Archivos por Etiqueta: Aprendizaje

Comprender el “mal inglés”…: una introducción a las actitudes e ideologías del lenguaje

Making Sense of

Peterson, Elizabeth. Making Sense of “Bad English”: An Introduction to Language Attitudes and Ideologies. London: Taylor & Francis,

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Why is it that some ways of using English are considered “good” and others are considered “bad”? Why are certain forms of language termed elegant, eloquent or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of “Bad English” is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes “good” and “bad” English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions.

Table of Contents

List of illustrations; Acknowledgements; Rationale for this book; Terminology used in this book; Introduction to Part 1: Making sense of “Bad English”; Chapter 1. English speakers in outer-circle and expanding-circle settings; Chapter 2: Where does “Good English” come from, and what does it have to do with Santa Claus?; Chapter 3. “Bad” English in inner-circle settings; Chapter 4. How “Bad English” works against us: linguistic discrimination in the USA; Chapter 5: Why does “Bad English” still exist?; Introduction to Part 2; Chapter 6: Acquisition of English as a mother tongue; Chapter 7: African American English; Chapter 8. Competing explanations for linguistic features in the outer circle; Chapter 9: English as a lingua franca; Summary of Part 2 ;Chapter 10. Conclusions; Bibliography; Index.

40+ Back to School Web Tools & Apps to Help English Learners Succeed


40+ Back to School Web Tools & Apps to Help English Learners Succeed



by Shelly Terrell | August 13, 2019


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It’s that exciting time of the year when we meet new students. Technology can help us support and engage learners who struggle with language skills and literacy. Technology can also help us communicate with parents who are English learners themselves.

Below are several free web tools and apps to help you support your language learners this year so that they surpass their academic and personal learning goals. This list is to get you started, but you can visit this blog regularly to discover the free web tools and apps we share! The web tools listed focus on literacy, reading, writing, comprehension, and fluency in the four skills (listening, speaking, reading, and writing).

Versatile Tools

Microsoft Education and Google for Education have several tools, apps, and features to help every learner. Both feature a suite of apps and tools students can use to create presentations, spreadsheets, surveys, or documents. Additionally, several of the apps have helpful features like spelling and grammar checks, translation, commenting, and dictionaries. These two platforms also provide teachers with training and free resources so they learn how to manage their classrooms, assess, grade and provide feedback much faster and easier.

Classroomscreen is an incredible classroom management tool with a timer, qr code maker, random name caller, voice level signals, and more! No registration is required.


Immersive Reader – Microsoft’s Immersive Reader is a game changer for language learners. No registration is required. Students copy and paste any text from a website, pdf, or document in order to have the words read aloud, see the parts of speech color coded, look up words quickly with a picture dictionary and more. Immersive Reader is being integratedinto various popular free third party apps such as BunceeThinglink, and Wakelet.

Rewordify –  Paste in difficult sentences, paragraphs, or chapters of text and rewordify changes it into easier language and vocabulary. Teachers who register can create games or quizzes with the vocabulary. Students who register can keep track of their reading progress.

Quizlet –  Make flashcards with vocabulary lists or choose from many flash cards users have already created. Play games with these vocabulary lists. Accessible on any device.

Wordsmyth’s Children’s Dictionary and Picture Dictionary –  Online dictionaries with images, audio of the word sounded out, related words, vocabulary activities, puzzles, and a thesaurus.

Storyline Online – A website with videos of celebrities reading children’s books.

Newsela –  News articles written for students with quizzes and the ability to annotate. Choose articles by grade level or reading level.

Commonlit – Access readings, fiction and nonfiction for 5th to 12th graders. Search and filter the collection by lexile, grade, theme, genre, literary device, or common core standard.

Owl Eyes –  A web tool to annotate the classics and answer quizzes.

Epic Books –  Unlimited access to 35,000 of the best books, learning videos, quizzes and more for ages 12 and under.

DOGO News – A website and iOS/Android app for K to 12 students to find current events and research based articles. Each article includes images or videos and gives a citation for students to copy.

English Central –  Students practice their pronunciation by watching popular videos and measuring their pronunciation of what was said in the video.

Starfall​ – Interactive stories and phonics games for very young learners.

Learn English Kids – Interactive games, songs, stories, and videos for young language learners.

Language Learning Apps

Duolingo –  iOS, Android, and web app that gamifies learning English. Students earn points for correct answers, racing against the clock, and completing short lessons.

Busuu –  Students learn English with bite-sized lessons, flashcards, quizzes, and chats with native speakers.

Bilingua –  A language exchange iOS and Android app that connects learners with native speakers through messaging, games, and soon video and audio. A bot helps provide conversation tips and defines words.

Parent Engagement

Class Dojo –  An iOS, Android, and web app for sharing photos and videos of wonderful classroom moments, student work, and student behavior achievements. Communicate with parents quickly through messaging. Instantly translate messages into 30+ languages.

Remind –  An iOS, Android, and web app where teachers can send text messages with links, images, and attachments to anyone who subscribes. Translate messages into more than 70 languages.

Class Tag – Offers a variety of tools to communicate with parents via text messages or the phone. Messages are translated in the parent’s preferred language then back to English.

Bloomz – An iOS, Android, and web app for sharing photos, videos, and announcements in multiple languages.

Digital Storytelling and Presentations

Buncee – Create digital books, posters, greetings, or presentations with audio, video, stickers, templates, stylized fonts, qr codes, and more. Students can use immersive reader within the platform.

Genially –  Create interactive content, such as timelines, animated presentations, infographics, videos, posters, and quizzes.

Makebeliefs – Create comics in multiple languages. Choose from the library of characters and backgrounds.

My Story Book – Very young children can easily create a storybook by choosing backgrounds, adding characters, and typing in the story. No registration is required and ad free.

Toondoo – Create comic strips or books with a library of characters and backgrounds or draw your own.

Storybird – Students create beautiful text stories by choosing from their library of free art. The story is embeddable. With a teacher account create student logins and students able to collaborate on stories.

Book Creator – Create digital books or comics with easy to use templates, 50 different fonts, and stickers. Students can include video, audio, and text. There are several accessibility features, such as adding descriptions to images.

WriteReader – Children from ages 3 to 10 years-old can learn to read by writing and publishing digital books.

Class Discussion

Flipgrid – Engage and empower every voice in your classroom by recording and sharing short videos with the ability to include stickers. Students can respond to other videos or share their videos in augmented reality. Students can also access immersive reader within the platform.

Linoit – Sticky web wall accessible on any device in which students can post videos, images, audio, or text notes. No registration required.

Padlet – Create a beautiful sticky web wall with their various templates and images. Only 3 are free. Students can post videos, images, audio, or text notes.

Parlay – A web tool that helps you design collaborative online class discussions investigating any topic, video, article, or link. You can choose from the database of created topics with a set of questions to choose from or create a discussion from scratch.

VoiceThread – Interactive way to present stories, images, or host discussions. Parents and students can leave comments by text, video, or audio. They can draw on the images and choose avatars.

Audio Recording

Vocaroo – Easily record audio then email to students who can record audio back. No registration is required. You can also send a link, create a qr code, or download the clip.

Voki – Add voice via text or audio to animated characters, animals, and historical figures. Students can add their own drawings as a background.

Design a Game or Quiz

Kahoot – Teachers and students can create engaging trivia quizzes and games accessible on any device. New features include a question bank, polls, autosave, and new characters.

Quizizz – A web tool and app to create fun games and quizzes. Teachers have the option of showing a meme after a question is answered.

Tiny Tap – An iOS app where students create learning games, interactive presentations and quizzes. The website has a free library of thousands of games, presentations, and quizzes designed by others.

Virtual Learning Environments

Google Classroom – Create a virtual classroom where students can turn in assignments or post responses to discussions. Students can respond to each other. Easily assign work, grade, and create rubrics.

Edmodo – A safe virtual learning platform for schools. Create assignments, grade or give a digital badge. Accessible on any device.

Schoology – Set up a learning management system that is accessible on any device and easily post assignments, grade, and keep attendance.

Nearpod – Create assignments and presentations for your classes. Students enter your live session with a pin on any device and turn it into you right there. Grade their work.

Edublogs – Student blogging platform and virtual classroom designed for educational purposes to keep students safe.

PBWorks – Create several free collaborative websites that are ad free where students can add images, video, or embedded creations. Comes with a plagiarism checker.


El mejor libro de frases en francés para viajar por Francia



French Phrase Book: The Ultimate French Phrase Book for Traveling in France Including Over 1000 Phrases for Accommodations, Eating, Traveling, Shopping, and More Kindle Edition. Language Learning University  (Author)

Over 1000 Phenomenal French Phrases for Accommodations, Eating, Traveling, Shopping, and More — A Definitive Guide to Keep Close at Hand While Traveling in France

Estudiantes de inglés en materias STEM Transformando aulas, escuelas y vidas


Francis, D. and A. Stephens (eds). [e-Book] English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives Washington, DC National Academy of Sciences, 2018.

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The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

La tablet para el aprendizaje de vocabulario en segundas lenguas: teclado, lápiz digital u opción múltiple


Van-Hove, S., E. Vanderhoven, et al. “La tablet para el aprendizaje de vocabulario en segundas lenguas: teclado, lápiz digital u opción múltiple.” Comunicar vol. 25, n. (2017). pp. 53-63.

Las tecnologías móviles están aumentando su presencia en las aulas. Mientras estas tecnologías ofrecen oportunidades para facilitar el aprendizaje, entre ellas la adquisición de una segunda lengua (L2), su potencial sigue sin aprovecharse plenamente. Aunque las aplicaciones de las tablets permiten la escritura y tareas similares a las que pueden hacerse en papel, siguen ofreciendo mayoritariamente ejercicios de selección múltiple o de relleno de huecos. Este cambio en medio y modalidad de práctica podría significar un impacto en el aprendizaje de una segunda lengua. Basada en la perspectiva de la cognición incorporada, nuestra hipótesis predice que el hecho de escribir se traduce en un mejor proceso de memorización y una mejor ortografía frente a la mecanografía o al uso de ejercicios de opción múltiple. Esta hipótesis ha sido comprobada en un estudio cuasi-experimental basado en el aula: alumnos (N=282) que practicaron vocabulario de francés a través de tres modalidades de práctica: ejercicios de opción múltiple, escritura con un teclado y escritura a mano alzada. Aunque se haya encontrado que las tres modalidades de práctica apoyaron al proceso de aprendizaje, los resultados demostraron que los alumnos que practicaron el vocabulario escribiendo con lápiz o con la tablet obtuvieron puntuaciones más altas en ortografía y dominio de signos diacríticos comparados con los alumnos que realizaron ejercicios de selección múltiple. Pasar más tiempo aprendiendo vocabulario a un nivel más alto de procesamiento conduce a una mayor adquisición de vocabulario.

La lengua materna importa: la lengua local como clave para un aprendizaje eficaz



Mother tongue matters: local language as a key to effective learning = La langue maternelle, ça compte! La langue locale, clé d’un apprentissage efficace. Paris: UNESCO, 2007


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Several concerns converge on the issue of using local or minority languages in formal education. One of these has to do with increasing awareness of the value of the world’s linguistic and cultural diversity. Many of the world’s languages and cultures are in danger of disappearing in the coming decades for a variety of political, economic and social reasons. For those concerned by this phenomenon, the challenge is to slow it down or stop it by promoting respect for linguistic and cultural rights, peaceful co-existence in multicultural societies and the preservation of our biocultural heritage.

2000 Most Common Spanish Words in Context: Get Fluent & Increase Your Spanish Vocabulary with 2000 Spanish Phrases


2000 Most Common Spanish Words in Context: Get Fluent & Increase Your Spanish Vocabulary with 2000 Spanish Phrases


Have you been trying to learn Spanish and simply can’t find the way to expand your vocabulary? Do your teachers recommend you boring textbooks and complicated stories that you don’t really understand? Are you looking for a way to learn the language quicker without taking shortcuts? 2000 Most Common Spanish Words in Context: Get Fluent & Increase Your Spanish Vocabulary with 2000 Spanish Phrases

Aprendizaje del idioma inglés y tecnología: conferencias sobre lingüística aplicada en la era de la tecnología de la información y la comunicación.


Carol, A. C. (2003). [e-Book]  English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins Publishing Company Texto completo:


This book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use. Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how theoretical perspectives can offer insight on data obtained from research on interaction with and through technology. The book illustrates how the interplay between technology and applied linguistics can amplify and expand applied linguists’ understanding of fundamental issues in the field. Through discussion of computer-assisted approaches for investigating second language learning tasks and assessment, it illustrates how technology can be used as a tool for applied linguistics research.

Inglés. Serie para la enseñanza en el modelo 1 a 1



Pablo, G. (coord). [e-Book]  Inglés 1. Serie para la enseñanza en el modelo 1 a 1, Buenos Aires: Ministerio de Educación de la Nación. 2011

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Inglés 1

Inglés 2


El presente material ha sido diseñado con el objetivo de acompañar a los docentes de Inglés del nivel secundario en el tratamiento de los contenidos de aprendizaje de la materia en los diseños curriculares correspondientes, especialmente en el marco del programa Conectar Igualdad. Esta propuesta pedagógica incluye un eje programático: incorporar en forma cotidiana el uso de las netbooks de los estudiantes y del docente, del servidor de la escuela y de la conexión a Internet. La introducción del modelo 1:1 consiste en la distribución de equipos portátiles a estudiantes y a docentes en forma individual, de modo que cada uno adquiere un acceso personalizado, directo, ilimitado y ubicuo a la tecnología de la información, de manera simultánea, dando lugar a una vinculación entre sí y con  otras redes en un tiempo que excede el de la concurrencia escolar. En las clases de Lenguas Extranjeras, son especialmente relevantes: La colaboración en la construcción del conocimiento. La interacción con textos. El manejo de entornos comunicativos. Estos lineamientos son el marco general de los contenidos del programa en los cuales se incluyen los del presente material.

Traducción y aprendizaje de idiomas: el papel de la traducción en la enseñanza de idiomas en la Unión Europea



Translation and language learning: The role of translation in the teaching of languages in the European Union. Studies on translation and multilingualism 1/2013. Luxembourg: Publications Office of the European Union, 2013

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This study asks how translation, both written and spoken, can contribute to the learning of a foreign or second language (L2) in primary, secondary and higher education. It is based on questionnaire surveys that were responded to by a total of 963 experts and teachers; the qualitative research process further benefited from input by 101 contributors. The study includes case studies of the institutional and pedagogical relations between translation and the preferred language-learning methods in seven Member States (Croatia, Finland, France, Germany, Poland, Spain and the United Kingdom) andthree comparison countries (Australia, China and the United States). The general finding is that L2 teachers, in Europe and elsewhere, prefer ‘communicative’ teaching methodologies but often do not see that translating is a communicative act. In many cases translation is frowned upon in the L2 classroom, along with the use of L1 generally. If stakeholders believe that L1 should be excluded from the L2 classroom, in tune with ideals of ‘immersion’ and the teacher as a ‘native speaker’, then translation activities are automatically excluded as well. Translation nevertheless remains present as scaffolding to help learners initially, as a traditional means of checking on acquisition, and in learners’ ‘mental translation’ processes, when they internally relate L2 to L1 even when L1 is not used in class. The predominant ideologies of language learning can create a sense of guilt associated with the use of translation – it is something teachers and learners do, but they feel they should not be doing – and there may even be a sense of translation as a retrograde pedagogical activity, a remnant of the nineteenth-century grammar translation method