Learning Aprendizaje

Total Page:16

File Type:pdf, Size:1020Kb

Learning Aprendizaje XXVI Congreso Internacional sobre Twenty-sixth International Conference on Aprendizaje Learning Aprendizaje para la diferencia Learning to Make a Social social Difference 24–26 de julio de 2019 24–26 July 2019 Universidad de la Reina de Belfast Queen’s University Belfast Belfast, Reino Unido Belfast, UK SobreAprendizaje.com TheLearner.com facebook.com/SobreAprendizaje facebook.com/TheLearnerResearchNetwork twitter.com/OnTheLearner | #ICL19 twitter.com/OnTheLearner | #ICL19 Twenty-sixth International Conference on Learning “Learning to Make a Social Difference” 24–26 July 2019 | Queen’s University Belfast | Belfast, UK www.TheLearner.com www.facebook.com/TheLearnerResearchNetwork @onthelearner | #ICL19 XXVI Congreso Internacional sobre Aprendizaje “Aprendizaje para la diferencia social” 24–26 de julio de 2019 | Universidad de la Reina de Belfast | Belfast, Reino Unido www.SobreAprendizaje.com www.facebook.com/SobreAprendizaje @onthelearner | #ICL19 Twenty-sixth International Conference on Learning www.thelearner.com First published in 2019 in Champaign, Illinois, USA by Common Ground Research Networks, NFP www.cgnetworks.org © 2019 Common Ground Research Networks All rights reserved. Apart from fair dealing for the purpose of study, research, criticism, or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please visit the CGScholar Knowledge Base (https://cgscholar.com/cg_support/en). Common Ground Research Networks may at times take pictures of plenary sessions, presentation rooms, and conference activities which may be used on Common Ground’s various social media sites or websites. By attending this conference, you consent and hereby grant permission to Common Ground to use pictures which may contain your appearance at this event. Designed by Ebony Jackson and Brittani Musgrove XXVI Congreso Internacional sobre Aprendizaje www.sobreaprendizaje.com Publicado por la primera vez en Champaign, Illinois, EE.UU. por Common Ground Research Networks, NFP www.cgespanol.org © 2019 Common Ground Research Networks Todos los derechos reservados. Ninguna parte de esta obra puede ser reproducida mediante cualquier procedimiento sin el permiso por escrito del editor. Para los permisos y otras preguntas, póngase en contacto con [email protected] Common Ground Research Networks puede tomar fotografías de las sesiones plenarias, salas de presentación y actividades del congreso para su utilización en los perfiles sociales o sitios web de Common Ground. Al asistir a este congreso, usted consiente y concede permiso a Common Ground para utilizar fotografías que pueden incluir su imagen. The Learner Table of Contents Welcome Letter - Queen’s University Belfast ......................................................................................................................1 Welcome Letter - Common Ground Research Networks ....................................................................................................3 About Common Ground .....................................................................................................................................................5 The Learner Research Network About The Learner Research Network......................................................................................................................9 Themes ...................................................................................................................................................................10 2019 Special Focus .................................................................................................................................................13 Scope and Concerns ..............................................................................................................................................14 The International Advisory Board ...........................................................................................................................20 Scholar ...............................................................................................................................................................................21 The Learner Journal Collection About the Journal Collection .................................................................................................................................41 Collection Titles ......................................................................................................................................................42 Article Submission & Publication Process ...............................................................................................................44 Common Ground Open .........................................................................................................................................46 International Award for Excellence .........................................................................................................................47 Subscriptions and Access .......................................................................................................................................48 The Learner Book Imprint About the Book Imprint ..........................................................................................................................................57 Selection of The Learner Books ..............................................................................................................................59 The Learner Conference About The Learner Conference ..............................................................................................................................65 Ways of Speaking ...................................................................................................................................................71 Daily Schedule ........................................................................................................................................................74 Conference Highlights ............................................................................................................................................76 Plenary Speakers.....................................................................................................................................................79 Emerging Scholars ..................................................................................................................................................81 Carta de bienvenida - Common Ground Español ...............................................................................................................4 Acerca de Common Ground ...............................................................................................................................................6 Acerca de la Red de Investigación de Aprendizaje ...........................................................................................................25 Temas ......................................................................................................................................................................26 Tema destacado 2019 ............................................................................................................................................29 Enfoque e Intereses ................................................................................................................................................30 Comité Científico de la Red de Investigación de Aprendizaje ...............................................................................36 Scholar ...............................................................................................................................................................................37 Revista Internacional de Aprendizaje Acerca de la revista .................................................................................................................................................51 Proceso de publicación ..........................................................................................................................................52 Common Ground y Acceso Abierto .......................................................................................................................54 Congreso Internacional sobre Aprendizaje Acerca del Congreso Internacional ........................................................................................................................68 Modos de exponer .................................................................................................................................................70 Programa diario ......................................................................................................................................................74 Acontecimientos destacados ..................................................................................................................................78 Ponentes plenarios .................................................................................................................................................79 Investigadores Emergentes ....................................................................................................................................81 Schedule of Sessions / Programación de las sesiones ......................................................................................................86
Recommended publications
  • Iniciativa Para Ampliar La Escala De La Agroecología
    INICIATIVA PARA AMPLIAR LA ESCALA DE LA AGROECOLOGÍA TRANSFORMAR LA ALIMENTACIÓN Y LOS SISTEMAS AGRÍCOLAS APOYO DE LOS ODS UNA PROPUESTA CON MOTIVO DEL SEGUNDO SIMPOSIO INTERNACIONAL SOBRE AGROECOLOGÍA 3-5 ABRIL DE 2018 MISIÓN DE LA INICIATIVA Con el espíritu transformador de la Agenda 2030, trabajaremos con productores, gobiernos y otros actores para fortalecer la agroecología como un enfoque prometedor, aprovechando un amplio abanico de prácticas y políticas, conocimiento y alianzas para alcanzar sistemas alimentarios equitativos y sostenibles en apoyo de los ODS. Este documento presenta la Iniciativa para ampliar la escala de la Agroecología, una visión para ampliar el alcance de la agroecologíaa y transformar los sistemas alimentarios y agrícolas para alcanzar los ODS. El documento responde a cuatro cuestiones clave: ¿Cuál es el potencial de la agroecología para contribuir a la Agenda 2030? (Sección 1); ¿Cuáles son los desafíos y oportunidades ligados a ampliar la escala de la agroecología? (Sección 2); ¿Cuáles son las principales áreas de trabajo sobre las que la Iniciativa para ampliar la escala de la Agroecología se debería centrar? (Sección 3) y ¿Cuál es el camino a seguir para la Iniciativa para ampliar la escala de la Agroecología? (Sección 4). La FAO, como agencia conductora, invitará a agencias de la ONU y otras organizaciones a discutir y sumarse a la Iniciativa. Se prevé su presentación y lanzamiento durante la celebración del “Segundo Simposio Internacional de la FAO sobre Agroecología: Ampliar la Escala de la Agroecología para Alcanzar los ODS” en abril de 2018 en Roma. SECCIÓN 1 LA AGROECOLOGÍA Y LOS OBJETIVOS DE DESARROLLO SOSTENIBLE La Agenda 2030 para el Desarrollo Sostenible exige una transformación de los sistemas alimentarios y agrícolas.
    [Show full text]
  • Tempus Study
    A TEMPUS STUDY EN 10.2797/49276 Overview of the Higher Education Systems in the Tempus Partner Countries Central Asia Tempus Issue 12 ― November 2012 http://eacea.ec.europa.eu/tempus Overview of the Higher Education Systems in the Tempus Partner Countries Central Asia This document has been produced within the framework of the European Union's Tempus programme, which is funded by the EuropeAid Development and Co-operation Directorate-General and the Directorate-General for Enlargement. It has been prepared by the Education, Audiovisual and Culture Executive Agency (EACEA) on the basis of contributions from the Tempus Offices and the authorities concerned. The approach and data collection have been implemented in collaboration with Eurydice, the network on education systems and policies in Europe. Preface The Tempus programme, launched in 1990, is one of the longest standing EU-funded programmes in the field of education. During more than 20 years of its existence, Tempus has supported the modernisation of higher education in the Partner Countries outside the European Union, namely in Eastern Europe, Central Asia, the Western Balkans and in the Southern Mediterranean. In order to carry out Tempus projects with higher education institutions in the Tempus Partner Countries, the knowledge of the system in which the institutions operate is crucial for the success of project activities. The higher education systems of the Partners Countries operate in different contexts and have different historical backgrounds. For this reason, the definition of the needs and the objectives of the projects should be based on knowledge of the reality in the country concerned and should take into account the existing policies and legislative developments.
    [Show full text]
  • What a Caused Quite a Chuckle Since Being Released Online a Few Weeks Back
    LAUGHING STOCK BY ED CHRISTMAN ® Inspired by the daytime talk show "Maury," where paternity tests are re- vealed on -air, rapper Shawty Putt's comical single "Dat Baby (Don't Look Like Me)," produced by Lil Jon, has What A caused quite a chuckle since being released online a few weeks back. With minimal promotion, the track Exclusive Journe from the Atlanta native's currently un- releases from Best Buy, left, and titled debut album entered the Bub- Journey! Wal -Mart sold 126,000 copies combined. bling Under R &B /Hip -Hop Singles Exclusive Deals Propel The results have been nothing short opted to make lemons into lemonade. ered on YouTube]." chart nine weeks ago at No. 24. It is Classic Rockers Up of spectacular: Sources say it sold In addition to the Best Buy exclusive, The Wal -Mart package acknowl- currently No. 5 on the tally as well as The Charts 28,000 on street date and, according the label put the Journey catalog on edges the material has been re- No. 34 on the Rap Airplay chart. to Nielsen SoundScan, moved almost deal, using its usual tactic of offering recorded and shows a picture of the The accompanying video has al- It's been a long time since retail has 105,000 in its first week, good enough discounts aligned with how much re- band with IDs for the members. So ready garnered more than 1 million rolled out the red carpet for Journey, for a No. 5 debut on the Billboard 200. tail was willing to do for a promotion.
    [Show full text]
  • Annual Report and Accounts 2004/2005
    THE BFI PRESENTSANNUAL REPORT AND ACCOUNTS 2004/2005 WWW.BFI.ORG.UK The bfi annual report 2004-2005 2 The British Film Institute at a glance 4 Director’s foreword 9 The bfi’s cultural commitment 13 Governors’ report 13 – 20 Reaching out (13) What you saw (13) Big screen, little screen (14) bfi online (14) Working with our partners (15) Where you saw it (16) Big, bigger, biggest (16) Accessibility (18) Festivals (19) Looking forward: Aims for 2005–2006 Reaching out 22 – 25 Looking after the past to enrich the future (24) Consciousness raising (25) Looking forward: Aims for 2005–2006 Film and TV heritage 26 – 27 Archive Spectacular The Mitchell & Kenyon Collection 28 – 31 Lifelong learning (30) Best practice (30) bfi National Library (30) Sight & Sound (31) bfi Publishing (31) Looking forward: Aims for 2005–2006 Lifelong learning 32 – 35 About the bfi (33) Summary of legal objectives (33) Partnerships and collaborations 36 – 42 How the bfi is governed (37) Governors (37/38) Methods of appointment (39) Organisational structure (40) Statement of Governors’ responsibilities (41) bfi Executive (42) Risk management statement 43 – 54 Financial review (44) Statement of financial activities (45) Consolidated and charity balance sheets (46) Consolidated cash flow statement (47) Reference details (52) Independent auditors’ report 55 – 74 Appendices The bfi annual report 2004-2005 The bfi annual report 2004-2005 The British Film Institute at a glance What we do How we did: The British Film .4 million Up 46% People saw a film distributed Visits to
    [Show full text]
  • The Impact of Pushed Output on Accuracy and Fluency Of
    Iranian Journal of Language Teaching Research 2(2), (July, 2014) 51-72 51 Content list available at www.urmia.ac.ir/ijltr Urmia University The impact of pushed output on accuracy and fluency of Iranian EFL learners’ speaking Aram Reza Sadeghi Beniss a, Vahid Edalati Bazzaz a, * a Semnan University, Iran A B S T R A C T The current study attempted to establish baseline quantitative data on the impacts of pushed output on two components of speaking (i.e., accuracy and fluency). To achieve this purpose, 30 female EFL learners were selected from a whole population pool of 50 based on the standard test of IELTS interview and were randomly assigned into an experimental group and a control group. The participants in the experimental group received pushed output treatment while the students in the control group received non-pushed output instruction. The data were collected through IELTS interview and then the interview of each participant was separately tape-recorded and later transcribed and coded to measure accuracy and fluency. Then, the independent samples t-test was employed to analyze the collected data. The results revealed that the experimental group outperformed the control group in accuracy. In contrast, findings substantiated that pushed output had no impact on fluency. The positive impact of pushed output demonstrated in this study is consistent with the hypothesized function of Swain’s (1985) pushed output. The results can provide some useful insights into syllabus design and English language teaching. Keywords: pushed output; accuracy; fluency; EFL speaking © Urmia University Press A R T I C L E S U M M A R Y Received: 28 Jan.
    [Show full text]
  • Matthew H. Ciscel
    MATTHEW H. CISCEL CURRICULUM VITÆ (last revised 9/14/2017) Professor and TESOL Coordinator 214 Beacon Street Department of English Hartford, CT 06105, U.S.A. Central Connecticut State University (1-860) 232-5223 1615 Stanley Street personal e-mail: [email protected] New Britain, CT 06050-4010 U.S.A. university e-mail: [email protected] (1-860) 832-2749 URL: http://www2.ccsu.edu/faculty/CiscelM EDUCATION 2002 Ph.D. in Linguistics, Areas: sociolinguistics and second language acquisition theory, University of South Carolina, Columbia (August 1998-December 2002) Dissertation Title: Language and Identity: L2 acquisition in post-Soviet Moldova 1996 M.A. in German, Areas: Germanic linguistics and 20th Century German culture, University of Iowa, Iowa City (August 1993-May 1996) 1991 B.A. cum laude in German, Areas: German and psychology, University of Tennessee, Knoxville (Sept 1987-Aug 1991) 1989-1990 Academic exchange to Philipps-Universität, Marburg, Germany (course work in German language and literature, and psychology) ACADEMIC POSITIONS 2012-present Full Professor, Department of English, Central Connecticut State University, New Britain, CT 2007-2012 Associate Professor, Department of English, Central Connecticut State University, New Britain, CT (tenure granted 2008) Spring 2010 Senior Fulbright Scholar, Faculty of Letters and Arts, Lucian Blaga University, Sibiu, România 2002-2007 Assistant Professor, Department of English, Central Connecticut State University, New Britain, CT Fall 2001 Visiting Instructor, Faculty of Modern Languages,
    [Show full text]
  • Transformations of Queer Iberian Cinema a Dissertation SUBMITTED
    Living and Dying for the Plural: Transformations of Queer Iberian Cinema A Dissertation SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Scott Michael Ehrenburg IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Advisers: William Viestenz & Ofelia Ferrán March 2017 © Scott Michael Ehrenburg 2017 Acknowledgements This dissertation would not have been realized without the help of so many wonderful people. First and foremost, I would like to thank my advisors, Bill Viestenz and Ofelia Ferrán, for serving as encouraging, deliberate, and thoughtful interlocutors throughout my time in graduate school. I sincerely thank Nicholas Spadaccini for his committement to mentoring me about the profession as well as allowing me to serve as a member of the Hispanic Issues team. I am grateful to Jigna Desai for being so generous with her time in helping shape my work in a way that truly crosses disciplinary divides. I would also like to acknowledge the sustained funding by the Department of Spanish and Portugese Studies, particulary during the summer months, which was vital for my timely progress toward degree. I am thankful for being the recpient of Hella Mears Fellowship for German and European Studies, which provided generous funding needed for me to complete this dissertation. I must recognize all of my teachers, professors, and instructors throughout the years. All of you have informed the kind of educator I have become and will continue to be. Thank you so much, Katie Levin and the Center for Writing! You provided me with hundreds of hours of non-judgmental support in a space that was safe and comfortable.
    [Show full text]
  • Men's Soccer 2014 Schedule
    Men's Soccer Fall 2014 OFFICIAL SCHEDULE (Results can be found here) DAY DATE OPPONENT LOCATION TIME Friday 8/22 Alumni Game (Scrimmage) Fremont Central Park 11:00am Thursday 8/28 Lassen College TAK Stadium 4:30pm Friday 8/29 College of Sequoias Accinelli Park 1:30pm Tuesday 9/2 Mendocino College TAK Stadium (DH) 6:30pm Friday 9/12 Folsom Lake College Accinelli Park 1:30pm Tuesday 9/16 College of Marin Marin 4:00pm Wednesday 9/24 Napa Valley College Napa 4:00pm Friday 9/26 Shasta College Accinelli Park 1:30pm Tuesday 9/30 Monterey Peninsula College* TAK Stadium 4:30pm Friday 10/3 Gavilan College* Fremont Central Park (DH) 4:00pm Tuesday 10/7 Hartnell College* Salinas 1:30pm Friday 10/10 Canada College* Fremont Central Park (DH) 4:00pm Tuesday 10/14 Las Positas College* TAK Stadium (DH) 4:30pm Friday 10/17 De Anza College* Accinelli Park 1:30pm Friday 10/24 Evergreen Valley College* San Jose 6:30pm Tuesday 10/28 Cabrillo College* Aptos 2:00pm Friday 10/31 Foothill College* Fremont Central Park (DH) 4:00pm Tuesday 11/4 Chabot College* Hayward 7:00pm Friday 11/7 West Valley College* Accinelli Park 1:30pm Tuesday 11/11 City College of San Francisco* San Francisco 3:00pm Friday 11/14 Skyline* San Bruno 12:45pm Saturday 11/22 Regional Round 1 Playoffs @ Higher Seed TBD Tuesday 11/25 Regional Round 2 Playoffs @ Higher Seed TBD Saturday 11/29 Regional Round 3 Playoffs @ Higher Seed TBD 12/5 & Fri & Sun CCCAA State Championships Mt.
    [Show full text]
  • In New Literacy Studies? Critical Approaches to Literacy in Theory and Practice
    What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice Brian Street Kings College, London The Context and Background A rich vein of articles and books has recently addressed some critical issues in the field of New Literacy Studies, both in terms of theoretical perspectives and of their implications in educational and policy contexts. I address some of these critiques as a way of both updating NLS and of addressing its implications for practice. What has come to be termed the "New Literacy Studies" (NLS) (Gee, 1991; Street, 1996) represents a new tradition in considering the nature of literacy, focusing not so much on acquisition of skills, as in dominant approaches, but rather on what it means to think of literacy as a social practice (Street, 1985). This entails the recognition of multiple literacies, varying according to time and space, but also contested in relations of power. NLS, then, takes nothing for granted with respect to literacy and the social practices with which it becomes associated, problematizing what counts as literacy at any time and place and asking "whose literacies" are dominant and whose are marginalized or resistant. To address these issues ethnographically, literacy researchers have constructed a conceptual apparatus that both coins some new terms and gives new meanings to some old ones. My own work, for instance, begins with the notion of multiple literacies, which makes a distinction between "autonomous" and "ideological" models of literacy (Street, 1985) and develops a distinction between literacy events and literacy practices (Street, 1988). The standard view in many fields, from schooling to development programs, works from the assumption that literacy in itself--autonomously--will have effects on other social and cognitive practices.
    [Show full text]
  • Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom
    Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2017 Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom Michael Spooner Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the First and Second Language Acquisition Commons Recommended Citation Spooner, Michael, "Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom" (2017). All Graduate Plan B and other Reports. 1126. https://digitalcommons.usu.edu/gradreports/1126 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. i CODE-SWITCHING AND ITS CHALLENGES: PERSPECTIVES ON TRANSLANGUAGING IN THE EFL CLASSROOM by Michael Spooner A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: Dr. Karin DeJonge-Kannan Dr. Maria Luisa Spicer-Escalante Major Professor Committee Member Dr. Abdulkafi Albirini Dr. Sylvia Read Committee Member Committee Member Dr. Bradford J. Hall Department Head UTAH STATE UNIVERSITY Logan, Utah 2017 Copyright 2017 © Michael Spooner All rights reserved DEDICATION This work is dedicated to the memory of Alberto, whose full name I do not know. Alberto was a Puerto Rican man who worked long ago with my father in a machine shop in Milwaukee. Alberto loved Spanish, his first language, and especially the way it was spoken in Puerto Rico.
    [Show full text]
  • Input, Interaction, and Second Language Development
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Lancaster E-Prints SSLA, 21, 557±587. Printed in the United States of America. INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT An Empirical Study of Question Formation in ESL Alison Mackey Georgetown University This study examines the relationship between different types of con- versational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on gram- matical development (Loschky, 1994). The central question ad- dressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pre- test-posttest design. Adult ESL learners (N = 34) of varying L1 back- grounds were divided into four experimental groups and one control I am grateful to Susan M. Gass and Charlene Polio for insightful suggestions and help with this paper. I also want to thank Patsy Lightbown, Michael H. Long, Teresa Pica, and Merrill Swain for many helpful comments on the doctoral dissertation from which this paper arose. I am much indebted to Ian Thornton for assistance with the statistical analysis and discussions of many of the issues in- volved in this study.
    [Show full text]
  • Souvenir Booklet Jerusalem Conference 2020
    Jerusalem: From Past Divisions to a Shared Future? Balfour The Case for Equal Rights Souvenir Booklet from our Online Conference Held on 27th October 2020 Project Statement: Israel/Palestine: Equal Rights for lasting Peace The Balfour Project issued this statement at the end of the conference, signed by British Parliamentarians and Faith leaders, to be conveyed to the Prime Minister and Foreign Secretary. We acknowledge Britain’s historic responsibilities for inequality and discrimination in Jerusalem and across the Holy Land. They stem from the last century, through the Balfour Declaration and the British Mandate for Palestine, with consequences which are still felt today. Past British responsibility for present injustice demands British commitment to work urgently for a better future, respecting equal rights. With British assistance, the Jewish people exercised their right to self-determination in the Holy Land more than 70 years ago. To this day, the Palestinian people are denied this right. This injustice must end. The future of Jerusalem is crucial to peace between Israelis and Palestinians, and between Israel and the Arab and Muslim worlds. The recent normalisation of relations between Israel and some Arab Gulf states is no substitute for a lasting peace founded on broad popular consent from Israelis and Palestinians. Sharing Jerusalem is essential to gain that consent. Palestinians and Israelis will share the Holy Land forever, and must shape its future together. Only equality will bring safety and well-being, and essential dialogue. The two peoples, alone, have not attained peaceful coexistence. So, for the good of both, and if we truly mean what we say, we in Britain must help reverse current negative developments which only entrench separation and inequality.
    [Show full text]