English

2007-06-14T03:33:00.000-05:00

CASE STUDY: Conducting a cooperative learning task

2007-06-05T01:24:00.000-05:00

Mr. Figueroa has been teaching high school English for ten years in the San Rafael School. His approach to teaching English has been a traditional grammar- based one and he has not changed many aspects of his teaching since he began his career His classes are teacher-centered: he presents grammar rules, has students do mechanical exercises to learn the structures, and does some communicative practice as time permits. Approximately every other week, his students read a short text dealing with some aspect of English culture and answer comprehension questions. Mr. Figueroa uses little spoken English in the classroom except for conducting the grammar practice.
Midway through the year, however, Mr. Figueroa decided to try out some new ideas he had learned at a recent workshop for language teaching. The workshop presented various techniques for teaching communicative language use and involving students more in creative self-expression. Since the unit students were working with included vocabulary dealing with family Mr. Figueroa decided to have students interview one another in pairs in order to find out certain information about each other’s families. He presented the task in Spanish “Choose a partner and interview one another in English to find out: how many people are in the immediate family; what their relationships are; what their occupations are; and what they look like.” He gave them fifteen minutes to complete the interviews. However, as Mr. Figueroa began to circulate around the room, he found that students were confused: they had no idea how to form the questions in English; they were madly going through verb charts and vocabulary lists in their textbooks; and they seemed to dislike the idea of working together in pairs.

Explore the following alternatives that Mr. Figueroa could have used:

He could have asked students to write out the questions for homework and use them in class the next day to conduct the interviews.
He could have introduced the activity by giving examples of some questions students might form for use in the interviews.
He could have integrated grammar practice with functional use by providing more opportunities for students to use each grammar point trough communicative use and interaction.
He could have provided more input in English trough such strategies as presenting an authentic video of native speakers of English describing their families.

After having discussed the alternatives above, formulate your own list of probable causes for the difficulties Mr. Figueroa’s students are experiencing. Base your rationale on the theories dealing with the role of input/output and social Interaction.

To prepare the case:

1. Consult the sources dealing with pair/group work and students interactions.
2. Observe a language lesson in which students are interacting with one another.

Now imagine that you are Mr. Figueroa:

What would you do as you sense that students are having difficulties with the interviews?
What elements of your teaching would you begin to change as you learn more about current research in second language acquisition and implications?
Interview an experienced language teacher and discuss the kinds of changes that he or she has made over the years to update his/her approach to teaching. Describe these changes.

Taken from: SHRUM J. L. & E. W. GLISAN. 1994. Teachers Handbook: Contextualized Language Instruction. Boston: Heinle and Heinle Publishers.
Adapted by: Victor Hugo ROJAS B. Associate professor of Language Education at UNE & UNMSM. 2004