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111.
Claudia Sanchez 《Early Childhood Education Journal》2009,37(2):161-169
Teachers’ knowing about students and their families is critical to ensuring relevant classroom instruction. The Family
Storytelling
through
Dichos approach is explored as a culturally and linguistically appropriate mechanism for learning about students’ backgrounds. This
article posits that this approach may be a viable one, since it is rooted in the Hispanic culture and language and integrates
three critical elements (a) familism, a core Hispanic cultural value; (b) storytelling, a vehicle for exploring families’
identities; and (c) dichos or popular sayings in the Spanish language, authentic cultural constructs present in Hispanics’ everyday oral discourse. 相似文献
112.
113.
本研究从《基础西班牙语》目前普遍遵循的“基于任务型语言教学”理念的内涵入手,比较了和“任务支持型语言教学”理念的区别,探讨了“基于任务型语言教学”在《基础西班牙语》课中使用的难度及缺点,提出了将交际任务和传统语言教学法结合起来的“任务支持型语言教学”理念能更好地针对零基础西班牙语专业学生的观点,举例说明了“任务支持型语言教学”在实际教学中的运用能为高校西班牙语专业学生奠定更扎实的语言基础。 相似文献
114.
随着世界旅游市场的新发展,旅游西班牙语课程的设置显得日益重要,而该课程的多元文化特色也决定了对教学资源和教学方法的新要求。谚语是文化的载体,语言是文明的窗口。本文试图以西语社会中的文化谚语为切入点,重点梳理西班牙历史、社会文化与旅游业发展三者间的关系,并在课堂教学方面给出一些文化导入尝试。 相似文献
115.
胡晓琳 《黑龙江教育学院学报》2015,(7)
性别歧视作为一种普遍存在的社会现象,可以从语言和语言的使用中折射反映出来。性别歧视在西班牙语词汇层面体现得尤为突出。利用标记理论,从形式标记、分布标记、语义标记的角度探究男女性别词汇“有标记项”和“无标记项”的不对称性,从而揭示西班牙语词汇中的性别歧视现象。 相似文献
116.
作为一种约定俗成的口语表达,西班牙语惯用语具有修辞多元、用词活泼、生动形象等特点,常以意想不到的引申义、转义令人印象深刻。纵观这些特色表达可发现,大多数都与人名息息相关,且背后的文化底蕴深厚,值得深度研究。此外,西班牙语学习者也常因其中的文化含义及其与母语的文化差异而遭遇学习难题、翻译难题。该文立足这一视角,以西班牙语惯用语中的人名为切入点,分门别类,追根溯源,厘清其引申含义的缘由,进而探索此类文化特色表达的翻译策略。 相似文献
117.
Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n = 163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. 相似文献
118.
Avelina Miquel Lara Bernat Sureda Garcia 《Paedagogica Historica: International Journal of the History of Education》2018,54(4):410-432
During the Second Republic of Spain (1931–1939) and within the framework of ambitious social reform, the government of the Generalitat of Catalonia launched a social and educational assistance system. This new system would be independent, modern, and capable of surpassing the traditional welfare system based on religious charity that was predominant in Spain at the time. One of the initiatives performed to obtain funding consisted of the sale of Christmas seals, whose earnings would be allocated to the fight against childhood tuberculosis. The Segell Pro Infància organisation was created for this purpose. This article analyses the origins of this institution within the socio-political context of Catalonia during the Second Republic and the Spanish Civil War, in addition to its work and activities during its brief existence. The series of actions financed by Segell were primarily directed at improving institutions that provided a social welfare system, such as crèches and nursery schools. In this analysis, the commitment of early twentieth-century Catalan nationalism to social and educational modernisation, in addition to its development of social justice policies, is revealed. This reform fits into the framework of a broader pro-sovereignty project in which Catalonia would build state structures independent of Spain. 相似文献