Recursos de colección

RiuNet. Repositorio institucional de la Universitat de Valencia (102.815 recursos)

RiuNet es el Repositorio Institucional de la Universitat Politècnica de València, gestionado por la Biblioteca, cuyo objetivo es ofrecer acceso en Internet a la producción científica, académica y corporativa de la comunidad universitaria con la finalidad de aumentar su visibilidad y hacerla accesible y preservable.

Mostrando recursos 1 - 20 de 20

  1. The Gift of Dyslexia

    Cranfield, Susan
    Davis, Ronald D.Souvenir Press (London), third revised edition, 2010

  2. The Gift of Dyslexia

    Cranfield, Susan
    Davis, Ronald D.Souvenir Press (London), third revised edition, 2010

  3. Literatura 2.0 en el aula

    Berríos Barra, Lorena
    C. Arbonés, M.Prats, E. Sanahuja (eds.)Barcelona: Octaedro, 2015

  4. Literatura 2.0 en el aula

    Berríos Barra, Lorena
    C. Arbonés, M.Prats, E. Sanahuja (eds.)Barcelona: Octaedro, 2015

  5. Las prácticas evaluativas en lenguas extranjeras en Senegal: el caso del ELE en el examen estatal del bachillerato

    Diop, Papa Mamour
    [EN] This paper results from a research on the evaluation of Spanish as foreign language’s device in the high school diploma exam. It investigates critically the organizational system as well as the tests, activities and items proposed. At last it offers a package of assessment grids and evaluation tools in accord with the new theories of language teaching, the bases of the Common European Framework of Reference for Languages and The competency-based approach

  6. Las prácticas evaluativas en lenguas extranjeras en Senegal: el caso del ELE en el examen estatal del bachillerato

    Diop, Papa Mamour
    [EN] This paper results from a research on the evaluation of Spanish as foreign language’s device in the high school diploma exam. It investigates critically the organizational system as well as the tests, activities and items proposed. At last it offers a package of assessment grids and evaluation tools in accord with the new theories of language teaching, the bases of the Common European Framework of Reference for Languages and The competency-based approach

  7. La pragmática intercultural y la relevancia de la comunicación no verbal en el aprendizaje de ELE

    Villegas Paredes, Gladys Luisa
    [EN] The present study aims to analyze the contributions of the intercultural pragmatics in teaching-learning of Spanish as a second language, and to contribute to delineate didactic actions that favor intercultural communication. Intercultural pragmatics emphasizes the importance of the nonverbal communication systems when the learner’s communicative competence development is approached. It also emphasizes the need to consider the student’s culture, along with the target culture and language, as a process to overcome cultural crashes, pragmatic mistakes and misunderstandings in order to achieve an effective and intercul-tural communication

  8. La pragmática intercultural y la relevancia de la comunicación no verbal en el aprendizaje de ELE

    Villegas Paredes, Gladys Luisa
    [EN] The present study aims to analyze the contributions of the intercultural pragmatics in teaching-learning of Spanish as a second language, and to contribute to delineate didactic actions that favor intercultural communication. Intercultural pragmatics emphasizes the importance of the nonverbal communication systems when the learner’s communicative competence development is approached. It also emphasizes the need to consider the student’s culture, along with the target culture and language, as a process to overcome cultural crashes, pragmatic mistakes and misunderstandings in order to achieve an effective and intercul-tural communication

  9. La hipertextualidad entre literatura y cine: el caso de Charlie y la fábrica de chocolate, de Roald Dahl

    Salido-López, José Vicente; Salido-López, Pedro V.
    [EN] This paper aims to analyze the essence of the process of film adaptation of literary works with the case of Charlie and the Chocolate Factory as a reference. The film adaptation implies a set of interventions in various significant levels that make the process much more than a translation of the literary element to audiovisual language. The two film versions of the Dahl’s novel it allows us to test the strategies carried out in each of these levels and explain the differences in the final products.

  10. La hipertextualidad entre literatura y cine: el caso de Charlie y la fábrica de chocolate, de Roald Dahl

    Salido-López, José Vicente; Salido-López, Pedro V.
    [EN] This paper aims to analyze the essence of the process of film adaptation of literary works with the case of Charlie and the Chocolate Factory as a reference. The film adaptation implies a set of interventions in various significant levels that make the process much more than a translation of the literary element to audiovisual language. The two film versions of the Dahl’s novel it allows us to test the strategies carried out in each of these levels and explain the differences in the final products.

  11. La DLL en la universidad pública: una aproximación al estado de la cuestión en la formación inicial de maestros y maestras. Parte I.

    Aguilar Ródenas, Consol
    [EN] The debate on the current state of the DLL issue should take into account the reality of the area of knowled-ge, their linkage with the initial training of teachers, and their own concept of specific teaching that necessa-rily must be designed in research and practices that are generated. Our purpose is to provide information on these issues and link them to the situation of teachers DLL in the Spanish public university in the 2014-2015 year, intending to make visible some problematic aspects, from his knowledge and debate, to offer from the DLL viable alternatives for resolution and transformation

  12. La DLL en la universidad pública: una aproximación al estado de la cuestión en la formación inicial de maestros y maestras. Parte I.

    Aguilar Ródenas, Consol
    [EN] The debate on the current state of the DLL issue should take into account the reality of the area of knowled-ge, their linkage with the initial training of teachers, and their own concept of specific teaching that necessa-rily must be designed in research and practices that are generated. Our purpose is to provide information on these issues and link them to the situation of teachers DLL in the Spanish public university in the 2014-2015 year, intending to make visible some problematic aspects, from his knowledge and debate, to offer from the DLL viable alternatives for resolution and transformation

  13. Interacción oral con alumnado de dos años en un contexto pedagógico-teatral

    Zelaieta Anta, Edu; Alvarez Uria, Amaia; Vizcarra Morales, Mariate
    [EN] Still, we have few studies carried out with students who are less than three years old, even though it is widely accepted that the evolution of early life, in and out of the school, has a great relevance for proper develop-ment of the person. The aim of this research is to focus on the interactive processes of the first acquisition of language. For this purpose we have analyzed the verbal production of little children attending a theatre play called Lorategian by the Teatro Paraiso Company in a pedagogical environment. The research target is the interaction keys between the play...

  14. Interacción oral con alumnado de dos años en un contexto pedagógico-teatral

    Zelaieta Anta, Edu; Alvarez Uria, Amaia; Vizcarra Morales, Mariate
    [EN] Still, we have few studies carried out with students who are less than three years old, even though it is widely accepted that the evolution of early life, in and out of the school, has a great relevance for proper develop-ment of the person. The aim of this research is to focus on the interactive processes of the first acquisition of language. For this purpose we have analyzed the verbal production of little children attending a theatre play called Lorategian by the Teatro Paraiso Company in a pedagogical environment. The research target is the interaction keys between the play...

  15. Enseñar español como lengua extranjera a niños: aportaciones teórico-prácticas

    Asensio Pastor, Margarita Isabel
    [EN] n the last ten years, the teaching and learning of Spanish as a foreign language has undergone an increase in children and young learners. This has obliged specialists and teachers to reconsider the communicative methodology in ELE, taking into account the features of this group of learners in their process of cognitive, emotional, psychomotor and language development. Under this parameter, this work includes a series of epistemological reflections and teaching keys in order to develop a syllabus for a course of Spanish to chil-dren aged from three to twelve years old. Theses reflections were exposed and developed in a...

  16. Enseñar español como lengua extranjera a niños: aportaciones teórico-prácticas

    Asensio Pastor, Margarita Isabel
    [EN] n the last ten years, the teaching and learning of Spanish as a foreign language has undergone an increase in children and young learners. This has obliged specialists and teachers to reconsider the communicative methodology in ELE, taking into account the features of this group of learners in their process of cognitive, emotional, psychomotor and language development. Under this parameter, this work includes a series of epistemological reflections and teaching keys in order to develop a syllabus for a course of Spanish to chil-dren aged from three to twelve years old. Theses reflections were exposed and developed in a...

  17. El tema de la diversidad sexual en la clase de ELE para niños: "El día de la rana roja"

    Domene Benito, Rocío; Jódar Sánchez, José Antonio
    [EN] The family is the foundation and unifying force of children’s education. New family models have emerged in the last decades including single-parent, homosexual, and multicultural families. If this is an everyday reality, why not show it in the Spanish as a foreign language class through literature? We propose using picture books and the power of both images and words to teach children not only linguistic competence but also emotional intelligence. El día de la rana roja is chosen to illustrate how to teach Spanish as a foreign language through the story of two princes that is full of symbolism...

  18. El tema de la diversidad sexual en la clase de ELE para niños: "El día de la rana roja"

    Domene Benito, Rocío; Jódar Sánchez, José Antonio
    [EN] The family is the foundation and unifying force of children’s education. New family models have emerged in the last decades including single-parent, homosexual, and multicultural families. If this is an everyday reality, why not show it in the Spanish as a foreign language class through literature? We propose using picture books and the power of both images and words to teach children not only linguistic competence but also emotional intelligence. El día de la rana roja is chosen to illustrate how to teach Spanish as a foreign language through the story of two princes that is full of symbolism...

  19. El álbum ilustrado en primaria: un recurso para la adquisición de la L2

    Mier Pérez, Laura; Santamaría Fernández, Susana
    [EN] In this paper we analyze the importance of using texts from children’s literature as part of the acquisition of a second language process in the primary education classroom. Specifically, we consider the possibili-tiespicturebooksoffer as a tool to develop second language competence while at the same time developing literary competence, in this case in English in the ages between 6 and 12 years old. Besides exploring the pedagogical possibilities ofpicturebooksas a didactic tool, we suggest a set of appropriate readings in order to achieve the goals here presented.

  20. El álbum ilustrado en primaria: un recurso para la adquisición de la L2

    Mier Pérez, Laura; Santamaría Fernández, Susana
    [EN] In this paper we analyze the importance of using texts from children’s literature as part of the acquisition of a second language process in the primary education classroom. Specifically, we consider the possibili-tiespicturebooksoffer as a tool to develop second language competence while at the same time developing literary competence, in this case in English in the ages between 6 and 12 years old. Besides exploring the pedagogical possibilities ofpicturebooksas a didactic tool, we suggest a set of appropriate readings in order to achieve the goals here presented.

Aviso de cookies: Usamos cookies propias y de terceros para mejorar nuestros servicios, para análisis estadístico y para mostrarle publicidad. Si continua navegando consideramos que acepta su uso en los términos establecidos en la Política de cookies.