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AbstractResearch on the dialogic and intersubjective nature of children’s learning has emphasised the study of educational discourse and the semiotic mechanisms involved in understanding the students’ constructive activity. These studies have been carried out in classrooms where there was continuity between the language of instruction and the students’ first language. However, the number of classrooms in which students have an initial language which is not the language of instruction is increasing. This article analyses the educational discourse in a multilingual classroom when the teacher interacts with seven students in a teaching unit about language. The study uses interactional ethnography. The results show the use of teacher inquiry into the students’ beliefs about the task and the semiotic procedures used to construct a shared intersubjective framework. The discussion emphasises the similarity of some of these procedures with those used in the family in the initial stages of language acquisition, as well as the variations which the teacher uses of the social and specific framework of reference. 相似文献
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The Rewards of Human Capital Competences for Young European Higher Education Graduates 总被引：1，自引：0，他引：1
Adela Garcia-Aracil Jose-Gines Mora Luis E. Vila 《Tertiary Education and Management》2004,10(4):287-305
The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio-emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participativeand methodological competencesare best paid; conversely, jobs with higher requirements of organisational, applying-rulesand physical competencesare worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates' satisfaction, the only exception being applying-rules competences. 相似文献
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ResumenEste trabajo versa sobre la adquisición del lenguaje en bilingües familiares. Los datos que se aportan se refieren al léxico de uno de los sujetos de la investigación que se ve recogido en sesiones de 30' grabadas en magnetoscopio, cada 2 semanas aproximadamente, a partir de los 6 hasta los 24 meses de edad. Los resultados concuerdan con los de investigaciones precedentes, donde se demuestra que los niños que adquieren dos lenguas a la vez pasan por una primera fase de “sistema lexical único”, en la cual el niño incorpora palabras de una u otra lengua, sin diferenciar los dos códigos. 相似文献
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Ignasi Vila 《Infancia y Aprendizaje》2013,36(62-63):219-229
ResumenEl artículo versa sobre las relaciones entre psicología y didáctica en relación con la enseñanza de la lengua. Así, se defiende que la psicolingüística no puede prescribir los procesos de enseñanza-aprendizaje de la lengua, aunque aporta elementos de reflexión, especialmente los referidos a las competencias implicadas en el uso del lenguaje. Se discute también el papel de la didáctica para concluir que aquello que se debe investigar son los mecanismos de influencia educativa que promueven el aprendizaje de los procedimientos implicados en el uso del lenguaje. Desde este punto de vista, se propone una convergencia entre la psicología educativa y la didáctica. 相似文献
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The Non-monetary Benefits of Education 总被引：1，自引：0，他引：1
Luis E. Vila 《European Journal of Education》2000,35(1):21-32
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Two experiments were carried out to study vertical jumping avoidance learning in rats. In particular, we examined the effects of the duration of a feedback stimulus and of the interval between the end of the feedback stimulus and the start of the next trial on acquisition and extinction of avoidance. In Experiment 1, the duration of feedback was manipulated while intertriai interval (feedback plus no-feedback) was held constant. Animals with feedback lasting more than 1 sec needed fewer trials to reach the acquisition criteria than did animals with no feedback or with 1-sec feedback. No differences were observed in extinction. In Experiment 2, the durations of both feedback and no-feedback were manipulated. Animals without feedback needed more trials to reach the acquisition criterion than did animals with feedback, but the performance of the feedback animals did not differ as a function of feedback duration, no-feedback duration, or total intertrial interval. Again, no differences were observed in extinction. These results indicate that the presentation of feedback improves the acquisition of vertical jumping avoidance, but that this effect is independent of the temporal characteristics of feedback. 相似文献
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In industrialised countries education and work are no longer two opposing realities, there now being greater and greater mutual dependence between them. One the one hand, the working world demands higher levels of training and continuous refresher courses or retraining. On the other hand, the educational system is forced to adapt its teaching to the changing demands of the labour market.
In this paper an analysis if is made of both the most representative trends of this phenomenon and present day answers to an ‘education for work’ in the environment of the countries of the European Economic Community. 相似文献