Porta Linguarum: índice e introducción

Pág. Introduction .................................................................................................................. ARTÍCULOS/ARTICLES Relationships among Perceptual Learning Style, the Ideal L2 Self, and Motivated L2 Behavior in College Language Learners ............................................................ Tae-Young Kim and Miso Kim Design of a Checklist for Evaluating Language Learning Websites................................... Elena Moreno Fuentes and Jesús J. Risueño Martínez Identifying Children’s Language Learning Strategies: Turkish Example ............ Esim Gürsoy and Elif Eken Los sonidos del español en ELE y su concreción en el plan curricular del instituto cervantes y en la nueva gramática de la lengua española ....................................... Gonzalo Águila Escobar Parental Views of Minority Language Instruction in a Spanish Enrichment Program and for English Language Learners ......................................................... Ani Shabazian and Francisco Ramos L’utilisation des jeux autonomes dans un dispositif hybride pour développer l’apprentissage de la compréhension orale en français langue étrangère ............ Rana Kandeel Lingüística contrastiva y lenguas cognadas en el contexto del aula de ELE en Brasil............................................................................................................................. José Rienda y Nuria María Nieto Núñez Enseñanza de lenguas adicionales mediante indagación en colegios internacionales con el programa de escuela primaria ....................................................................... Ángeles Bueno Villaverde, Verónica Steffen y Carol Van Vooren Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them? ................................................... David Lasagabaster and Aintzane Doiz 5  23 43      131 Table of contents PORTA LINGUARUM Nº 30, junio 2018 The Instructional Simulation in the Business Environment and Attitude towards Entrepreneurship in Improving Oral Communication in English ........................ Eva Perea Muñoz, Vanesa Berlanga Silvente, and Joan Ripoll Alcón Cross-Cultural Sensitivity and Intensity of Interaction in Study Abroad: A Developmental Approach ............................................................................................ Ariadna Sánchez Hernández and Emilia Alonso-Marks Incidencia de la animación a la lectura en la mejora de la competencia escrita: una investigación con alumnado inmigrante ............................................................ Teresa Cervera Mata y María Pilar Núñez Delgado The Role of Classroom Observation in Pre-Service English Teacher’s Understanding of the Teaching Profession ......................................................................... Joana Salazar Noguera Motivation in Physical Education and Foreign Language Learning in CLIL Teaching: Gender Differences and Implications for Future Studies ..................... Eliseo Fernandez Barrionuevo and Antonio Baena Extremera RECENSIONES / BOOK REVIEWS La importancia del análisis crítico del discurso y la gramática visual para analizar textos. Propuesta de actividades enmarcadas en la educación para el desarrollo, la educación con perspectiva de género y la educación para la paz ....................... Ana María Ramos García Pág. 149   193  221 Introduction In the recent history of language pedagogy in Europe and beyond, the advent of the Common European Framework has undoubtedly been one of the most important milestones; indeed, references to this fundamental document have been a staple of articles in this journal. This year, with the recent publication of the Companion Volume                an effect not only on teaching and learning, but also, of course, on international L2 research and policy development. Welcome additions include the recognition of online and audiovisual communication, the mediation of texts, concepts and communication, the renewed focus on plurilingual and pluricultural competence as well as illustrative descriptions of communication strategies and the inclusion of new or updated indicators. At this early stage, major research directly based on this document is still forthcoming; yet recent scholarly language education publications have been focusing their attention on many of these issues since the appearance of the original Framework. In this issue of Porta Linguarum, a number of these and other areas are treated. Our !"#"$ learning styles and motivation at college level and points once again to the need for awareness of learner preferences. At the other end of the educational spectrum, Gürsoy %$ & '% this area gains even greater traction in the case of online education. In this issue, Rana " $           () available applications and learner needs. A proposal which could potentially provide #*#+/& discusses a number of major concerns in the use of language learning websites and offers a tentative checklist which could be of practical interest to teaching professionals. The judicious selection of teaching materials and resources is just one important aspect of classroom management, and one which requires attention from the earliest stages &45/$ through observation in relation to a wide variety of variables, including materials and resources, and shows how this type of observation process can help critical thinking and improvement in classroom practices and management. School and classroom management is a concern in language education, and this is particularly true in the more complex learning contexts of bilingual training or Content and Language Integrated Learning (CLIL). This issue includes a number of articles related to this matter which span across the different educational levels. The areas of class and whole school management in primary and secondary education, for example, are treated in Bueno, Steffen and Van Vooren’s case study in two bilingual learning contexts. In 5/$9 to the need to inform families of the nature and workings of this type of instruction. INTRODUCCIÓN PORTA LINGUARUM PORTA LINGUARUM Nº 30, junio 2018 6 :</=$ use of English as a language of instruction in physical education at secondary level and point to important challenges and opportunities in terms of learners’ willingness to communicate in the target language. In terms of Higher Education and bilingual learning, Perea, Berlanga and Ripoll’s investigation points to the usefulness of instruc- =#&         >  ?/ into the treatment of errors in bilingual instructional settings in a university context and highlights the need for greater levels of awareness of this area on the part of content teachers. The treatment of errors is also included in Rienda and Nieto’s article, which in this case deals with the importance of contrastive analysis in the cognate languages of Spanish and Portuguese. Spanish as a foreign language is also focus of Águila’s discussion of varieties of pronunciation and pedagogical implications. In terms of com- %5@D*/9 examines the effect of encouragement strategies on the improvement of reading skills by immigrant students. In addition to the previously mentioned areas of affect, styles and strategies, bi- % 5</:#%9$ abroad. Again, this article touches on the issue of language education management and points to possible strategies to make the most of time spent in target language countries in order to maximise cultural enrichment.       &    # J9   #*/> K >9 Integrating Information and Communication Techno-      M   : #+  $ #+/>9 in Propuesta de Actividades Enmarcadas en la Educación para el Desarrollo, la Educación con Perspectiva de Género y la Educación para la Paz. While the CEFR Companion Volume is not directly mentioned in this issue of Porta Linguarum, the collection of contributions touch upon many of the aspects treated in this &Q would encourage prospective authors of future issues to take these new developments into account in their contributions to the knowledgebase of related language teaching and learning practices. Stephen P. Hughes Editor