Examinando por Autor "Melej Gallardo, Ethel K."

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  • Miniatura
    Ítem
    Appropiate foreign language teaching methodologies for a student with attention deficit disorder
    (Universidad Andrés Bello, 2011) Arroyo Cáceres, Marcela Andrea.; Salazar Cespedes, Karla Estefanía; Melej Gallardo, Ethel K.
    El objetivo de esta investigación es proveer alternativas a los profesores de lengua extranjera para trabajar con alumnos que padecen de Déficit Atencional, los cuales están insertos en clases regulares de 30 alumnos como parte de los programas de integración de las escuelas y colegios del país. Esta investigación examina las diferentes metodologías que están implícitas en el enfoque holístico que tiene una profesora que enseña Ingles a un alumno que padece de este tipo de déficit, para poder encontrar aquellos métodos y actividades que le acomodan de mejor forma para poder potenciar su aprendizaje.
  • Miniatura
    Ítem
    Learning styles and their implications for language teaching : examining my own practice
    (Universidad Andrés Bello, 2011) Acevedo Cornejo, Dayana; Melej Gallardo, Ethel K.; Facultad de Educación
    It is well-known that students are diverse in many ways, and the way in which they Iearn is not an exception. As a practitioner, 1 have had the possibility to work with relatively small classes, which has made me become more aware of those differences. At the same time, this has reinforced my belief that learning depends, among other things, on the right match between the teacher's approach fo instruction and the students' learning styles. This belief has been underpinned by different authors who claim that when our students' learning styles harmonize with appropriate approaches in teaching, their motivation, performances and achievements increase (Brown, 1994). Qn the other hand, if clashes occur, students are likely to perform poorly, feel unconfident, and experience considerable anxiety, which might lead fo certain breakdowns in the teacher-student relationship (Qxford, 2003). Giveri time constrains, this investigation will focus only on diverse learning styles, to which there will be reference throughout ah the study. Evidently, learning does not occur without teaching, at Ieast in a school context which is where this piece of research is conducted (see section II). That is why teaching methods are explored as part of the theoretical framework.