Zer dakite DBHko ikasleek gramatikaz? Subjektua eta Nor/Nork eztabaidan. Kasu azterketa
This paper describes a case study carried out in a Model D (Basque immersion) secondary classroom where students are working on a teaching sequence about grammar. The article explores the way in which the students reflect on the use of the grammatical subject in Basque. Evidence from their written responses and discourse reveals the different routes they try and the difficulties they encounter during this reflection. Amongst the most relevant findings is the students’ need to know certain grammatical terminology in order to carry out this meta-linguistic reflection. Thus the study calls into question the relevance of the terminology used nowadays in teaching certain grammatical functions in Basque (nor/nork).
Implicit and explicit learning of languages
Implicit and explicit language learning - an overview the unruly world of language the input hypothesis and its rivals a theory of instructed second language acquisition implicit learning and the acquisition of natural languages implicit and explicit learning of complex tasks implicit learning and the cognitive unconscious - of artificial grammars and SLA vocabulary acquisition - the implicit ins and outs of explicit cognitive mediation second language vocabulary learning - the role of implicit processes animal learning and the implicit/explicit distinction - or why what we think of as explicit for us can be implicit for them differences between animal and human learning - implicit and explicit processes language learner and learning strategies neurolinguistic aspects of implicit and explicit memory - implications for bilingualism and SLA connectionism and second language acquisition universal grammar and L1 acquisition the metaphor of access to universal grammar in L2 learning universal grammar and language learnability the lure and language of implicit memory - a developmental perspective representation and ways of knowing - three issues in second language acquisition.
Science Buddies: Advancing Informal Science Education
An innovative nonprofit enables scientists to present inspiring project ideas based on their own research to K–12 students, parents, and teachers. Every year, about 10 million North American kindergarten through high school (K–12) students complete a science project. What part of these science projects is the most difficult? Formulating a hypothesis? Designing an experiment? Analyzing data? The answer: None of the above. Science Buddies (www.sciencebuddies.org)—a nonprofit developer of software, content, and other resources for informal science and engineering education—found that students have the most difficulty selecting a topic and doing background research to inform their work. Meanwhile, scientists and engineers interested in advising and inspiring students often do not have a means to connect with them (see the first figure). To Science Buddies, these difficulties presented an ideal challenge, and we applied a business methodology to address them, viewing our users as customers and our output as products.