Abstract
This study, carried out in Spain in 2016, analyzes new dialogical pedagogy techniques based on deeply rooted in constructivism to improve the level of English education in Spainish high schools. Spain is the second worst country in the European Union when it comes to English command, especially with regards to oral output; as a consequence of several factors, such as the deficient preparation of teachers, cuts in the education budget, and dubbed films. This paper presents the outcomes of a Second Language Acquisition innovation project carried out in a high school in Oviedo, North of Spain. After analyzing data collected to study their low command of the language, the participants, more than 20 students from 4th E.S.O. (Spanish equivalent for US high school 10th grade), performed tasks that prepared to give them insight and training to then participate in a musical gathering; where they, without the intervention of the teacher, listened to English music and discussed in the targeted language about some songs and their lyrics. This meetings were recorded to posteriori analysis with the students. Examples of this kind of activities, which greatly rely on theories from Stephen Krashen, Ramon Flecha, Vygotsky, as well as concepts from Constructivism or Second Language Acquisition, will be given. The excellent outcomes are analyzed and exemplified with a video of one of our musical meetings as an example of how to implement media and technology in the Foreign Language classroom.
Presenters
Judit Palencia GutiérrezGraduate Student, Hispanic Studies, University of California-Riverside, United States
Details
Presentation Type
Theme
New Digital Institutions and Spaces
KEYWORDS
Second language acquisition, Constructivism, Music, Dialogic learning
