Spanish as Foreign Language Teachers conceptions of assessment: preliminary results from an internet inquiry. Introduction

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Spanish as Foreign Language Teachers conceptions of assessment: preliminary results from an internet inquiry. Introduction"

Transcription

1 Spanish as Foreign Language Teachers conceptions of assessment: preliminary results from an internet inquiry. Ana Remesal Universidad de Barcelona, Spain Gavin T.L. Brown University of Auckland, New Zealand Introduction This study intends to fill a gap in current research on conceptions of assessment. Indeed, conceptions of assessment have been focus of systematic research in the last decade in different cultural contexts (e.g., Brown, Kennedy, Fok, Chan & Yu, 2009; Brown, Lake & Matters, 2011; Coll & Remesal, 2009; Delandshere & Jones, 1999; Remesal, 2011). These studies refer mostly to in-service teachers, both active in primary or secondary education. Other recent studies, such as Brown & Remesal (2012) turned attention to prospective teachers. However, up to now, we have very little information-if any at allabout teachers conceptions of assessment in educational contexts other than compulsory or basic schooling. We gathered data from teachers of Spanish as Foreign Language (ELE) working in four different educational contexts: compulsory school, extra-school teaching, adult education, and in-company training. Research method and design We presented a questionnaire with a positively packed rating scale (Brown, 2004) to the members of an online professional community of teachers of ELE (Comunidad Todoele, teachers altogether were invited to respond to the questionnaire. The questionnaire got a response ratio of 7%; hence, the sample is 492 respondents (margin of error = 4.72%), in a three month period with three reminder invitations. Demographic characteristics of the sample are presented in table 1. The questionnaire was built around a theoretical model of conceptions of assessment, drawn from a previous interpretive research (Remesal, 2006). This model rests on a definition of conceptions as the subjective sum of individual beliefs, which, in turn, are assumptions about objects and phenomena that people take as true (often without intellectual contrast) (Green, 1971; Pajares, 1992). The model refers to four basic dimensions within a bipolar continuum of conceptions. It states that conceptions about assessment are the result of a combination of beliefs about how assessment affects (a) teaching, (b) learning, (c) the certification of learning, and (d) the account giving of teaching. Hence, depending on the combination of particular beliefs, a teacher s conception can be defined as more inclined towards understanding assessment as an

2 instrument for regulation of educational processes or rather as an instrument for societal control. The following variables were considered for further comparison: professional practice context and type of initial training. Results Participants in this study were asked to report personal characteristics about themselves (Table 1). The sample was characterised by teachers who were predominantly female, middle-aged, and with considerable teaching experience. The majority had their initial training in linguistic (e.g., translation, philology, linguistics) rather than educationoriented (e.g., pedagogy, didactics, psychology) disciplines. Just over half taught in adult-level contexts (e.g., higher education or in businesses), while the remainder taught children and adolescents in schools or after-school contexts. Confirmatory factor analysis of the data was used to evaluate the proposed 6 factor, bifactoral structure (Figure 1). In this model, beliefs about assessment refer to four aspects of the teaching and learning process that may be affected by the participant s sense of whether assessment regulates or does not regulate them. The factors then were teaching, learning, certifying of learning, and accountability of teaching and two tendencies of using assessment, either pro- or anti-formatively. Each item is predicted by one of these aspects and tendencies. The fit of the model was acceptable (χ 2 = , df=486, [χ 2 /df=2.141, p=.14]; CFI=.81; gamma hat=.94; RMSEA=.048, 90% CI= ; SRMR=.052). While not every path was statistically significant, the combined weight of paths produced percentage of variance explained ranging from 2% to 47% (M=25%, SD=12.5%) (see Table 2). Mean scores for each factor were calculated by averaging all items contributing to the factor (Table 3). These values indicated that the sample as a whole endorsed the regulation of learning most, though the differences among the four aspects were small. The Pro-Formative tendency was much more strongly endorsed than the Anti-Formative tendency. Beliefs concerning the formative regulation of learning and teaching were endorsed most strongly; and teachers gave the weakest agreement to the Anti-Formative tendency of these same two aspects. As a whole, then, the teachers conceptions of assessment were positive towards Formative uses of assessment for the improvement of teaching and learning. In order to carry out a multiple analysis of variance of the effect of key demographic variables on conceptions, eight interactive factor scores were used (i.e., Learning-Pro, Teaching-Pro, Accountability-Pro, Certifying-Pro, Learning-Anti, Teaching-Anti, Accountability-Anti, and Certifying-Anti). The predictor variables used were initial training and working context (i.e., students were either children/adolescents or adults). Statistically significant differences were found only for the main effect of working context (Wilks λ=.96; F (8,478) =2.71, p=.006) (i.e., interaction and main effect for training were not statistically significant). Inspection of univariate differences for the eight factor scores showed that statistically significant differences existed for only three

3 factors (i.e., Accountability-Anti, p=.006, d=.26; Certifying-Anti, p=.031, d=.20; and Learning-Anti, p<.001, d=.38). In all three cases, teachers in adult contexts gave lower scores, though the differences were small to moderate. Multi-group confirmatory factor analysis was carried out to determine whether the measurement model was statistically equivalent across the two working contexts. Constraining the measurement weights to be the same for the two groups resulted in a difference in CFI=.011 which exceeds the standard of <.01, supporting the conclusion that the two groups responded to the inventory in different ways. Thus, we can conclude that teachers of Spanish in these two different contexts are samples of two different populations. Further analyses of the regression weights and inter-factor correlations is needed to understand how the teaching context impacts beliefs about assessment. Discussion and conclusion The results of this study show that, as proposed by the original model (Remesal, 2006), teacher beliefs about assessment are a consequence of two interacting elements; that is, teacher beliefs about the effects of assessment and teacher s evaluation as to whether assessment may have formative or non-formative uses. On the whole, the teachers of Spanish as a foreign language conceived of assessment primarily in terms of its regulating effects on teaching and learning and were strongly positive towards formative assessment purposes. In other words, they agreed mostly that assessment existed to serve the improvement of teaching and learning. Differences based on context of work identified that those working in adult contexts were less positive about the nonformative aspects of assessment, a result that may be explained by the greater responsibility of care for students that teachers in schooling contexts are expected to exercise. This result is coherent with the theoretical model which declares the twofold functional nature of assessment in the basic school system (Remesal, 2011), which by default imposes both, formative and non-formative (i.e., accrediting and accountability) purposes of assessment. Within schooling contexts, teachers have to accept that assessment results are also used to evaluate students, monitor teacher effectiveness, and judge school quality. In contrast, it appears that teachers working outside the basic school system have a lesser attachment or commitment to non-formative purposes; perhaps this arises because adult learning and teaching is more driven by interest and personal motivation and hence, attracts a lesser sense of accountability and evaluation. Further analysis of the non-equivalent aspects of the measurement model across working contexts is needed to see if further insights can be gained. Nonetheless, this study provides internal validation evidence for the questionnaire and advances our understanding of the contingencies in teachers belief systems about assessment. Acknowledgements

4 Ana Remesal and Gavin Brown want to acknowledge the contribution of Patrick S.G.Kerr to the analysis of the reported data. References Brown, G. T. L. (2004). Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales. Psychological Reports, 94, Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), Brown, G.; Remesal, A. (2012). Prospective teachers conceptions of assessment: a cross-cultural comparison. The Spanish Journal of Psychology, vol.15 (1, onlinefirst). Coll, C., & Remesal, A. (2009). Concepciones del profesorado de matemáticas sobre la evaluación del aprendizaje en la educación obligatoria: dimensiones y funciones. [Mathematics teachers conceptions of learning assessment in compulsory education: dimensions and functions]. Infancia y Aprendizaje,32(3), Delandshere, G., & Jones, J. H. (1999). Elementary teachers beliefs about assessment in mathematics. A case of assessment paralysis. Journal of Curriculum and Supervision, 14(3), Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill. Pajares, M. F. (1992). Teachers beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), pp Remesal, A. (2006). Los problemas en la evaluación del área de matemáticas en la educación obligatoria: perspectiva de profesores y alumnos. Tesis Doctoral presentada en la Universidad de Barcelona. Director: Dr.César Coll Salvador. Remesal, A. (2011). Primary and secondary teachers conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27(2),

5 Figure 1. Bifactoral measurement model of 492 Spanish as a Foreign Language (ELE) teachers responses to inventory

6 Table 1. Demographic characteristics of sample Category N % Age < > Sex male female Teaching experience <2 years years years >10 years Initial training Linguistic-oriented Educational-oriented Student addressees Children-adolescents Adults

7 results from an internet inquiry. Paper presented at International Conference on Assessment: Linking Multiple Perspectives on Table 2. Item statistics by predictor factors item Spanish English Purpose β Formative β SMC M SD ac01 Ante unos malos resultados de un grupo de alumnos, la mejor opción es bajar el nivel o incluso repetir la evaluación In face of bad assessment results, the best option is to lower the standards or even to repeat the test Certifying 0.28 Anti ac02 ac03 ac04 ac05 ac06 ac07 ac08 ac09 ac10 Una bajada de nivel y hacer la vista gorda nunca es la solución cuando nos encontramos con malos resultados de evaluación en una clase El avance de los alumnos siempre se debe valorar con el mismo rasero para todos, según los objetivos del curso planteados El punto de partida individual es la referencia imprescindible para valorar adecuadamente el avance de cada alumno Es preferible comunicar los resultados en forma estrictamente numérica, para evitar malentendidos Las calificaciones numéricas (0-10, 6-1, 1-15, ), o categoriales básicas (A,B,C; aprobado, suspenso ) son, por lo general, poco informativas Para aprobar, el alumno debe alcanzar un dominio mínimo, indicado en el currículo oficial vigente Para aprobar, el alumno debe demostrar que ha avanzado bastante desde su punto de partida al inicio del curso La comunicación de resultados siempre debe ser pública para que cada alumno se ubique en el grupo-clase La comunicación de resultados debe ser siempre privada para evitar comparaciones Lowering standards and blinking an eye are never the solution to face bad assessment results in a course Students learning progress must be always measured with the same scale for everyone, according to the course objectives The individual starting point is an indispensable reference to properly evaluate the individual student s progress It is always better to communicate assessment results in a numerical form, in order to avoid misunderstandings Numerical grading or basic categories are, generally speaking, uninformative. In order to pass the course, the students must reach a minimal competence, indicated in the official curriculum In order to pass the course, the student must demonstrate a sufficient progress considering his own starting point Communicating assessment results must always happen in public, so every student can locate himself in the class Communicating assessment results must always be private, to avoid comparisons among students Certifying 0.24 Pro Certifying 0.53 Anti Certifying 0.07 Pro Certifying 0.53 Anti Certifying Pro Certifying 0.56 Anti Certifying 0.44 Pro Certifying 0.39 Anti Certifying 0.03 Pro ap01 Los exámenes sorpresa son un buen elemento Surprise exams are a good motivational Learning 0.32 Anti

8 results from an internet inquiry. Paper presented at International Conference on Assessment: Linking Multiple Perspectives on item Spanish English Purpose β Formative β SMC M SD motivador para los alumnos tool for students ap02 El alumno siempre debe estar informado de la The student must always be informed about Learning 0.29 Pro ap03 ap04 ap05 ap06 ap07 ap08 intención evaluativa del profesor Es imprescindible que los alumnos se conciencien del nivel que van alcanzando según el baremo establecido Es necesario que cada alumno sea consciente de su propio avance desde su propio punto de partida Evaluar el aprendizaje no les supone a los alumnos una ocasión de aprendizaje nueva Cada ocasión de evaluación es también una ocasión de posible nuevo aprendizaje Si no hubiera evaluación del aprendizaje sería imposible motivar a los alumnos para estudiar La evaluación vista como amenaza de castigo o promesa de premio no ayuda al aprendizaje the assessment intention of the teacher It is indispensable that the students get aware of their learning level according to the standards It is necessary that the students get aware of their own learning improvement, considering their particular starting point Learning assessment does not imply a new learning chance. Each assessment occasion is also a new opportunity for learning If there was not learning assessment, it would be impossible to motivate students to learn Assessment understood as a threat of punishment or promise of Price does not help to learn Learning 0.48 Anti Learning 0.04 Pro Learning 0.20 Anti Learning Pro Learning 0.41 Anti Learning Pro ap09 Lo mejor para el alumno tras una evaluación The student s best option after bad negativa es hacer borrón y cuenta nueva assessment results is to make a clean slate Learning 0.40 Anti ap10 Cuando hay malos resultados de evaluación, el If there are bad assessment results, the alumno debe reflexionar sobre sus errores students must reflect on their mistakes Learning 0.24 Pro e01 La evaluación del aprendizaje y la enseñanza Learning assessment shouldn t be mixed up no se deben mezclar with teaching Teaching 0.47 Anti e02 La evaluación del aprendizaje y la enseñanza Learning assessment and teaching must be deben ser coherentes la una con la otra coherent Teaching Pro e03 La evaluación del aprendizaje supone una Assessment implies a loss of time and quite a pérdida de tiempo y bastante estrés stress Teaching 0.13 Anti e04 La evaluación del aprendizaje de los alumnos Learning assessment is the indispensable es la brújula imprescindible de la enseñanza compass of teaching Teaching 0.10 Pro e07 Las actividades de evaluación deben Assessment activities and learning activities diferenciarse claramente de las actividades de must be clearly differentiated aprendizaje Teaching 0.50 Anti e08 Cualquier actividad de aprendizaje puede ser Any learning activity may be as well used for Teaching Pro

9 results from an internet inquiry. Paper presented at International Conference on Assessment: Linking Multiple Perspectives on item Spanish English Purpose β Formative β SMC M SD también actividad de evaluación the purpose of assessment e09 e10 r05 r06 r07 r08 r09 r10 La evaluación del aprendizaje no debe afectar a otras decisiones docentes (objetivos, contenidos, recursos, métodos...) Cada vez que se evalúa el aprendizaje de los alumnos es también ocasión de revisar diversos aspectos de la enseñanza (objetivos, contenidos, recursos, métodos...) La evaluación del dominio de ELE, pero particularmente la evaluación externa mediante los exámenes oficiales, es imprescindible para tener un control Los exámenes oficiales de nivel de ELE ayudan a cada ciudadano a demostrar su propia competencia, por ejemplo ante futuros empleadores El docente es el único responsable de elaborar o seleccionar actividades de evaluación y corregirlas posteriormente para los alumnos Los alumnos son co-partícipes con el docente en todos los pasos de la evaluación, incluyendo la preparación de actividades y la corrección de resultados El currículo oficial determina los objetivos inexorables que cada docente debe cumplir Cada docente debe ajustar su planificación de curso a los alumnos de su grupo Learning assessment must not affect other teaching decisions (objectives, contents, resources, methods ) Every time the students learning is assessed, it is also the time to revise different aspects of teaching (objectives, contents, resources, methods). Assessment of Spanish as Foreign Language, but particularly external assessment by means of official examinations, is indispensable to control. Official SFL examinations help each citizen to demonstrate his own competence, for instance in front of likely employers The teacher is the only responsible of designing or selecting assessment activities and evaluating them afterwards for the students Students collaborate with the teacher in every step of the assessment process, including the preparation of activities and evaluating results The official curriculum determins the learning goals that every teacher must pursue The teacher must adjust his course plan to his group of students Teaching 0.50 Anti Teaching Pro Accountability 0.65 Anti Accountability 0.44 Pro Accountability 0.42 Anti Accountability Pro Accountability 0.67 Anti Accountability Pro Note. Items in plain type reflect pro-formative tendency, while items in italics reflect anti-formative tendency; SMC=squared multiple correlate; β=standardised regression weight.

10 ELE Teacher Conceptions of Assessment 10 Table 3. Mean scores for each factor Factor M se SD Aspects of teaching and learning Learning Accountability Certifying Teaching Tendency Pro-Formative Anti-Formative Aspect*Tendency Interaction Learning-Pro Teaching-Pro Accountability-Pro Certifying-Pro Accountability-Anti Certifying-Anti Learning-Anti Teaching-Anti

Cambridge IGCSE. www.cie.org.uk

Cambridge IGCSE. www.cie.org.uk Cambridge IGCSE About University of Cambridge International Examinations (CIE) Acerca de la Universidad de Cambridge Exámenes Internacionales. CIE examinations are taken in over 150 different countries

More information

Entry to Year 7 - Information for Parents

Entry to Year 7 - Information for Parents Entry to Year 7 - Information for Parents Key Names: Mrs Elizabeth Batchelor - Head of the Secondary School Mr Darren Roth - Head of Key Stage Three Miss Karen Britcliffe - Head of Pastoral Care Groupings

More information

Instituto Cervantes - London

Instituto Cervantes - London Instituto Cervantes - London Would you like to learn Spanish in a Spanish environment? The Instituto Cervantes is the official place to learn Spanish in the world. In London we offer daytime and evening

More information

Titulación 1313.- Grado en Administración y Dirección de Empresas, Mención Creación y Dirección de Empresas, Itinerario Emprendedores.

Titulación 1313.- Grado en Administración y Dirección de Empresas, Mención Creación y Dirección de Empresas, Itinerario Emprendedores. Guía Docente Foundations of Market Research FICHA IDENTIFICATIVA Datos de la Asignatura Código 36267 Titulación 1313.- Grado en Administración y Dirección de Empresas, Mención Creación y Dirección de Empresas,

More information

Sales Management Main Features

Sales Management Main Features Sales Management Main Features Optional Subject (4 th Businesss Administration) Second Semester 4,5 ECTS Language: English Professor: Noelia Sánchez Casado e-mail: noelia.sanchez@upct.es Objectives Description

More information

HAZARD'S TREATMENT IN SECONDARY SCHOOL Pilar Azcárate, José MªCardeñoso and Anna Serradó U. Cádiz and U. Granada

HAZARD'S TREATMENT IN SECONDARY SCHOOL Pilar Azcárate, José MªCardeñoso and Anna Serradó U. Cádiz and U. Granada HAZARD'S TREATMENT IN SECONDARY SCHOOL Pilar Azcárate, José MªCardeñoso and Anna Serradó U. Cádiz and U. Granada The research work that we present is framed in an investigation agenda whose aim is to study

More information

FORMACIÓN E-LEARNING DE MICROSOFT

FORMACIÓN E-LEARNING DE MICROSOFT FORMACIÓN E-LEARNING DE MICROSOFT NANFOR IBÉRICA S.L PARTNER GLOBAL DE E-LEARNING DE MICROSOFT, único en Europa del Sur e Iberoamérica, y uno de los 9 existentes en todo el mundo. NOVEDADES EN LAS CERTIFICACIONES

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REFERENCE GUIDE TITLE: No Child Left Behind (NCLB): Qualifications for Teachers; Parent Notification Requirements and Right to Know Procedures, Annual Principal Certification Form ROUTING All Schools and

More information

Entrenamiento a Embajadores Ambassador training

Entrenamiento a Embajadores Ambassador training Entrenamiento a Embajadores Ambassador training Quiénes somos? Who we are? Levanta la mano si Please raise your hand if a. b. c. d. e. f. g. h. Hablas español You speak spanish Hablas Inglés You speak

More information

learning science through inquiry in primary classroom Overview of workshop

learning science through inquiry in primary classroom Overview of workshop Indicators of teaching and learning science through inquiry in primary classroom Wynne Harlen UK Overview of workshop Part 1: Why IBSE? What do we want to achieve through it? Part 2: Thinking about how

More information

Comments on Draft OECD/IOPS Good Practices on Pension Fund s Use of Alternative Investments and Derivatives

Comments on Draft OECD/IOPS Good Practices on Pension Fund s Use of Alternative Investments and Derivatives Comments on Draft OECD/IOPS Good Practices on Pension Fund s Use of Alternative Investments and Derivatives This document includes comments from various FIAP members, belonging to different countries.

More information

Equity and Fixed Income

Equity and Fixed Income Equity and Fixed Income MÁSTER UNIVERSITARIO EN BANCA Y FINANZAS (Finance & Banking) Universidad de Alcalá Curso Académico 2015/16 GUÍA DOCENTE Nombre de la asignatura: Equity and Fixed Income Código:

More information

Prepárate. BT 030 - Computer ABCs for Women in Transition

Prepárate. BT 030 - Computer ABCs for Women in Transition Prepárate Lane Community College offers classes for students to establish a foundation for a successful transition to college. The classes below are recommended for students as resources for a successful

More information

ENVIRONMENT: Collaborative Learning Environment

ENVIRONMENT: Collaborative Learning Environment Guía Integrada de Actividades Contexto de la estrategia de aprendizaje a desarrollar en el curso: The activity focuses on the Task Based Language Learning (TBLL). The task is used by the student in order

More information

SUBCHAPTER A. AUTOMOBILE INSURANCE DIVISION 3. MISCELLANEOUS INTERPRETATIONS 28 TAC 5.204

SUBCHAPTER A. AUTOMOBILE INSURANCE DIVISION 3. MISCELLANEOUS INTERPRETATIONS 28 TAC 5.204 Part I. Texas Department of Insurance Page 1 of 10 SUBCHAPTER A. AUTOMOBILE INSURANCE DIVISION 3. MISCELLANEOUS INTERPRETATIONS 28 TAC 5.204 1. INTRODUCTION. The commissioner of insurance adopts amendments

More information

MATHEMATICS KNOWLEDGE FOR TEACHING WITHIN A FUNCTIONAL PERSPECTIVE OF PRESERVICE TEACHER TRAINING

MATHEMATICS KNOWLEDGE FOR TEACHING WITHIN A FUNCTIONAL PERSPECTIVE OF PRESERVICE TEACHER TRAINING MATHEMATICS KNOWLEDGE FOR TEACHING WITHIN A FUNCTIONAL PERSPECTIVE OF PRESERVICE TEACHER TRAINING Pedro Gómez Universidad de Granada C/. Alisios 17, Albolote 18820, Spain Phone/Fax: (34)958537304 pgomez@valnet.es

More information

SPAN 2113 Intermediate Spanish Schedule

SPAN 2113 Intermediate Spanish Schedule August September 1 st nd 3rd week 4 6 31 SPAN 113 Intermediate Spanish Schedule The University of Oklahoma Department of Modern Languages, Literatures, and Linguistics Fall 015 MW PM Class Abbreviations:

More information

Management effectiveness evaluation: for the CBD and for better parks Principles for MEE Methodologies

Management effectiveness evaluation: for the CBD and for better parks Principles for MEE Methodologies Management effectiveness evaluation: for the CBD and for better parks Principles for MEE Methodologies Key question: How will the evaluation help management? Before choosing a methodology or undertaking

More information

90 HOURS PROGRAMME LEVEL A1

90 HOURS PROGRAMME LEVEL A1 90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise

More information

A. Before you read the text, answer the following question: What should a family do before starting to look for a new home?

A. Before you read the text, answer the following question: What should a family do before starting to look for a new home? UNIT 1: A PLAN FOR BUYING English for Real Estate Materials A. Before you read the text, answer the following question: What should a family do before starting to look for a new home? Read the following

More information

Click to edit Master title style

Click to edit Master title style Content, Assessment and Pedagogy Click to edit Master title style (CAP): An Integrated Design Approach Instructional Team: Ruth Streveler, Karl Smith & Rocío Chavela 2009 Workshop for The Committee for

More information

Description of training units (of each module

Description of training units (of each module Learning Module title: Planning a digital literacy workshop Position within the curriculum: Stage 1 (entrustment) / Category 2 (Methodological skills in working with groups of participants) Profile entrance

More information

Copyright 2016-123TeachMe.com 242ea 1

Copyright 2016-123TeachMe.com 242ea 1 Sentence Match Quiz for Category: por_vs_para_1 1) Son las habitaciones accesibles para discapacitados? - A: Are the rooms handicapped accessible? - B: You must fill out this form in order to get work

More information

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher. Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the

More information

Grado en Lenguas Modernas y Traducción Universidad de Alcalá Curso Académico 2015/2016 Curso 3º - Cuatrimestre 2º

Grado en Lenguas Modernas y Traducción Universidad de Alcalá Curso Académico 2015/2016 Curso 3º - Cuatrimestre 2º HERRAMIENTAS INFORMÁTICAS APLICADAS A LA TRADUCCIÓN // TRANSLATION TECHNOLOGY Grado en Lenguas Modernas y Traducción Universidad de Alcalá Curso Académico 2015/2016 Curso 3º - Cuatrimestre 2º GUÍA DOCENTE

More information

ISC Spain. Enjoy a unique experience.

ISC Spain. Enjoy a unique experience. ISC Spain Enjoy a unique experience. PROGRAMA / PROGRAM - Alojamiento y pensión completa en residencia / Full board at the University Residence - 20 horas/ semana de clases de Español / 20 hours per

More information

What you need TITLE to know about college admission TITLE tests

What you need TITLE to know about college admission TITLE tests Parents What you need to know about college admission tests Your child will want to take a college admission test, such as the SAT or other college entrance exams, when he or she is a junior or senior.

More information

Eugenia Vomvoridi-Ivanović University of South Florida

Eugenia Vomvoridi-Ivanović University of South Florida Eugenia Vomvoridi-Ivanović University of South Florida Question to ponder What kinds of experiences would allow bilingual Latina/o pre-service teachers To build on the unique strengths they bring into

More information

Susana Sanduvete-Chaves, Salvador Chacón-Moscoso, Milagrosa Sánchez- Martín y José Antonio Pérez-Gil ( )

Susana Sanduvete-Chaves, Salvador Chacón-Moscoso, Milagrosa Sánchez- Martín y José Antonio Pérez-Gil ( ) ACCIÓN PSICOLÓGICA, junio 2014, vol. 10, n. o 2, 3-20. ISSN: 1578-908X 19 THE REVISED OSTERLIND INDEX. A COMPARATIVE ANALYSIS IN CONTENT VALIDITY STUDIES 1 EL ÍNDICE DE OSTERLIND REVISADO. UN ANÁLISIS

More information

TEACHER GUIDE STRATEGIES ACHIEVE READING SUCCESS. CURRICULUM ASSOCIATES, Inc. STARS SERIES E SPANISH EDITION

TEACHER GUIDE STRATEGIES ACHIEVE READING SUCCESS. CURRICULUM ASSOCIATES, Inc. STARS SERIES E SPANISH EDITION TEACHER GUIDE STARS SERIES E SPANISH EDITION STRATEGIES TO ACHIEVE READING SUCCESS PROPORCIONA ACTIVIDADES DE ENSEÑANZA PARA 12 ESTRATEGIAS DE LECTURA USA UN SISTEMA DE VARIOS PASOS PARA LOGRAR ÉXITO EN

More information

SUBCHAPTER A. AUTOMOBILE INSURANCE DIVISION 3. MISCELLANEOUS INTERPRETATIONS 28 TAC 5.204

SUBCHAPTER A. AUTOMOBILE INSURANCE DIVISION 3. MISCELLANEOUS INTERPRETATIONS 28 TAC 5.204 Part I. Texas Department of Insurance Page 1 of 11 SUBCHAPTER A. AUTOMOBILE INSURANCE DIVISION 3. MISCELLANEOUS INTERPRETATIONS 28 TAC 5.204 1. INTRODUCTION. The Texas Department of Insurance proposes

More information

Response Area 3 - Community Meeting

Response Area 3 - Community Meeting September 2010 Greetings, Welcome to the Independence Division, Response Area 3 monthly community letter. Please check the Independence Division Response Area map at www.cmpd.org/patrol to see which area

More information

Horizon 2020 Y emprendedores en la red

Horizon 2020 Y emprendedores en la red Horizon 2020 Y emprendedores en la red 29 November 2011 Oportunidad para el ABI Horizon es el nuevo programa de la UE para la investigación y la innovación con llamadas desde el 2013 EL ABi debe empezar

More information

Chapter 12 Intellectual Development from One One to Three to Three

Chapter 12 Intellectual Development from One One to Three to Three Chapter 12 Chapter 12 Intellectual Development from One One to Three to Three Contents Section 12.1 Brain Development from One to Three Section 12.2 Encouraging Learning from One to Three 1 Section 12.1

More information

NEBO SCHOOL DISTRICT Programs and Information WINTER 2007

NEBO SCHOOL DISTRICT Programs and Information WINTER 2007 The following communities offer Community School Classes through Nebo School District. You may obtain additional information regarding classes being offered in any of these communities by calling your

More information

APS ELEMENTARY SCHOOL PLANNING SURVEY

APS ELEMENTARY SCHOOL PLANNING SURVEY ARLINGTON PUBLIC SCHOOLS PLANNING AND EVALUATION OFFICE APS ELEMENTARY SCHOOL PLANNING SURVEY SURVEY PROCESS & DATA SUMMARY PLANNING AND EV ALUATION O FFICE 1426 NORTH Q UINCY STREET A RLINGTON, VA 22207

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE TITLE: NUMBER: ISSUER: Service Completion Criteria for Speech Language Impairment (SLI) Eligibility and Language and Speech (LAS) Services REF-4568.1 DATE: August 24, 2015 Sharyn Howell, Associate Superintendent

More information

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher. Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the

More information

Didactics Guide for CMMAS Faculty. Silvana Casal Pedagogic Coordination

Didactics Guide for CMMAS Faculty. Silvana Casal Pedagogic Coordination Didactics Guide for CMMAS Faculty Silvana Casal Pedagogic Coordination One of CMMAS principle activities is guiding students professional development through courses and workshops taught in the Centre.

More information

New words to remember

New words to remember Finanza Toolbox Materials What is a Bank Loan? Borrowing money from the bank is called a bank loan. People borrow money from the bank for many reasons. One reason to get a bank loan might be to buy a car.

More information

Update a MS2.2 20060817

Update a MS2.2 20060817 Los cambios a realizar en la base de datos son los siguientes. Se ejecutarán en el phpmyadmin del servidor. A ser posible sobre una base de datos replicada, por si hay algún error. Si no se trata de una

More information

LINIO COLOMBIA. Starting-Up & Leading E-Commerce. www.linio.com.co. Luca Ranaldi, CEO. Pedro Freire, VP Marketing and Business Development

LINIO COLOMBIA. Starting-Up & Leading E-Commerce. www.linio.com.co. Luca Ranaldi, CEO. Pedro Freire, VP Marketing and Business Development LINIO COLOMBIA Starting-Up & Leading E-Commerce Luca Ranaldi, CEO Pedro Freire, VP Marketing and Business Development 22 de Agosto 2013 www.linio.com.co QUÉ ES LINIO? Linio es la tienda online #1 en Colombia

More information

Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet Time allowed Instructions one not not Information exactly as they are printed not 8695/S

Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet Time allowed Instructions one not not Information exactly as they are printed not 8695/S AQA Level 1/2 Certificate June 2014 Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet To be conducted by the teacher-examiner between 24 April and 15 May 2014 Time allowed: 11 minutes (including 2

More information

La educación virtual como herramienta en la orientación educativa

La educación virtual como herramienta en la orientación educativa La educación virtual como herramienta en la orientación educativa Virtual education as a tool in educational guidance Ma. Guadalupe Medina Zúñiga Colegio de Bachilleres del Estado de Querétaro. pequis288@hotmail.com

More information

Skills Development Matrix

Skills Development Matrix Skills Development Matrix For the MBA Programs and MAcc 1. Core Professional Components 2. Accounting 3. Finance 4. Human Resources Management 5. Information and Technology Systems 6. International Business

More information

First Year Spanish I SPAN 111 Summer 2015 MTWR

First Year Spanish I SPAN 111 Summer 2015 MTWR First Year Spanish I SPAN 111 Summer 2015 MTWR Instructor: Office: Office Hours: Email: Phone Number: Overview Bienvenidos! Welcome to Spanish 111, the first semester in UNR s Basic Spanish Language Program

More information

the task- Based Approach: a way to improve the didactic competence of pre-service teachers in Colombia using technology

the task- Based Approach: a way to improve the didactic competence of pre-service teachers in Colombia using technology ABSTRACT the task- Based Approach: a way to improve the didactic competence of pre-service teachers in Colombia using technology This article focuses its attention on an innovative application of the Task-Based

More information

HPN Product Tools. Copyright 2012 Hewlett-Packard Development Company, L.P. The information contained herein is subject to change without notice.

HPN Product Tools. Copyright 2012 Hewlett-Packard Development Company, L.P. The information contained herein is subject to change without notice. HPN Product Tools Requerimiento: Conozco el numero de parte (3Com,H3C,Procurve) Solución : El lookup Tool 1 Permite convertir el número de parte de un equipo proveniente de 3Com, H3C o Procurve para obtener

More information

ICT education and motivating elderly people

ICT education and motivating elderly people Ariadna; cultura, educación y tecnología. Vol. I, núm. 1, jul. 2013 htpp://ariadna.uji.es 3 RD International Conference on Elderly and New Technologies pp. 88-92 DOI: http://dx.doi.org/10.6035/ariadna.2013.1.15

More information

PATIENT HEALTH QUESTIONNAIRE PHQ-9 FOR DEPRESSION

PATIENT HEALTH QUESTIONNAIRE PHQ-9 FOR DEPRESSION PATIENT HEALTH QUESTIONNAIRE PHQ- FOR DEPRESSION USING PHQ- DIAGNOSIS AND SCORE FOR INITIAL TREATMENT SELECTION A depression diagnosis that warrants treatment or treatment change, needs at least one of

More information

Zurich, 3-4 December 2010 ERES Education Seminar AUDIO-VISUAL TECHNIQUES APPLIED DISCIPLINE OF REAL

Zurich, 3-4 December 2010 ERES Education Seminar AUDIO-VISUAL TECHNIQUES APPLIED DISCIPLINE OF REAL Zurich, 3-4 December 2010 AUDIO-VISUAL TECHNIQUES APPLIED TO THE TEACHING DISCIPLINE OF REAL ESTATE APPRAISAL S. Spairani, i J. Roca Whatever you tell me, I will forget it, whatever you teach me, I will

More information

SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP!

SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! To truly learn a language you have to use it as much as possible. The AP Exam focuses on the four communication skills: speaking,

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 24, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated

More information

CONDITIONAL CLAUSES TIPOS PROP. CON IF / UNLESS. PROPOSICIÓN PRINCIPAL Will + verb ( = ll + verb) Modal (can, may, ) + Verb EJEMPLOS

CONDITIONAL CLAUSES TIPOS PROP. CON IF / UNLESS. PROPOSICIÓN PRINCIPAL Will + verb ( = ll + verb) Modal (can, may, ) + Verb EJEMPLOS CONDITIONAL CLAUSES 1. Comienzan con if o unless = si no, a menos que, a no ser que : He ll be upset if you don t talk to him at once. (if + verbo negativo = unless + verbo positivo) 2. Cuando la oración

More information

CHILD CARE 2016 SUMMER CREDENTIAL COURSES NEW YORK

CHILD CARE 2016 SUMMER CREDENTIAL COURSES NEW YORK CHILD CARE 2016 SUMMER CREDENTIAL COURSES NEW YORK 100% online Convenient, evening classes Caring instructors with field experience Scholarships available We are proud to offer you the fully accredited

More information

CONSENT OF THE GOVERNED EL CONSENTIMIENTO DE LOS GOBERNADOS EXTENDING. Founding Principles for English Language Learners

CONSENT OF THE GOVERNED EL CONSENTIMIENTO DE LOS GOBERNADOS EXTENDING. Founding Principles for English Language Learners CONSENT OF THE GOVERNED The power of government comes from the people. EL CONSENTIMIENTO DE LOS GOBERNADOS El poder del gobierno viene del pueblo. poder: gobierno: power: government: 1. Why is it important

More information

THE CAMBRIDGE PROGRAM POTOMAC SENIOR HIGH SCHOOL CENTER FOR MATH AND PHYSICAL SCIENCES

THE CAMBRIDGE PROGRAM POTOMAC SENIOR HIGH SCHOOL CENTER FOR MATH AND PHYSICAL SCIENCES CENTER FOR MATH AND PHYSICAL SCIENCES Application Checklist : Student s Name: (print) 1. Complete the two-page application form and make sure that the student and parent/guardian both sign and date the

More information

Sixth & Eighth Grade Scholarship Letter Deadline April 15, 2013

Sixth & Eighth Grade Scholarship Letter Deadline April 15, 2013 2012-2013 CABE South County Chapter Officers School Co- Alain E. Garnica- Mendoza School Trustee - Sweetwater Union School Liaison Transforming Education for English Learners San Ysidro School Sixth &

More information

Preschool English Education in the Spanish Curriculum. Analysis of the Region of Murcia

Preschool English Education in the Spanish Curriculum. Analysis of the Region of Murcia Al Po r e t j a nli d r n o g ugó a r m u e m z 20, Ca mjunio a c h o 2013 El aprendizaje integrado de la lengua española y los contenidos... pp. 117-133 Preschool English Education in the Spanish Curriculum.

More information

Fecha: 04/12/2010. New standard treatment for breast cancer at early stages established

Fecha: 04/12/2010. New standard treatment for breast cancer at early stages established New standard treatment for breast cancer at early stages established London December 04, 2010 12:01:13 AM IST Spanish Oncology has established a new standard treatment for breast cancer at early stages,

More information

International Journal on Advances in Education Research ISSN: 2340-2504

International Journal on Advances in Education Research ISSN: 2340-2504 The Implementation of the New Master Program in Secondary Education Teacher Training: An Approach to its Evolution from the Perspective of the UCM Students Domínguez Romero, Elena 1, Bobkina, Jelena 2

More information

IntesisBox PA-RC2-xxx-1 SANYO compatibilities

IntesisBox PA-RC2-xxx-1 SANYO compatibilities IntesisBox PA-RC2-xxx-1 SANYO compatibilities In this document the compatible SANYO models with the following IntesisBox RC2 interfaces are listed: / En éste documento se listan los modelos SANYO compatibles

More information

INFORMATION DOSSIER WORK EXPERIENCE EUROPEAN SCHOOL ALICANTE

INFORMATION DOSSIER WORK EXPERIENCE EUROPEAN SCHOOL ALICANTE INFORMATION DOSSIER WORK EXPERIENCE EUROPEAN SCHOOL ALICANTE YEAR 2015-2016 INDEX 1. GENERAL 2. INTRODUCTORY LETTER 3. GUIDE FOR BUSINESSES / GUÍA PARA LAS EMPRESAS. 4. CONFIRMATION FORM / CARTA DE CONFIRMACIÓN.

More information

Discover Natural Science for ESO 1 and 2

Discover Natural Science for ESO 1 and 2 Get to know Natural Science Introduction to the unit Each unit opens with dynamic images that illustrate the key themes of the unit. Presentation of contents The unit follows an easy-to-use format with

More information

Helping Your Student Succeed in High School and Beyond Ayudando a Su Estudiante a Tener Éxito en la Preparatoria y Más Alláa

Helping Your Student Succeed in High School and Beyond Ayudando a Su Estudiante a Tener Éxito en la Preparatoria y Más Alláa Helping Your Student Succeed in High School and Beyond Ayudando a Su Estudiante a Tener Éxito en la Preparatoria y Más Alláa Laying a Foundation for College and Career Readiness Sentando las Bases para

More information

Exemplar for Internal Achievement Standard. Spanish Level 1

Exemplar for Internal Achievement Standard. Spanish Level 1 Exemplar for Internal Achievement Standard Spanish Level 1 This exemplar supports assessment against: Achievement Standard 90910 Interact using spoken Spanish to communicate personal information, ideas

More information

Ranking de Universidades de Grupo of Eight (Go8)

Ranking de Universidades de Grupo of Eight (Go8) En consecuencia con el objetivo del programa Becas Chile el cual busca a través de la excelencia de las instituciones y programas académicos de destino cerciorar que los becarios estudien en las mejores

More information

General Certificate of Education Advanced Level Examination June 2014

General Certificate of Education Advanced Level Examination June 2014 General Certificate of Education Advanced Level Examination June 2014 Spanish Unit 4 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2014 (SPA4T) To

More information

VMware vsphere with Operations Management: Fast Track

VMware vsphere with Operations Management: Fast Track VMware vsphere with Operations Management: Fast Track Duración: 5 Días Código del Curso: VSOMFT Método de Impartición: Curso Cerrado (In-Company) Temario: Curso impartido directamente por VMware This intensive,

More information

NEGOCIACIONES COMERCIALES MULTILATERALES RONDA URUGUAY

NEGOCIACIONES COMERCIALES MULTILATERALES RONDA URUGUAY NEGCIACINES CMERCIALES MULTILATERALES RNDA URUGUAY RESTRICTED MTN.TNC/W/54 4 de diciembre de 1990 Distribución especial Comité de Negociaciones Comerciales riginal: inglés CMUNICACIÓN DE HNG KNG ferta

More information

Foreign language teaching in Primary Education in Hungary

Foreign language teaching in Primary Education in Hungary Foreign language teaching in Primary Education in Hungary Ildikó Szabó Kecskemét Teacher Training College, Hungary Resumen El artículo aborda el sistema educativo en Hungría, mencionando los últimos cambios

More information

Guía docente de Idioma Extranjero y su Didáctica: Inglés

Guía docente de Idioma Extranjero y su Didáctica: Inglés Guía docente de Idioma Extranjero y su Didáctica: Inglés 1. DATOS INICIALES Titulación Maestro de Educación Infantil y Maestro de Educación Primaria Módulo Materia Idioma Extranjero y su Didáctica: Inglés

More information

INTELIGENCIA DE NEGOCIO CON SQL SERVER

INTELIGENCIA DE NEGOCIO CON SQL SERVER INTELIGENCIA DE NEGOCIO CON SQL SERVER Este curso de Microsoft e-learning está orientado a preparar a los alumnos en el desarrollo de soluciones de Business Intelligence con SQL Server. El curso consta

More information

BARACK OBAMA AND JOE BIDEN S PLAN TO LOWER HEALTH CARE COSTS AND ENSURE AFFORDABLE, ACCESSIBLE HEALTH COVERAGE FOR ALL

BARACK OBAMA AND JOE BIDEN S PLAN TO LOWER HEALTH CARE COSTS AND ENSURE AFFORDABLE, ACCESSIBLE HEALTH COVERAGE FOR ALL INGLÉS II - TRABAJO PRÁCTICO Nº 8 CIENCIA POLÍTICA TEXTO: BARACK OBAMA AND JOE BIDEN S PLAN TO LOWER HEALTH CARE COSTS AND ENSURE AFFORDABLE, ACCESSIBLE HEALTH COVERAGE FOR ALL Fuente: www.barackobama.com/pdf/issues/healthcarefullplan.pdf

More information

GENERAL OVERVIEW STATEMENT OF THE PROBLEM LITERATURE REVIEW METHODOLOGY FINDINGS RESEARCH AND PEDAGOGICAL IMPLICATIONS LIMITATIONS CONCLUSIONS

GENERAL OVERVIEW STATEMENT OF THE PROBLEM LITERATURE REVIEW METHODOLOGY FINDINGS RESEARCH AND PEDAGOGICAL IMPLICATIONS LIMITATIONS CONCLUSIONS GENERAL OVERVIEW STATEMENT OF THE PROBLEM 1 LITERATURE REVIEW 2 METHODOLOGY 3 FINDINGS 4 RESEARCH AND PEDAGOGICAL IMPLICATIONS 5 LIMITATIONS 6 CONCLUSIONS 7 STATEMENT OF THE PROBLEM United Nations Development

More information

0530 SPANISH (FOREIGN LANGUAGE)

0530 SPANISH (FOREIGN LANGUAGE) CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 0530 SPANISH (FOREIGN LANGUAGE) 0530/22 Paper 2 (Reading and

More information

Spanish Grammar II. Tierra Encantada Charter School. Contact Number: (505) 983-3337

Spanish Grammar II. Tierra Encantada Charter School. Contact Number: (505) 983-3337 Spanish Grammar II Tierra Encantada Charter School Mr. Arruga Contact Number: (505) 983-3337 Course Description/Objectives / Descripcion del curso / Objetivos: La asignatura de Gramatica espanola pretende

More information

CUADERNO DE VOCABULARIO Y GRAMATICA SPANISH 1 ANSWER KEY

CUADERNO DE VOCABULARIO Y GRAMATICA SPANISH 1 ANSWER KEY CUADERNO DE VOCABULARIO Y GRAMATICA SPANISH 1 ANSWER KEY So may advice to users is read before you purchase if you can find a free trail version to experience before you pay then you will find a far better

More information

ISACA: Certified Information Security Manager Certification Training

ISACA: Certified Information Security Manager Certification Training ISACA: Certified Information Security Manager Certification Training Certified Information Security Manager (CISM) DESCRIPCIÓN: El programa de certificación CISM (Certified Information Security Manager)

More information

Consumer Behavior (21916) Gert Cornelissen 2015-2016

Consumer Behavior (21916) Gert Cornelissen 2015-2016 Consumer Behavior (21916) Gert Cornelissen 2015-2016 Degree: Elective course for: Grau en Administració I Direcció d Empreses Grau en Grau en International Business Economics Grau en Ciències Empresarials

More information

Modificación de los Gastos operativos y de administración en JPMorgan Investment Funds y JPMorgan Funds

Modificación de los Gastos operativos y de administración en JPMorgan Investment Funds y JPMorgan Funds Modificación de los operativos y de administración en JPMorgan Investment s y JPMorgan s June 2015 Por la presente, la Sociedad gestora informa a los accionistas de las modificaciones efectuadas en relación

More information

Manejo Basico del Servidor de Aplicaciones WebSphere Application Server 6.0

Manejo Basico del Servidor de Aplicaciones WebSphere Application Server 6.0 Manejo Basico del Servidor de Aplicaciones WebSphere Application Server 6.0 Ing. Juan Alfonso Salvia Arquitecto de Aplicaciones IBM Uruguay Slide 2 of 45 Slide 3 of 45 Instalacion Basica del Server La

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE TITLE: NUMBER: ISSUER: Spring Semester 2014 Alternate Emergency Exercise Earl R. Perkins, Assistant Superintendent School Operations Office of the Superintendent ROUTING Instructional Superintendents Administrators

More information

L2 SKILLS AND THE USE OF COMPENSATION STRATEGIES: THE CASE OF ADULT LEARNERS

L2 SKILLS AND THE USE OF COMPENSATION STRATEGIES: THE CASE OF ADULT LEARNERS L2 SKILLS AND THE USE OF COMPENSATION STRATEGIES: THE CASE OF ADULT LEARNERS Beatriz López Medina Universidad Antonio de Nebrija Resumen El siguiente artículo se basa en el análisis de las estrategias

More information

Informal assessment tools in kindergarten

Informal assessment tools in kindergarten Argentinian Journal of Applied Linguistics Vol. 1, No. 1, May 2013, 45-55 Informal assessment tools in kindergarten (Received 18/01/13; final version received 22/02/13) Sarah Hillyard* Colegio San Martín

More information

Adelanto Elementary School District

Adelanto Elementary School District Adelanto Elementary School District Science and Engineering Fair Handbook Superintendent Dr. Edwin Gomez Board of Trustees Debra S. Jones, President Evelyn Glasper, Clerk Teresa Rogers, Member Jayson Hughes,

More information

Sthephanny Moncada Linares (Universidad La Gran Colombia) Andrea Carolina Díaz Romero 1/17

Sthephanny Moncada Linares (Universidad La Gran Colombia) Andrea Carolina Díaz Romero 1/17 A Model for Evaluating Spanish Language Learning Websites Coherent with the Communicative Language Approach: Towards the Strengthen of the Teachers' Knowing-Howto-Do Knowledge in Digital Competence Sthephanny

More information

Control of a variety of structures and idioms; occasional errors may occur, but

Control of a variety of structures and idioms; occasional errors may occur, but AP SPANISH LANGUAGE 2012 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence

More information

General Parenting Workshops pp. 2&3. Co-Parenting Workshops p. 3. Community Workshops & Professional Development p. 4. Other Services p.

General Parenting Workshops pp. 2&3. Co-Parenting Workshops p. 3. Community Workshops & Professional Development p. 4. Other Services p. Service Guide January - March 2016 General Parenting Workshops pp. 2&3 Strategies for learning positive parenting skills. Co-Parenting Workshops p. 3 Techniques for positive parenting while sharing custody

More information

Tema 7 GOING TO. Subject+ to be + ( going to ) + (verb) + (object )+ ( place ) + ( time ) Pronoun

Tema 7 GOING TO. Subject+ to be + ( going to ) + (verb) + (object )+ ( place ) + ( time ) Pronoun Tema 7 GOING TO Going to se usa para expresar planes a futuro. La fórmula para construir oraciones afirmativas usando going to en forma afirmativa es como sigue: Subject+ to be + ( going to ) + (verb)

More information

Online workshops available for request August 2016

Online workshops available for request August 2016 Programme Category PYP 2 English Action (Cat.2) PYP 1 Spanish Cómo hacer realidad el PEP en el aula (Cat.1) PYP 3 Spanish El aprendizaje basado en conceptos (Cat.3) PYP 2 Spanish El currículo escrito (Cat.2)

More information

The New Forest Small School

The New Forest Small School The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging

More information

ICAO State Safety Programme (SSP) Introduction

ICAO State Safety Programme (SSP) Introduction State Safety Programme (SSP) Introduction Aerodrome Safety Management System (SMS) Implementation Workshop Activity of GREPECAS Project F1 Mexico City, Mexico, 18-21 March 2014 Eduardo Chacin Flight Safety

More information

International Management

International Management International Management Máster Universitario en INTERNATIONAL BUSINESS ADMINISTRATION (MBA) Universidad de Alcalá Edition 2015/2016 GUÍA DOCENTE Nombre de la asignatura: International Management Código:

More information

Copyright 2016-123TeachMe.com 4ea67 1

Copyright 2016-123TeachMe.com 4ea67 1 Sentence Match Quiz for Category: hacer_make_do_1 1) Nosotros hacemos todo lo posible para proporcionar un buen servicio. - A: We do our best to provide good service. - B: These chores are done each time.

More information

MEBS09 Didactics of Natural, Social and Cultural Sciences

MEBS09 Didactics of Natural, Social and Cultural Sciences MEBS09 Didactics of Natural, Social and Cultural Sciences Asignatura: MEBS09 Didactics of Natural, Social and Cultural Sciences Carácter: Elective Idioma: English Créditos: 6 Curso: 1st Semestre: Second

More information

Schema XML_PGE.xsd. element GrupoInformes. attribute GrupoInformes/@version. XML_PGE.xsd unqualified qualified http://sgpfc.igae.minhap.

Schema XML_PGE.xsd. element GrupoInformes. attribute GrupoInformes/@version. XML_PGE.xsd unqualified qualified http://sgpfc.igae.minhap. Schema XML_PGE.xsd schema location: attribute form default: element form default: targetnamespace: XML_PGE.xsd unqualified qualified http://sgpfc.igae.minhap.es/xmlpge element GrupoInformes children Informe

More information

ACTIVITY # Dear Parent, Carta a los Padres. pbskids.org

ACTIVITY # Dear Parent, Carta a los Padres. pbskids.org Dear Parent, Today was the 100th Day of School, and what better way to celebrate than with activities all about the number 100? With the help of Peg and Cat the problem-solving, math-loving duo from PBS

More information

Teaching ESL in New York City Public Schools. Marcia Biederman, ESL Teacher, New York City Dept. of Education biederman.m@gmail.

Teaching ESL in New York City Public Schools. Marcia Biederman, ESL Teacher, New York City Dept. of Education biederman.m@gmail. Teaching ESL in New York City Public Schools Marcia Biederman, ESL Teacher, New York City Dept. of Education biederman.m@gmail.com NYC Dept. of Education Needs ESL Teachers Current Hiring Needs and Guidelines

More information

VaughanTown. Newsletter 5:...Last Words. Last Words and Recommendations Last Reminder Meeting point map. www.vaughantown.com

VaughanTown. Newsletter 5:...Last Words. Last Words and Recommendations Last Reminder Meeting point map. www.vaughantown.com VaughanTown Newsletter 5:...Last Words Last Words and Recommendations Last Reminder Meeting point map www.vaughantown.com 00 / 01 Años / VaughanTown Escolares en el Extranjero E.S.O & Bachillerato Last

More information