From the Nahuatl that means “Victorious”
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Directorio Presidente de la Junta de Gobierno Mtro. Jaime Illescas López
Rectora Dra. María Hortensia Irma Lozano e Islas
Editor Responsable Dra. María Hortensia Irma Lozano e Islas
Consejo Editorial Mtro. Emmanuel Flores Flores Mtra. Karolina Vargas Berra
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Coordinadora Editorial y de Publicaciones Mtra. Laura Serrano Zenteno
Diseño Editorial y Diseño de Portada Lic. Iván Pérez Carvantes Lic. Nimsi Villegas López
DERECHOS DE AUTOR Y DERECHOS CONEXOS. Revista de investigación, Titlane, año 2, No. 3, Mayo del 2018, es una publicación cuatrimestral editada por la Universidad del Valle de Puebla S.C., calle 3 sur # 5759, Col. El Cerrito. CP. 72440, Puebla, Puebla, Tel. (222) 2669488, www.uvp.mx; Editor responsable: Dra. María Hortensia Irma Lozano e Islas. Reserva de Derechos al Uso Exclusivo No. 04-2018-012513060700-203, ISSN: En trámite, ambos otorgados por el Instituto Nacional de Derechos de Autor. Responsable de la última actualización de este Número, Mtra. Laura Serrano Zenteno, Coordinadora Editorial y de Publicaciones de la Universidad del Valle de Puebla S.C., calle 3 sur # 5759, Col. El Cerrito. CP. 72440, Puebla, Puebla. Fecha de la última modificación, 08 de mayo de 2018. Las opiniones expresadas por los autores no necesariamente reflejan las posturas de la Universidad del Valle de Puebla, del Editor Responsable o de la coordinadora de la publicación.
From the Nahuatl that means
“Victorious”
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From the Nahuatl that means “Victorious”
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Editorial Perseverance is the key to success This phrase is a good beginning for this publication. We are publishing the third number of our magazine, and even when we know there are many improvements to be done, we are sure that one day our magazine will become a well known reference for people immersed in language teaching and linguistics. Our magazine offers our students the opportunitiy to present their ideas, their interests and their knowledge to the public; they know they can be subjet to criticism, but they recognize this is worthy. In this number, five papers are presented. First, we will be in contact with technology and the way it can be implemented in the language classroom; Torres Hernández shows the existence of the virtual classroom, which is becoming an essential tool in the current school system.
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The second article is presented by Ramírez Ruiz, whose interest in bilingualism is well developed along the lines. He tries to find the connection between this concept and how schools have adopted it as a system for teaching students. Not exactly related to teaching, but as an outstanding theme, Ponce Guerrero writes about the histoy of pidgins, and the importance these languages have gained with the passing of time. Medrano García presents an article in which she describes emotional strategies needed in the foreign language learning process; she discusses how those strategies motivate students to learn the language. Finally, Vásquez Juárez goes deeper in her research and makes a connection between language learning and acquisition in those students who have been diagnosed with the Asperger syndrome. Undoubtedly, this number will be of great interest for those people willing to know more about the theoretical foundations implied in the language learning process.
Emmanuel Flores Flores
Director of Arts and Humanities
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From the Nahuatl that means “Victorious”
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Contents A Brief Look At The Virtual Classroom José Enrique Torres Hernández
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Bilingualism And Bilingual Education
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The History Of Pidgins Karen Ponce Guerrero
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Emotional Motivation Strategies For Foreign Language Learning
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David Ramírez Ruiz
Melisa Medrano García
Learning And Language Acquisition In People With Asperger Diagnosis
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Sheylla Vásquez Juárez
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From the Nahuatl that means “Victorious”
UNIVERSIDAD DEL VALLE DE PUEBLA
A Brief Look At The Virtual Classroom José Enrique Torres Hernández
Introduction
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Is the virtual classroom a tool for teachers in order to teach in a different way? Is the virtual classroom new? Are teachers able to use it? What kind of public is the virtual classroom aimed at? When talking about a virtual classroom many questions can arise for its short age. Many people claim that a virtual classroom is a new tool in the teaching branch, but what many people do not know is that the virtual classroom has been available for teachers as well as for students since the internet was born, and since then it continues changing and improving. In fact, many students say their biggest motivation for enrolling in an online course was to advance their current career.
What is a virtual classroom? A virtual classroom is an online tool that teachers can use in order to improve and make a difference in the way their students learn and acquire new knowledge. Howard and McGrath (1995) define a virtual classroom as distance education, in which both, the teacher and learners are located in different places; that is to say, it does not matter where the students are, the material or the class will be available for them to study at any time or at their own pace. Complementing Howard and McGrath’s definition, Rouse (2010) defines a virtual classroom as an online learning environment, which is web-based and accessed through a portal. Currently, various companies such as Google have implemented these sources to help not only teachers, but also students who want to improve their learning process. A virtual classroom can be implemented in every school subject; however, for learning a foreign language, it has a great value because of the variety of tools that just one web source can supply. In fact, a virtual classroom can be used as a teacher training for those teachers that are novice. Dieker (2015) says that a virtual classroom is a great tool to practice discrete skills in a classroom setting.
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The importance of a virtual classroom In teaching, there are methods that have been updated in order to improve the manner to either give a class or manage student homework. As Flecknoe (2001) says, ICTs are currently used to assist pupils to learn more effectively by providing teachers with tools. To clarify, the teacher is aware of how the students are achieving their goals, developing skills and progressing in their studies. In this way, teachers provide students with feedback that will help them for a better comprehension and learning. “It is up to the instructor to create an effective place within which the course proceeds by posting goals, objectives, initial guidelines for participation, and assignments to be completed collaboratively” (Palloff & Pratt, 2007, p. 19). Likewise, the virtual classroom becomes the core of acquiring, sharing and storing new knowledge, or at the same time it can be a source from which the new information can be intensified and applied. Besides, the student takes a new role by being responsible of their own learning and development with the teacher’s help. Through the years, technology has advanced and become more important than before. As a consequence, the way a class is given has to change. Especially, the tools that are used to impart a class. Palloff and Pratt (2013) say that the use of technology in a classroom relies on the expansion of the content. In order to enhance students learning and make it easier to comprehend, teachers must look for the appropriate website or platform which provides all the tools that they need for the class. Shannon (2013) stipulates that there are several factors to take into account when the teacher is looking for the best way to provide education to students via Internet to make it easier. In brief, one of the most important things a teacher must bear in mind resides in the students’ feelings due to the fact that they need to feel they are part of a community in which they can participate and be heard.
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Advantages and Disadvantages of the Virtual Classroom The use of the virtual classroom has improved the way a class is given, but sometimes there are few complications that do not result as it was expected. Posey, Burgess, Eason and Jones (n.d.) agree that Internet offers vast advantages such as easy
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access and new ways of communication and appraising for students as well as teachers, but at the same time the Internet has different disadvantages when speaking of reliance of information, trustable web-sites, and even viruses. Another possible disadvantage is when the teachers create their own sources based on their students’ needs, they require manageability and creativity, which may be time consuming and tiring. However, Posey, Burgess, Eason and Jones (n.d.) confirm that the introduction of websites such as Youtube and Facebook in education will provide a new range of tools and it will be able to expand students’ potential with those social networks that students are familiar with. McBrien and Jones (2009) agree that the greatest advantage of a virtual classroom is the increasing students’ interest. By the reason, they are in contact every day with technology, therefore teachers must look for the best tools to change the way a class is held. Even though, teachers need to check how students are involved in the typical classroom and look for the best options to apply the further practice. Cicognani and Yu-Chaih (2001) proved that online educational environments encourage students to investigate for more information and examples that could help them, in this way making more efficiently the achievement of the educational objectives. Occasionally, the teacher will not be able to answer the students’ doubts. Thus students need to keep moving forward with their own development or they can debate with other students and by checking them each other. On the one hand, virtual classroom can be beneficial for students and the teachers by helping them with web sources, additional information or further practice. On the other hand, there are web sources whose information is unreliable or false. According to the World Science Festival (2010) the information that is found on Internet is 85% unreliable or false. After this fact, teachers have to create all the material based on students’ urgencies. Palloff and Pratt (2007) found some factors that students along with teachers have to deal with, factors such as successful outcomes, norms or guidelines for participation, level of education, teachers’ ability to deliver the course. Teachers need to take into account what are the students' needs are based on students abilities.
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Conclusion The virtual classroom, since it began, has been a way to teach better. In brief, teachers, as well as students, can benefit from its number of tools that can help for learning better. Now, it is known that a virtual classroom it is not a new modern way to teach, it has been years since it began. Nowadays, new tools are appearing, such as an online courses that provide students with a comfortable way to study in the school they want to, or to study something or in somewhere they have been wishing.
Palloff, M. R., & Pratt K. (2013) Lessons from the Virtual Classroom: The Realities of Online Teaching Second Edition. Posey, G,. Burgess, T,. Eason, M,. & Jones, Y,. (n.d.) The Advantages and Disadvantages of the Virtual Classroom and the Roles of the Teacher Retrieved from http://www.swdsi.org/ swdsi2010/sw2010_preceedings/papers/ pa126.pdf
References
Rouse, M. (2010) What is Virtual Classroom? Retrieved from http://whatis.techtarget.com/ definition/virtual-classroom
Cifuentes, L. S., Yu-Chih Doris. (2001). Teaching and Learning Online: A Collaborative Between U.S. and Taiwanese Students. Journal of Research on Computing in Education, Summer 2001; 33(4), 456.
Smith,. F,. Dieker., L,. (March, 2016) Virtual Classroom: A Vision of Future of Teacher Training Retrieved from http://www.edtechmagazine. com/higher/article/2016/03/virtual-classrooms-vision-future-training-teachers
Flecknoe, Mervyn (2001) The use of virtual classroom for school improvement Retrieved from http://www.leeds.ac.uk/educol/documents/00001900.htm
World Science Festival (2010) 85% of Statistics are False or Misleading 2010 World Science Festival Blog Retrieved from http:// scienceblogs.com/worldsciencefestival/2010/08/05/85-of-statistics-are-false-or/
Howard, R., & McGrath, I. (1995). Distance Education for Language Teachers : A UK Perspective. Clevedon: Multilingual Matters. Lynch-McClure (2013)Onboarding-The Key To Student Success. The Journal of the virtual classroom. 1, 19 McBrien, J., & Jones, P. (2009) Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning Retrieved from http://www.irrodl. org/index.php/irrodl/article/view/605/1264 Palloff, M. R., & Pratt K. (2007) Building Online Learning Communities : Effective Strategies For The Virtual Classroom
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[Foto página 4]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/74115377/stock-photo-student-learning-with-a-laptop.html [Foto página 5]. Recuperada el 10 de Enerode 2018 desde https://mx.depositphotos.com/141495290/stock-photo-students-using-digital-devices.html [Foto página 6]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/93391036/stock-illustration-online-education-concept-workspace-with.html
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From the Nahuatl that means “Victorious”
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Bilingualism And Bilingual Education David Ramírez Ruiz
Introduction Nowadays globalization makes learning a Second language (2L) something crucial for people, it is commonly thought that for being a successful person it is necessary the ability to speak more than one language. Bilingualism is a common term in our days, the number of bilingual people is increasing significantly, and as time goes by, education has changed in order to implement programs in which students do not just learn “standard” subjects, but also a 2L to fulfill today’s world needs.
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Concept of bilingualism and bilingual To begin with, two different and important concepts have to be taken into account, bilingualism and bilingual. On the one hand, the Webster’s Dictionary (2017) defines the word bilingualism as “the frequent use (as by a community) of two languages”. To complement, Schmidt (2015) says that bilingualism must not be confused with multilingualism considering that the first one happens as an individual phenomenon and the second one as a societal one in which more than two languages are being used; this means that the main difference between these two concepts is the number of languages applied by a person and in the case of multilingualism, more than two languages could be used. On the other hand, to define what a bilingual is, the Webster’s Dictionary (2017) defines the term as “using or able to use two languages especially with equal fluency”. In addition to this proposal, Grosjean (2010) describes "bilingual" as a person who uses two different languages in their daily life.
Bilingualism and brain development Different studies (Kovelman & Petitto, 2002; Kovelman & Petitto, 2003; Petitto, Kovelman & Harasymowicz, 2003; Holowka, Brosseau-Lapré, & Pettito, 2002; Kovelman & Pettito, 2002; Pettito & Kovelman, 2003; Pettito, Katerelos, et al., 2001; Kovelman & Pettito, 2003; Pettito et al., 2003; as cited in Petitto & Niall Dunbar, 2004) conducted to know how acquiring a second language (2L) at an early age is favorable to language development in the brain have resulted in five points:
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(1) Children exposed to two languages simultaneously at an early age (before the age of 5) have more opportunities to develop and domain their 1L and 2L. (2) 2L Syntax and Grammar basis can be acquired by bilingual children, who start 2L exposure at an age between 2-9 years, in their first year of exposure. (3) Linguistic stages in both languages are reached by bilingual children at the same time and at the same age as bilinguals, but to accomplish this, they should acquire both languages since birth. (4) Students from 2-9 years of age present “Stage-like” language learning similar to 1L stages learned from birth by monolinguals. (5) The implementation of a 2L does not affect the child’s 1L learning and development. To support Pettito’s multiple investigation results, The Anchoring Hypothesis, proposed by Hull and Vaid (2007, mentioned by Cardwell 2010: 204), establishes that language is formed in the brain when it is plastic; this period is considered to be before the age of six. REVISTA DE LENGUAS EXTRANJERAS
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This means that this period would be the best one for the child to learn a second language because of the brain’s plasticity and the left hemisphere (LH) and the right hemisphere (RH) involvement in both languages’ development and learning.
Bilingualism in learning Nowadays, there is an increasing number of schools that implement “bilingual education” which, according to the Webster’s Dictionary (2017) is defined as education in an English-language school system in which students with little fluency in English are taught in both their native language and English. Mehisto (2012) suggests that bilingual education affects students in a good way by increasing mental flexibility and improving intercultural skills. To explain the theory in which bilingual education is based, The Cambridge International Examinations (2015) take into account 5 points:
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(1) 2L is directly linked to the other academic knowledge, students must apply 2L in the other subjects at school, and in this way improve both together. (2) Other subjects can make 2L learning easier for the students. (3) Using a 2L in other subjects could make students pay attention and be motivated and focused. (4) Students 2L learning could facilitate a Third Language (3L) learning. According to the form of applying bilingual education, May (2008, cited in Cambridge International Examinations 2015: 2) claims that bilingual education programs can be divided into subtractive and additive as the two main programs and four different models: transitional, maintenance,enrichment, and heritage. On the one hand, Additive program’s main purpose is achieving student’s bilingualism in long-term education, and on the other hand, the subtractive program works more with the dominant language and focuses 2L learning in a transitional way.
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The four models are described as follows: (1) Transitional bilingual education model makes the student change their original language to the dominant language. (2) Maintenance model focuses on the improving of both languages, 1L and 2L at the same level and time. (3) Enrichment models have the same purpose as the Maintenance one, but adds cultural features to the 2L learning. (4) Heritage model is similar to Maintenance and Enrichment models and with another important purpose, but preserving and helping endangered languages.
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Conclusion To conclude, Bilingualism could be defined as the ability to develop and use two different language with a communication purpose. To learn a 2L is essential to take into account several aspects including age, language exposure, learning environment and so on. These factors define the 2L language development in the learner and they could also vary. To help students’ language learning, different bilingual education programs have been proposed, they assist learners knowledge in other subjects by using the 2L as the main way of communication.
References Bilingualism. (2017) In Merriam-Webster’s online dictionary. Retrieved from https:// www.merriam-webster.com/dictionary/ bilingualism
Hong, J. (2008) An Overview of Bilingual Education. Retrieved from http://www.ksbe. edu/_assets/spi/pdfs/Bilingual_Ed.pdf
Bilingual. (2017) In Merriam-Webster’s online dictionary. Retrieved from https://www. merriam-webster.com/dictionary/bilingual
Pettito, L., Dunbar, N. (2004). New findings from Educational Neuroscience on Bilingual Brains, Scientific Brains and the Educated Mind. MBE/Harvard.
Bilingual education. (2017) In Merriam-Webster’s online dictionary. Retrieved from https://www.merriam-webster.com/dictionary/bilingual%20education
[Foto página 8]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos.com/91445318/stock-photo-learning-languages-online-audiobooks-concept.html
Caldwell, E. F. (2010). Bilinguals : Cognition, Education and Language Processing. New York: Nova Science Publishers, Inc. Cambridge International Examinations. (2015) Bilingual learners and bilingual education. Retrieved from http://www.cie. org.uk/images/271190-bilingual-learners-and-bilingual-education.pdf Grosjean, F. (2010). Bilingual. Cambridge, Mass: Harvard University Press.
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[Foto página 9]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/35963367/stock-photo-learn-another-language.html [Foto página 10]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos.com/128609884/stock-photo-classmate-pupils-using-computer.html
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From the Nahuatl that means “Victorious”
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The History Of Pidgins Karen Ponce Guerrero
Introduction
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Language is an important instrument for the daily life of people as they are committed to achieving effective communication. In this sense, communication is essential to share information among people and this process will be necessary in every context; considering this, people opt to improve this mechanism of being in touch with other for years. A pidgin is an interesting means of communication that emerged as a support for the people that have the need to communicate something, but unfortunately they do not share the same language; a Pidgin is the union between two or more languages that becomes a new language. There are ideas that point out that pidgins are an erroneous use of the original language used as a means to make the communication easier. This language, pidgin, develops because need a base language to communicate.
The origin of Pidgins “Pidgins and creoles are new languages that develop out of a need for communication among people who do not share a common language” (Siegel, 2008: 1); based on this explanation, it can be seen that a variety of situations are among the reasons why people decide to create a new means of communication with the help of others. With regards to their emergence, several beliefs are proposed then. There exist various ideas about what a Pidgin really is; for instance, some consider it as a new tool to communicate with each other, a manner to reach any type of deal, even as a corruption of the original language. As mentioned previously, the belief about Pidgins as an erroneous use of the language is created because society considers that it is necessary to use language in a correct way, but in this case people are making a mixture between two or more languages; for that reason, the result of this new creation can contain many grammatical mistakes or it can arise some misunderstandings for the
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people who are not involved in the use of this new language. Furthermore, people that make use of this language do not learn the native language of the other speakers as a result of reasons such as lack of confidence or social reasons (Holm, 1988). The use of words taken from other languages to create a new one is also another of the reasons why Pidgins seem to be an incorrect version of the first language, but nowadays, linguists consider that Pidgins are just new languages or dialects that were created to fulfill a need of communication. “They cooperate with the other groups to create a make-shift language to serve their needs, simplifying by dropping unnecessary complications such as inflections.” (Holm, 2000: 5). According to this point of view, it is evident that people just create a new language to make the process of communication easier for each other, not to make an incorrect modification in their native language. These days, the use of Pidgins has changed because it can be used inside the group of people where it was created and outside; in different parts of the world, people are getting interested in Pidgins to use them as a normal language, so that other people can learn how this language operates and know more things about it. Siegel (2008: 3) affirms the following:
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In some cases, however, the use of a pidgin is extended into wider areas—for example, as the everyday lingua franca in a multilingual community, and even as a language used in religion and government. As a result, the language expands lexically and grammatically, and it is fittingly called an ‘expanded pidgin’.
The Variations of Pidgins Although the acquisition of a Pidgin can be the same process of acquiring a second language as English, it can be considered as something complicated to learn, this can happen because the creation of a Pidgin has some mistakes; for example, the lack of subject, tense or gender. (Progovac, 2006). In the case of people who studying or learning, it can be difficult because they are used to speaking and acquiring a language in the correct way, for that reason, they have to make use of a different process of acquisition. Also, it is important to point out that people who learn Pidgins present a problem during this process. It is impossible for pidgin learners to make a simplification of the target language in the same way than a native speaker of this language because they do not command it (Progovac, 2006).
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As a result of this point of view, it is easy to understand that learners of a Pidgins language should work harder if they do not share or use a language base that can be used to create a new one. Back to the subject about the variations of Pidgins, there are different types of these languages around the world, for example the “Tok Pisin”; according to Romaine (2000), this Pidgin was considered to be changed from a dialect to a language used in Papua New Guinea.
Disadvantages and Issues with Pidgins
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As mentioned, this means of communication continues to be widely used and it is in constant evolution for many people and is in constant evolution because people from other places are making investigations so that they can learn it. A Pidgin has developed in an interesting way, it is used by the individuals who created it and used in the same way by people who want to acquire it. Furthermore, there are people who were born and grew up using this new language. Many people grow up with two (or even more) mother tongues, and thus spend their childhood storing more linguistic data in their brains than did those of us who were raised in a monolingual environment (Karlsson, Sinnemäki and Miestamo, 2008: 267) .
This idea can be seen and considered as an important step in a Pidgin’s evolution because it makes evident the fact that nowadays, people have a bigger knowledge learners of a Pidgin lenguage; they do not only have the knowledge of one mother tongue, they also have the knowledge of another language and they turn it in a mother tongue, too. This Pidgin evolution can bring a disadvantage because people want to dominate and communicate with a language in the correct way; this results from the idea that a Pidgin is not a correct language, “One might surmise that any excessive complexity would automatically wither away, as humans do not only demand expressiveness from their languages, but also efficiency” (Karlsson, Sinnemäki and Miestamo, 2008: 267).
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Conclusion The development of this language is a big step in human life because it means that communication is still being something very important for people and they are able to do anything to perform it, a Pidgin has become an interesting topic of investigation in many parts of the world, Pidgin languages have become a strong investigation topic; it is worth mentioning that the process of cooperation between cultures and societies to achieve the communication as a result of a problematic is something important that will be present for many years.
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References Holm, J. (1988), Pidgins and Creoles. Cambridge University Press.
Siegel, J. (2008). The Emergence of Pidgin and Creole Languages. Oxford: OUP Oxford.
Holm, J. A. (2000). An Introduction to Pidgins and Creoles. Cambridge [England]: Cambridge University Press.
[Foto página 12]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/131615612/stock-photo-businessteam-eating-lunch.html
Karlsson, F., Sinnemäki, K., & Miestamo, M. (2008). Language Complexity : Typology, Contact, Change. Amsterdam: John Benjamins Publishing Co. Progovac, L. (2006). The Syntax of Nonsententials : Multidisciplinary Perspectives. Amsterdam: John Benjamins Publishing Co. Romaine, S. (2000). Language in Society : An Introduction to Sociolinguistics. Oxford: OUP Oxford. REVISTA DE LENGUAS EXTRANJERAS
[Foto página 13]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/147483749/stock-photo-boy-atspeech-therapist-office.html [Foto página 14-15]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/160748338/stock-photo-little-girl-during-speech-therapy.html
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Emotional Motivation Strategies For Foreign Language Learning Melisa Medrano García
Introduction Currently, the lack of motivation is a problem that many teachers have recognized to face within their language classes, and they consider it as an obstacle that disturbs and makes the learning process difficult. According to this, is it really important for teachers to learn about emotions and internal motivation?
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The aim of this article is to explain the reasons why emotions and internal motivation are important at the moment of learning and also, to provide some strategies that can be added to a class as good enhancers that will motivate students as the learning process develops.
Emotions and internal motivation Emotions and internal motivation have been studied and analysed as a result of their correlation in the learning process. First, Melo, Sequeira and Paiva (2011) say that emotions can be factors that improve the development and guide the person within the learning and decision-making process. Therefore, they are important at the moment of learning. In addition to emotions, Olsson (2003) states that the learning process depends also on internal motivation. In this sense, the author establishes learning as a fundamental social activity, in which emotional influence and motivational factors can truly facilitate and stimulate the learning development. Since learning is a social activity, Méndez and Peña (2012) make an emphasis by explaining that positive emotions can actually intensify and facilitate the motivation within a class, but also, that negative emotions can diminish or stop it. However, they affirm that it depends on how teachers and students perceive and work with positive or negative emotions during the learning process.
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Theories of emotional motivation within foreign language learning Emotional motivation is an important part in the process of learning a second language because of its enhancing capacities into human natural actions. Taking into account psychology and neurobiology as stimuli within second language acquisition, Schumann (1998) explains that humans have two innate systems of motivation. First, people have the hemeostatic regulation, which is related to basic biological needs and the sociostatic regulation, which is related to the innate necessities of interaction with others. Inasmuch as both regulate people's preferences, they also develop value systems that guide people's behavior during the course of learning and internal or external stimuli perception that gives expectation, importance and value to the learning process. As learner's preferences have importance at the moment of learning, Gardner (1985) created a motivation theory called “The Attitude/Motivation Test Battery” (AMTB) which is the first theory related to the student´s emotional evaluation of their classroom and class situations. This theory is focused on the learner´s attitudes and emotions at the moment of learning and their thoughts about their teacher's development. It also has some sub-tests that are directly concentrated on learner´s attitudes, interests within the foreign languages framework, integrative and instrumental orientation, anxiety, motivation, desires and so forth. Dörnyei (1994) adds that despite this theory is just a tool that teachers can use in order to see the general affecting aspects of their students, it is a guide that facilitates teacher´s class planning focused on emotional motivation. The efficiency of the emotional motivation depends not only on students performance, but also on the ability displayed by the teacher at the moment of making this motivation emerge and act. According to Deci and Ryan (1985), the Self-Determination Theory claims that people have two innate motivation types. The first one, called Intrinsic motivation, refers to the things made because a person founds it easily interesting or pleasing and the second one, the Extrin-
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sic motivation, implies the accomplishment of actions because of external outcomes. In agreement with this theory, teachers have to create ways and plan their classes in special and functional ways in order to capture these two types of motivation.
Strategies to improve emotional motivation
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MacMullin (1994) notes that one of the common emotional problems that happen in a class is the fact that students do not find the ability to make use of their social skills with the purpose of gaining the support from their teachers, and so, they do not reach a good academic level. That is the reason why teachers have a huge responsibility referring to the importance of planning a class. Taking into account this importance, Alanis (2002) declares that the strategies that are focused on emotional motivation improvement must work with the establishment of goals during a course, meetings and speeches about motivation, dynamic activities in group and individually, make the environment amiable or paste positive memos in the classroom and enable a way with which students can write or say their daily reflections about the class. Sancho (n.d) adds three recommendations to teachers. First, teachers can motivate their students by cheering them, create a positive atmosphere and give them the value as an equal. In addition, Sancho showed some strategies focused on these principles. 1. Start to know your students and their situations This means to know student´s abilities and give them the correct attention. A teacher that make an effort to learn everyone's names and that is interested in knowing their fares or expectations of the class, will create a good first impression on them. 2. Try to personalise the teaching with measure Students are human beings, in this way they need someone that can support their individual learning and give advice on their personal learning processes. 3. Maintain student´s high expectations If they are in trouble, motivate them in a way that together can discover solutions and also, not to focus just on passing their exams, but in learning too.
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4. Ask questions In order to motivate and develop the students interest and learning, it is necessary to make them think and participate during the class. Bloom (1956) states six different types of questions: •
Of knowledge. They imply description and need to memorize the information.
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●Of comprehension. They need interpretation and organization of ideas. This can set a point of view, according to students emotions.
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●Of application. They activate a more active response from the students. Example: Ask students to solve a problem.
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●Of analysis. They make students aware not just about themselves, but also about what is happening around them and what can be the reasons and possible solutions. These questions can make a closer relationship between students and teachers.
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O ● f synthesis. They imply an interaction between classmates and the teacher because it needs a combination of ideas, in order to create something new and be prepare of every minimum consequence that it can create. These types of questions might make them sympathize and to be amiable with others, so they will create a positive atmosphere in the classroom.
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Of evaluation. They facilitate more the internal motivation because they need development of ideas, so they will judge, prioritize and make criteria easily.
5. It is good to vary the learning methods Students have the desire to fulfill their necessities, not to be a passive listener within a regular class. Some techniques that can be applied in order to avoid this error are:
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●Give time to make them think. Examples: brainstorming, debates in small teams or all the students and not giving all the information, so they will have the necessity of searching by their owns.
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●Make them act. Examples: Role-playing, simulations, visit a specific place where teachers can explain their class in a more visual way. TERCERA EDICIÓN / AÑO 2018
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Conclusion Considering students as human beings with their own thoughts and emotions, teachers have to add strategies focused on emotions and motivation in order to help them reach their learning goals. It is time to change the methods teachers use when planning their classes, so students will include themselves easily into the learning process and the way they learn a foreign language will be transformed.
References Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
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Bloom, B et al. Taxonomy of educational objectives, Handbook I: Cognitive Domain. New York, 1956: David McKay, 162-183. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Retrieved from http://onlinelibrary.wiley.com/ doi/10.1111/j.1540-4781.1994.tb02042.x/ full Gardner, R. (1985). The Attitude/Motivation Test Battery: Technical Report. Retrieved from http://publish.uwo.ca/~gardner/docs/ AMTBmanual.pdf MacMULLIN, C. (April 1994). The importance of social skills. Paper presented at Rokeby Police Academy, Tasmania.
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Méndez, M & Peña, A. (2012). Emotions as learning Enhancers of Foreign Language Learning Motivation. Retrieved from http://www.scielo. org.co/pdf/prf/v15n1/v15n1a08.pdf Olsson, A. (2003). Emotion and motivation in learning: current research, future directions and practical implication. Retrieved from http:// www.lucs.lu.se/LUCS/112/LUCS.112.pdf Sancho, J. (n.d.). Técnicas de enseñanza para mejorar la motivación de los estudiantes. Retrieved from https://educrea.cl/tecnicas-de-ensenanza-para-mejorar-la-motivacion-de-los-estudiantes/ Schumann, J. H. (1998). The neurobiology of affect in language. Oxford: Blackwell Sequeira, P., Melo, S. & Paiva, A.(2011). Emotion-based intrinsic motivation for reinforcement learning agents. Retrieved from http://gaips.inesc-id.pt/~apaiva/Ana_Paiva_Site_2/Home_files/IntrinsicEmotionLearningACII2011.pdf [Foto página 16]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/118443152/stock-photo-young-female-student-preparing-for.html [Foto página 17]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/50586903/stock-photo-students-reading-books-in-library.html [Foto página 18-19]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/119969144/stock-photo-exhaustedman-having-a-bad.html
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Learning And Language Acquisition In People With Asperger Diagnosis Sheylla Vásquez Juárez
Introduction Human brain is considered the most powerful weapon of the world; it is easy to look around us and see how far humans have reached in terms of technology and society. There is a new or a better solution to the human needs everyday, many of them come from the curiosity, from the necessity of understanding all that the sens can perceive. The human being does not have any barrier when the desire of learning appears, it is a natural instinct that is present from the first moments of the life, until the end. Not all people learn in the same way, nor all brains posse the same ability to process learning. When something that is out of the league of normality arises, it is destined to be classificated as Nature’s mistake or a medical condition, however, in the field of human mind it shows us that we are just different.
Characteristics of the Asperger’s Syndrome “It is easy to identify these children almost instantly. They show small and accurate details about their condition, per example, the way in which they come into the doctor’s office in their very first appointment, their behaviour when it starts and the first words they pronounce in that moment” Asperger (1906–1980) The Asperger’s Syndrome is a mental ailment which consists of the difficulty to develop social skills such as comprehending people's body language, starting or maintaining conversations, and understanding other’s speech. This is the main symptom, and the diagnosis is given in childhood, in the most cases. According to Bauer (1996), it is important to take into account that not all the people with this diagnosis present the same symptoms; even though Asperger’s Syndrome is similar to Autism, it is important to point out that it is totally different given that people with Asperger can control and even improve their condition through the passing of time. Autism diagnosis is more serious, it can appear with panic attacks and even seizures.
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The NHS Foundation Trust (2017) claims that there are certain characteristics of Asperger’s syndrome that are highly recognizable depending on the age of the person; for example, the first signals of the Asperger’s syndrome are probable to appear in the first years of life. This becomes evident when the child is exposed to other children with interaction purposes. When this happens, the children may feel confused and they might get isolated by themselves in order to avoid stimulus, not only social, but even visual and auditive as well. Lorna Wing, who was the first person to use the term ‘Asperger’s Syndrome’ in 1981, identified the three main affected areas by the Asperger’s Syndrome: (1) Social relational competence; (2) Communication, and (3) Mental and behavioral inflexibility. This triad is regarded as the common denominator in the Autism field, and it places the Asperger’s Syndrome in the high improvement and better diagnosis category of the Autistic Spectrum Disorder (Cobo and Morán, 2010, p.8). Some other symptoms of Asperger’s syndrome might appear on children’s behaviour; their interests are often peculiar and they may seem advanced topics in relation with their age; the way in which they speak has the same characteristics as the previous one. Their body language and facial expressions tend to be unusual and their lack of empathy demonstrates that they perceive certain contextual situations in a different way; another example can be their misunderstanding about sarcasm and jokes given that they have a flat speech mostly. Some of them have motor difficulties as well as learning to write or take a spoon can be highly difficult for them (NHS Foundation Trust, 2017). By analyzing Cobo’s opinion (2010), we can see that Asperger’s diagnosis does not impede people the opportunity of exceeding childhood difficulties; however, communication may be something that keeps being so difficult during the adolescence given that teenagers want to establish friendships and feel accepted at school or in different social environments where they get together; for example, when having contact with estranges; it may represent an odyssey for people with AS diagnosis because as it is already known, the communication process works differently for them. Thus, other mental ailments such as depression might come up as a result of this difficulty of fitting into a group of people.
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The learning process on people with Asperger’s diagnosis. The student with Asperger’s Syndrome is above average intelligence and may appear quite capable. Many are relatively proficient in knowledge of facts, and may have extensive factual information about a subject that they are absorbed with. However, they demonstrate relative weaknesses in comprehending and abstract thought, as well as in social cognition (Attwood, 1998). Then, it can be inferred that the learning occurs on a spontaneous way and based on their interest; they might feel uncomfortable and mentally blocked when someone tries to teach them something by force. The children may have some difficulties with certain kind of learning skills at school. It is well known that most of the academic assignments, homework and study methods include some parts whose function is to evaluate a specific ability; reading comprehension, organizational skills, concept development, making inferences and judgements represent the principal challenges at school, for example. The may have difficulty with cognitive flexibility; thus, their thoughts tend to be rigid, which means it is difficult for them to adapt to change or failure and do not readily learn from their mistakes. (Attwood, 1998). REVISTA DE LENGUAS EXTRANJERAS
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It is important for teachers of pupils with autism to understand their pupils learning strategies given that it is highly possible to be different from other children, and also to acquire appropriate strategies themselves to develop their potential. They need to accept that their pupils may have difficulties in accessing the foreign languages curriculum because of the triad of impairments presented in AS (impairment in social interaction, unusual social communication and lack of flexibility) even if the pupil at first sight appears not to display these. This in itself is one of the problems, the teacher needs to be truly prepared to accommodate the quirky way of working some pupils in order to access the curriculum and make progress (Nasen, 2005).
The relation between bilingualism and Asperger’s Syndrome; Daniel Tammet an amazing case Bilingualism was examined from different aspects of psychological disciplines, among them mostly developmental psychology, children's language psycholinguistics, socio-psycholinguistics, social psychology and educational psychology. (Göncz, 2004) In recent years, there were such case presentations,
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predominantly on the internet. Are children with Asperger’s syndrome capable of learning one foreign language and becoming bilinguals? This issue has been addressed by Christine Besnard and Glendon College, from the University of Toronto (York University, Toronto, Canada), and they have shown positive results. This is particularly interesting if we know that among the main symptoms of Asperger’s syndrome there is the disability of social communication that is, they already have difficulties in their first language (L1). In professional circles, only the mentioned study verifies that children with Asperger’s syndrome are able to learn a foreign or second language (L2). (Velisek-Brasko, 2012)
Daniel Tammet: the Brainman
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Asperger’s is frequently associated with above-average intelligence, and an impressive memory is not uncommon. Abilities such as that of Tammet, however, exceed by much off the normal scale. Any single aspect of his extraordinary mind would be enough to make him a savant, but he has three areas of outstanding expertise: his ability with numbers, his memory, and his gift for languages (Spencer, 2012, pg. 32). Specialists believe that this case may offer groundbreaking insights into the workings of the brain; his extraordinary story is the subject of a new documentary, The Boy with the Incredible Brain, in which he was given a challenge; he had to learn Icelandic within a week. As he accepted, he was assigned a tutor who was in charge of teaching him, of course, Tammet had success. (Spencer, 2012) Tammet experienced things through a mixing of the senses that the rest of us cannot imagine. For instance, when he does math, he said, "I see landscapes in my mind. The numbers turn to shapes” the same happened when he learnt Icelandic, he described it as an aesthetic experience. He claimed to see images that represent each word he learnt, he created a system inside his brain to memorise and understand the proper context of each word (ABCNews, 2005)
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Daniel Tammet Fotografía publicada en el artículo del "The Wall Street Journal"
Conclusion Asperger’s Syndrome is a clear example of the unlimited human mind greatness and its singularity. It is highly important to be informed about all the different human conditions in order to understand the world in a better way and above everything, to avoid that current mistake of cataloguing people as inferior because the difference.
References Spencer, D., (2012), Gateway. Student’s Book, London, UK: Macmillan Education. Bauer, S. M.D. (1996). Asperger’s Syndrome. The Developmental Unit The Genesee Hospital Rochester, New York. pg 1- 8 Great Ormond Street Hospital. (2017). The Children First and Always. London UK.: Great Ormond Street Hospital for Children NHS Foundation Trust. Taken from: http://www.gosh.nhs.uk/medical-information/aspergers-syndrome
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Velisek-Brasko, O. (2014). Bilingualism in a Child with Asperger’s Syndrome in Inclusive Educational Conditions. Preschool Teacher Training College. Original scientific paper UDK: 376.1-056.47. pg. 67 - 69. Nasen. (2005). Autistic Spectrum Disorders and learning foreign languages. Support for Learning. British Journal of Learning. No.020. pg. 1- 10 ABC News. (2005). The Extraordinary Abilities of an Autistic Savant. USA.: ABC News. Taken from: http://abcnews.go.com/ WNT/Health/story?id=830166&page=1 Cobo González, M. y Morán Velasco, E. (n.d) El Síndrome de Asperger. Intervenciones psicoeducativas. Zaragoza, España.: Asociación Asperger y TGDs de Aragón.
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[Foto página 21]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos. com/77373212/stock-photo-boy-exercises-putting-fingers-with.html [Foto página 22]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos.com/158349388/stock-photo-boywith-his-therapist.html [Foto página 23]. Recuperada el 10 de Enero de 2018 desde https://mx.depositphotos.com/158349474/stock-photo-psychologist-observing-autistic-boy.html [Foto página 24-25]. Recuperada el 10 de Enero de 2018 desde https://graphics.wsj. com/image-grid/Books-October-07/
Saskatchewan Education. (n.d). Educating the Student with Asperger’s Syndrome. Saskatchewan Education. Special Education Unit. pg. 1-5
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