Multiliteracies in the Foreign Language Classroom. Using Video Games in the FLC PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Multiliteracies in the Foreign Language Classroom. Using Video Games in the FLC PDF full book. Access full book title Multiliteracies in the Foreign Language Classroom. Using Video Games in the FLC by Isabelle Humburg. Download full books in PDF and EPUB format.
Author: Isabelle Humburg Publisher: GRIN Verlag ISBN: 3656915946 Category : Foreign Language Study Languages : en Pages : 27
Book Description
Seminar paper from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Justus-Liebig-University Giessen, course: Multiliteracies in the Foreign Language Classroom, language: English, abstract: According to a survey published in 2013 nearly every youth spends roughly 180 minutes online every day during the school week (MPFS 2013: 64). Of the asked adolescents, 45% said that they play computer, console or online games regularly and gave the estimate of “76 minutes on weekdays and 101 minutes on weekends” (MPFS 2013:65) spend playing digital games. There is a term for all those born after the 1970s, that grew up surrounded and using technology on a daily basis: digital natives (Schoolnet 2009: 6). This new generation of born natives uses digital devices with little to no instruction. One could say they are fluent or literate in this 'language'. These digital natives use this technology based language to communicate, express themselves, as well as to understand and manipulate their environment. They use social networking sites as well as digital games, often combined with each other, to entertain themselves. Through their constant use digital natives are used to an environment, which constantly rewards them for things like endurance (daily log in rewards) or finishing things in a timely matter (finishing in a quest in a certain time frame). This kind of reward system is what they expect in the classroom. A traditional classroom environment may not be motivating enough for this new generation of learners (Schoolnet 2009: 6). This term paper deals with digital games in the English foreign language classroom (EFL). As students clearly enjoy playing these games and are motivated to do so on a nearly daily basis, why not use this kind of motivation to learn English? In the following the theory behind the usage and advantage of digital games in the classroom is outlined. In the end there is a teaching proposal for a unit, that uses an online game to teach historical facts and events.
Author: Isabelle Humburg Publisher: GRIN Verlag ISBN: 3656915946 Category : Foreign Language Study Languages : en Pages : 27
Book Description
Seminar paper from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Justus-Liebig-University Giessen, course: Multiliteracies in the Foreign Language Classroom, language: English, abstract: According to a survey published in 2013 nearly every youth spends roughly 180 minutes online every day during the school week (MPFS 2013: 64). Of the asked adolescents, 45% said that they play computer, console or online games regularly and gave the estimate of “76 minutes on weekdays and 101 minutes on weekends” (MPFS 2013:65) spend playing digital games. There is a term for all those born after the 1970s, that grew up surrounded and using technology on a daily basis: digital natives (Schoolnet 2009: 6). This new generation of born natives uses digital devices with little to no instruction. One could say they are fluent or literate in this 'language'. These digital natives use this technology based language to communicate, express themselves, as well as to understand and manipulate their environment. They use social networking sites as well as digital games, often combined with each other, to entertain themselves. Through their constant use digital natives are used to an environment, which constantly rewards them for things like endurance (daily log in rewards) or finishing things in a timely matter (finishing in a quest in a certain time frame). This kind of reward system is what they expect in the classroom. A traditional classroom environment may not be motivating enough for this new generation of learners (Schoolnet 2009: 6). This term paper deals with digital games in the English foreign language classroom (EFL). As students clearly enjoy playing these games and are motivated to do so on a nearly daily basis, why not use this kind of motivation to learn English? In the following the theory behind the usage and advantage of digital games in the classroom is outlined. In the end there is a teaching proposal for a unit, that uses an online game to teach historical facts and events.
Author: Gainax Publisher: Dark Horse Comics ISBN: 1595828680 Category : Comics & Graphic Novels Languages : en Pages : 388
Book Description
The complete FLCL manga adaptation—now with bonus color illustrations and remastered story pages! In this surreal sci-fi romp, a sullen Japanese boy finds himself in the middle of an interstellar conspiracy. As his home life unravels, a sexy space assassin becomes his family maid, and his own head becomes a portal for armed robots. Life as he knows it is quickly falling apart, and Naota doesn’t know who’s friend or foe! One thing’s for certain—he has to grow up quick and save his hometown, whether he wants to or not! With Dark Horse’s FLCL Omnibus, fans will not only get every chapter in Hajime Ueda’s acclaimed FLCL adaptation, but this collection will also include revised story pages and over a dozen color FLCL illustrations by Ueda.
Author: Heidi Byrnes Publisher: Heinle ISBN: 9781413000405 Category : Language and languages Languages : en Pages : 0
Book Description
The popular AAUSC series of annual volumes for directors of university language programs strives to further scholarship in second language acquisition and teaching with regard to undergraduate programs with multi-section courses. Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.
Author: Julie Coiro Publisher: Routledge ISBN: 1136650865 Category : Computers Languages : en Pages : 1386
Book Description
Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections: Methodologies Knowledge and Inquiry Communication Popular Culture, Community, and Citizenship: Everyday Literacies Instructional Practices and Assessment Multiple Perspectives on New Literacies Research FEATURES Brings together a diverse international team of editors and chapter authors Provides an extensive collection of research reviews in a critical area of educational research Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies Establishes important space for the emerging field of new literacies research Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research. The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.
Author: Robert Kirkpatrick Publisher: Springer ISBN: 3319224646 Category : Education Languages : en Pages : 388
Book Description
This volume offers comprehensive 'state-of-the-art' overviews of educational policies concerning the teaching of English in a large number of Asian countries. Each contribution is written by a leading expert and gives a clear assessment of current policies and future trends. Starting with a description of the English education policies in the respective countries, the contributors then delve into the 'nuts and bolts' of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching. Topics covered include the balance between the acquisition of English and the national language, political, cultural, economic and technical factors that strengthen or weaken the learning of English.
Author: Samuel Kai Wah Chu Publisher: Springer ISBN: 9789811515620 Category : Education Languages : en Pages : 144
Book Description
This book describes how a support structure can be built to enhance peer-to-peer (and also students-to-lecturers) communication and support. It informs lecturers on how they can decide if they should adopt one or more social media tools to facilitate students’ learning, communication, and support for an internship program. This book introduces a participatory design approach that can help develop a pedagogy that will make good use of social media tools on internship learning. It presents a framework for experiential internship learning, integrating helpful educational practices such as participatory design approach and the use of social media.
Author: Saundra Yancy McGuire Publisher: Taylor & Francis ISBN: 100097815X Category : Education Languages : en Pages : 182
Book Description
Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
Author: John Hattie Publisher: Routledge ISBN: 113464311X Category : Education Languages : en Pages : 368
Book Description
On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
Author: Tuula Lindholm Publisher: Tesol Press ISBN: 9781945351266 Category : Cultural competence Languages : en Pages : 210
Book Description
This book goes beyond theoretical discussions to provide concrete methods for integrating intercultural communicative competence into the language classroom through its inclusion of practical examples, engaging ctivities, and real-life case studies.Copublished with NAFSA.
Author: Isabelle Humburg
Author: Isabelle Humburg
Author: Gainax
Author: Heidi Byrnes
Author: Do Coyle
Author: Julie Coiro
Author: Robert Kirkpatrick
Author: Samuel Kai Wah Chu
Author: Saundra Yancy McGuire
Author: John Hattie
Author: Tuula Lindholm