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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Asociación Colombiana de Profesores de Inglés
2014
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=499450631007 |
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| _version_ | 1866578871097229312 |
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| author | Héctor Manuel Serna Dimas |
| author_facet | Héctor Manuel Serna Dimas |
| contents | Language-Building Activities and Interaction Variations With Mixed-Ability ESL University Learners in a Content-Based Course Héctor Manuel Serna Dimas Erika Ruíz Castellanos Educación mixed language building activities ability language students Classroom interaction patterns The preparation of both language-building activities and a variety of teacher/student interaction patterns increase both oral language participation and content learning in a course of manual therapy with mixed-language ability students. In this article, the researchers describe their collaboration in a content-based course in English with English as a second language learners. The data gathered through lesson plans, sociograms, and student feedback cards showed an increase of students’ involvement in class activities since their concern was to be able to diagnose and treat their future patients’ physical condition through a structured interview for which both careful language elaboration and therapist/patient interaction were essential. 2014 artículo científico 0120-5927 https://www.redalyc.org/articulo.oa?id=499450631007 en http://www.redalyc.org/revista.oa?id=4994 HOW application/pdf Asociación Colombiana de Profesores de Inglés HOW (Colombia) Num.1 Vol.21 |
| format | Artículo científico |
| id | redalyc_499450631007 |
| language | en |
| publishDate | 2014 |
| publisher | Asociación Colombiana de Profesores de Inglés |
| spellingShingle | Language-Building Activities and Interaction Variations With Mixed-Ability ESL University Learners in a Content-Based Course Héctor Manuel Serna Dimas Educación mixed language building activities ability language students Classroom interaction patterns Language-Building Activities and Interaction Variations With Mixed-Ability ESL University Learners in a Content-Based Course Héctor Manuel Serna Dimas Erika Ruíz Castellanos Educación mixed language building activities ability language students Classroom interaction patterns The preparation of both language-building activities and a variety of teacher/student interaction patterns increase both oral language participation and content learning in a course of manual therapy with mixed-language ability students. In this article, the researchers describe their collaboration in a content-based course in English with English as a second language learners. The data gathered through lesson plans, sociograms, and student feedback cards showed an increase of students’ involvement in class activities since their concern was to be able to diagnose and treat their future patients’ physical condition through a structured interview for which both careful language elaboration and therapist/patient interaction were essential. 2014 artículo científico 0120-5927 https://www.redalyc.org/articulo.oa?id=499450631007 en http://www.redalyc.org/revista.oa?id=4994 HOW application/pdf Asociación Colombiana de Profesores de Inglés HOW (Colombia) Num.1 Vol.21 |
| title | Language-Building Activities and Interaction Variations With Mixed-Ability ESL University Learners in a Content-Based Course |
| topic | Educación mixed language building activities ability language students Classroom interaction patterns |
| url | https://www.redalyc.org/articulo.oa?id=499450631007 |