Education Commons^™

Variedades. Second Edition. Intermediate/ Advanced Spanish Conversation, Carmela V. Mattza

Faculty Publications

VARIEDADES. Second Edition. Intermediate/ Advanced Spanish Conversation is a textbook for the student at the intermediate / advanced intermediate level. Through audiovisual activities, the student is expected to put their previous knowledge into practice and improve their ability to understand, write, listen, and speak in Spanish. VARIEDADES offers communicative activities that can be easily adapted into courses of different levels. In addition, it offers an appendix of activities with films and a Spanish grammar section that by subject directs the student to electronic databases that are freely accessible or are part of the Open Access platform.

El Cuento Como Recurso Didáctico En La Enseñanza Del Francés Lengua Extranjera, Sonia R. Badenas

Faculty Publications

Este artículo ofrece una reflexión pragmática sobre el uso del cuento como material didáctico en el aula de francés

lengua como extranjera (FLE). Tras revisar brevemente las diferentes ventajas de trabajar con cuentos y géneros afines en la enseñanza de lenguas, se analiza la utilidad de este género como material pedagógico para la práctica de la expresión escrita. Sobre esta base proponemos un acercamiento práctico a la integración del cuento en la enseñanza del francés en niveles universitarios dentro de un contexto comunicativo y a la luz del Marco Común Europeo de Referencia para las Lenguas (MCERL).

Mexican Elites And Language Policy In Tucson’S First Schools, Elise M. Dubord

Faculty Publications

Educational institutions developed in Tucson, Arizona in the last quarter of the 19th Century during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southern Arizona. This paper examines unofficial language policies in both public and parochial schools in Tucson that reflect the accommodation of power between the two groups. The data used to reconstruct these de facto language policies comes from school documents, newspaper articles and advertisements, memoirs of teachers, politicians and others as well as historical accounts of the formation of Tucson’s first schools. Tollefson (1991) suggests that “language policy is …