Con Confianza: The Emergence of the Zone of Proximal Development in a University ESL Course
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| Title: | Con Confianza: The Emergence of the Zone of Proximal Development in a University ESL Course |
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| Authors: | Soto-Santiago, Sandra L., Rivera, Rosita L., Mazak, Catherine M. |
| Source: | HOW, Vol 22, Iss 1 (2015) HOW, Vol 22, Iss 1, Pp 10-25 (2015) How, Volume: 22, Issue: 1, Pages: 10-25, Published: JAN 2015 |
| Publisher Information: | Asociacion Colombiana de Profesores de Ingles - ASOCOPI, 2015. |
| Publication Year: | 2015 |
| Subject Terms: | English as a second language, 4. Education, Puerto Rico, zona de desarrollo próximo, PE1-3729, educación superior, Theory and practice of education, 06 humanities and the arts, inglés como segundo idioma, Education, English language, higher education, 0602 languages and literature, zone of proximal development, LB5-3640 |
| Description: | This article illustrates how a classroom community characterized by confianza—a feeling of mutual understanding, respect, and emotional closeness—facilitated the English language learning of Spanish-speaking students in a content-based English as a second language class at a Puerto Rican public university. To understand the processes by which this language learning took place qualitative data were collected through classroom observations and focus groups. The authors examined the language choices students made in their interactions with professors, teaching assistants, and peers as they engaged in classroom conversations using both Spanish and English as learning tools. The central claim of the article is that confianza created the conditions through which learners were able to activate their zone of proximal development. |
| Document Type: | Article |
| File Description: | text/html |
| ISSN: | 0120-5927 |
| DOI: | 10.19183/how.22.1.132 |
| Access URL: | https://howjournalcolombia.org/index.php/how/article/download/132/163 https://doaj.org/article/d0de73560f0c4d598bdf7dac98b5cb39 https://doaj.org/article/da24e1416d604ebb9e839931bd2c514c http://files.eric.ed.gov/fulltext/EJ1127936.pdf https://dialnet.unirioja.es/descarga/articulo/5249754.pdf http://howjournalcolombia.org/index.php/how/article/download/132/163 https://biblat.unam.mx/hevila/How/2015/vol22/no1/1.pdf https://core.ac.uk/display/91664077 http://www.scielo.org.co/pdf/how/v22n1/v22n1a01.pdf http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-59272015000100002&lng=en&tlng=en |
| Rights: | CC BY NC ND |
| Accession Number: | edsair.doi.dedup.....81b366cd2df57a1ab05c03e26a2199e0 |
| Database: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstract: | This article illustrates how a classroom community characterized by confianza—a feeling of mutual understanding, respect, and emotional closeness—facilitated the English language learning of Spanish-speaking students in a content-based English as a second language class at a Puerto Rican public university. To understand the processes by which this language learning took place qualitative data were collected through classroom observations and focus groups. The authors examined the language choices students made in their interactions with professors, teaching assistants, and peers as they engaged in classroom conversations using both Spanish and English as learning tools. The central claim of the article is that confianza created the conditions through which learners were able to activate their zone of proximal development. |
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| ISSN: | 01205927 |
| DOI: | 10.19183/how.22.1.132 |