APPLIED LINGUISTICS AND ITS BRANCHES

 Linguistics is the science that deals with the study of languages, both living and dead. His interest lies in its structures, the cognitive processes of the human being to communicate and its uses. However, his field of study is very broad; that is why it is divided into various branches or areas, which can be supported by other disciplines, such as sociology, history, anthropology, archeology, mathematics, physiology, and so on.

Linguistic studies are divided into general and specific. The former are devoted to the common properties of different languages; that is to say, in what they resemble. While the latter study a language or a family of languages, such as Germanic, Indo-European, Baltoslav, to name a few.

The last three chapters have dealt with the core areas of linguistics. Among them, phonetics / phonology, syntax, and semantics / pragmatics constitute the main levels of linguistics. Whichever branch of the topic we look at, we will inevitably find ourselves talking about them. We use the metaphor of a tree here because it seems the best way to capture the relationship between these core areas, collectively the "trunk," and the individual disciplines, or "branches," that sprout from them.

Sociolinguistics: the study of language and society.

Stylistics: the study of language and literature.

Psycholinguistics: the study of language and the mind.

Computational linguistics: the simulation of language through the use of computers.

Comparative linguistics: the study of different languages ​​and their respective linguistic systems.

Historical linguistics: the study of language change over time.

Applied linguistics: the study of language teaching. (Sometimes you will find that stylistics and comparative linguistics are treated as sub-branches of applied linguistics.)

What are the Branches of Linguistics?

The branches of linguistics are phonology, morphology, syntax, phonetics, semantics, pragmatics, lexicography, and lexicology. Linguistics is understood as the scientific study of language and, among other occupations, is responsible for describing the structures governed by rules of languages, determining to what extent these structures are universal or specific to language, setting restrictions on possible linguistic structures and explaining by that there are only a limited number of human languages.

Main branches of linguistics

Linguistics has a diversity of branches that include specific studies of language. Some branches study communication or written language and others oral. Here are the main branches of linguistics.

1.- Phonology

Phonology is the branch that deals with the systematic organization of sounds in languages. Phonology is responsible for the abstract and grammatical characterization of systems of sounds or signs.

Traditionally it has focused on the study of phoneme systems in particular languages, but it can also cover any linguistic analysis, either at the level below the word (syllable or others) or at all levels of language where sound is considered structured. to convey linguistic meaning.

2.- Morphology

Morphology is the study of words, how they are formed, and their relationship to other words in the same language. Also, morphology looks at the structure of words and parts of words, such as stems, roots, prefixes, and suffixes.

Morphology also examines parts of speech, intonation and stress, and the ways in which context can change the pronunciation and meaning of a word.

3.- Syntax

Syntax is the set of rules, principles and processes that govern the structure of sentences in a given language, specifically word order and punctuation.

The term syntax is also used to refer to the study of such principles and processes. The objective of this branch of linguistics is to discover the syntactic rules common to all languages.

4.- Phonetics

Phonetics is the branch of linguistics that encompasses the dissertation on the phonic resonances and perceptions of the human language or, in the case of sign languages, the equivalent aspects of signs.It refers to the physical properties of speech sounds or signals: their physiological production, their acoustic properties, their auditory perception and their neurophysiological state.

5.- Semantics

Semantics is the linguistic and philosophical study of meaning, in language, programming languages, formal logic, and semiotics. It deals with the relationship between signifiers such as: words, phrases, signs and symbols. Study what they represent, their denotation.

6.- Pragmatics

It is the branch of linguistics that tests the ways in which context contributes meaning to communication. Pragmatics encompasses the theory of speech, conversation during interaction, and other perspectives on language behavior in various humanitarian sciences.

Pragmatics is the study of how context affects meaning, such as how sentences are interpreted in certain situations (or the interpretation of linguistic meaning in context).

7.- Lexicography

Lexicography is divided into two separate, but equally important groups:

Practical lexicography is the art or craft of compiling, writing, and editing dictionaries.

Theoretical lexicography is the academic discipline that analyzes and describes the semantic, syntagmatic and paradigmatic relationships within the lexicon (vocabulary) of a language.

8.- Lexicology

Lexicology is the part of linguistics that studies words. This may include their nature and function as symbols, their meaning, the relationship of their meaning to epistemology in general, and the rules of their composition beginning with smaller elements.

Lexicology also involves relationships between words, which may involve semantics (eg, love vs. affection), derivation (eg, fathomable vs. unfathomable), sociolinguistic usage and distinctions (eg, pulp vs. meat), and any other issue involved. in the analysis of the entire lexicon of a language.

WEBSITES

http://132.248.48.64/repositorio/moodle/pluginfile.php/1396/mod_resource/content/1/contenido/index.html

https://link.springer.com/chapter/10.1007/978-1-349-27748-3_6

 FIRTS LANGUAGE vs SECOND LANGUAGE ADQUISITION 

Language is the ability that people have to communicate, using the language or languages ​​they learn. Language is for the speaker the tool to express himself, therefore, it is the element that unites him to his social environment.

How the learning process of a first and second language develops is addressed in this scientific text using bibliographic sources that reveal the different conceptions of linguists about the acquisition of language.

First and second language learning process

When talking about the process of teaching and learning a language, it is necessary to mention that communication occurs through language; This is understood as the human faculty to express ideas, feelings and thoughts that allows social interrelation between people

The theories about this process were gradually exposed while the desire to understand the phenomenon of how human beings could and were able to learn a second language persisted.

1.- Behaviorism.

It proposes that the fundamental basis of any teaching-learning process is represented by a conditioned reflex, that is, by the associated relationship that exists between the response and the stimulus that causes it. In general, behaviorism is considered as a clinical orientation that is enriched with other conceptions.

In learning a language, the stimulus is the language to which the learner is exposed; the answer is the learner's production and the reinforcement can come in the form of praise or correction from the interlocutor (adult, native speaker or teacher), or of success or failure in communication.

For behaviorists, mastering a foreign language consists of learning a set of new linguistic habits that can collide with previously acquired linguistic habits corresponding to the mother tongue. New habits are created by repeating and practicing linguistic patterns corresponding to the target language until these patterns have been over-learned and can be produced by the student automatically, without stopping to think about them.

Difference between first language and second language

The key difference between the first language and the second language is its acquisition. The first language is the one that is learned first, and this is usually a natural and effortless process, while the second language is the language that is acquired after the first language, and this acquisition is usually a challenging process.

The majority of the world's population in today's world is bilingual or multilingual, that is, capable of speaking more than one language. First language and second language are two terms that are primarily relevant to bilinguals and bilingualism. The first language is one's native language, while the second language is the language that is acquired. 

What is the first language?

The first language (L1) is the language that a person learns first. We also call this first language mother tongue and mother tongue. It is actually the language that you learn and speak at home. Therefore, children learn their first language from their parents, grandparents, or caregivers. Therefore, one learns the first language effortlessly and naturally by listening to parents and other caregivers who communicate in this language.

What is a second language?

The second language is a language that a person learns after their native language. It can also refer to any language that a person uses other than their mother tongue. Compared to the first language, this is usually learned at a later stage. For example, students in many South Asian countries learn English as a second language in addition to their mother tongue.

However, the process of learning a second language requires a lot of effort, as it requires becoming familiar with vocabulary, sentence structure, pronunciation, grammar rules, etc. It is especially true if you are an adult. Many people around the world use English as a second language.

The Use of First Language in the Second Language Classroom 

First of all, students were more engaged during the activity that used code switching. Their level of participation was higher, which made room for teachers to connect with other activities and deepen understanding. When students are engaged, the lesson runs in a smoother and positive way, and therefore the teacher and students can make the most of every activity, thus enriching learning. The first lesson observed was a read-aloud activity where the teacher read Who will be my mother? using only English during both instruction and reading time. This will be called Activity A. The second lesson observed was a read-aloud of A Button for Corduroy, but this time the teacher used code switching between English and Spanish. Illustrates data collected from Activity A. As it is clear on the graph, students participated 13 times during this read-aloud activity, but they also interrupted almost as many times as they participated . However,  illustrates students’ behavior during Activity B. It is evident through the chart that during this activity, students participated more than they interrupted.

WEBSITES

https://www.differencebetween.com/difference-between-first-language-and-second-language/#:~:text=the%20second%20language.-,The%20key%20difference%20between%20first%20language%20and%20second%20language%20is,takes%20a%20lot%20of%20efforts.

CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

What is Content and Language Integrated Learning? 

Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned.

Who is CLIL for?

CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

How does CLIL work?

The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

• Knowledge of the language becomes the means of learning content

• Language is integrated into the broad curriculum

• Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

• CLIL is based on language acquisition rather than enforced learning

• Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

• CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

• Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes
• Reading is the essential skill.

Why is CLIL important?

With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

• Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

• With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

• Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

• The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages

How can you apply CLIL to your class?

It’s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as a language class nor a subject class simply taught in a foreign language. According to Coyle’s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

• Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
• Communication – Using language to learn whilst learning to use language
• Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
• Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

Using a number of frameworks can help you prepare your lessons and make sure activities are challenging, yet achievable for your learners.

What are the main benefits of CLIL?

Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

CLIL also promotes a deeper level of assimilation – as students are repeatedly exposed to similar language and language functions and they need to produce and recall information in their second language. Furthermore, it has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased, meaning their language acquisition is faster.

he advantages of CLIL

CLIL helps to:

• Introduce the wider cultural context

• Prepare for internationalisation

• Access International Certification and enhance the school profile

• Improve overall and specific language competence

• Prepare for future studies and / or working life

• Develop multilingual interests and attitudes

• Diversify methods & forms of classroom teaching and learning

• Increase learner motivation.

  WEBSITES

https://www.english.com/blog/content-and-language-integrated-learning/

https://www.teachingenglish.org.uk/article/content-language-integrated-learning

COMMUNICATIVE LANGUAGE TEACHING (CLT)

 What is CLT?

     The "communicative approach to foreign language teaching", also known as Communicative Language Teaching (CLT) or the "communicative approach", emphasizes learning a language through genuine communication.

 Learning a new language is easier and more enjoyable when it is truly meaningful. Communicative Language Teaching (CLT) is an approach to teaching second and foreign languages ​​that emphasizes interaction as the means and the ultimate goal of language learning. It is also known as the "communicative approach to foreign language teaching" or simply the "communicative approach".

Communicative Language Teaching (CLT), or the communicative approach, is an endorsement of language teaching that emphasizes interaction as a means and as the ultimate goal of study. Language learners in settings that use CLT techniques learn and practice the target language by interacting with each other and with the instructor, studying "authentic texts" (those written in the target language for purposes other than language learning) and the use of language in class. combined with the use of the language outside of class.

Principles of the communicative approach:

1. Language learning is learning to communicate using the target language.

2. The language used to communicate must be appropriate to the situation, the roles of the         speakers, the setting, and the register. The student must differentiate between a formal and     informal style.

3. Communication activities are essential. Activities should be presented in a situation or         context and have a communicative purpose. Typical activities for this approach are: games,      problem-solving tasks, and role-playing. There must be a gap of information, options and          comments involved in the activities.

4. Students must have constant interaction and exposure to the target language.

5. The development of the four macroskills - speaking, listening, reading and writing - is               integrated from the beginning, as communication integrates the different skills.

6. Topics are selected and scored based on the age, needs, level, and interest of the                    students.

7. Motivation is essential. Teachers must spark the interest of students from the beginning of        the lesson.

8. The role of the teacher is that of guide, facilitator or instructor.

9. Trial and error is considered part of the learning process.

10. The evaluation refers not only to the accuracy of the students, but also to their fluency.

Its basic characteristics:

1. learn to communicate through interaction.

2. The introduction of authentic texts in the learning situation.

3. students focus on language and the learning process itself.

4. An improvement in the student's own personal experiences.

5. link language learning in the classroom with language activities.

Classroom activities

CLT teachers choose classroom activities based on what they believe is going to be most effective for students developing communicative abilities in the target language (TL). Oral activities are popular among CLT teachers, as opposed to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are being used in. They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.

1. ROLE PLAY: Role-play is an oral activity usually done in pairs, whose main goal is to  evelop students' communicative abilities in a certain setting

2. INTERVIEWS: An interview is an oral activity done in pairs, whose main goal is to develop      students' interpersonal skills in the TL

3. TEAMWORK: Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting

4. INFORMATION GAPEDIT: Information gap is a collaborative activity, whose purpose is for     students to effectively obtain information that was previously unknown to them, in the TL

5. SHARE OPINIONS: Opinion sharing is a content-based activity, whose purpose is to                engage students' conversational skills, while talking about something they care about.

-The instructor introduces a topic and asks students to contemplate their opinions about it. (E.g., dating, school dress codes, global warming

-The students talk in pairs or small groups, debating their opinions on the topic.

6. TREASURE HUNT: A scavenger hunt is a mingling activity that promotes open interaction    between students.

-The instructor gives students a sheet with instructions on it. (e.g. Find someone who has a birthday in the same month as yours.)

-Students go around the classroom asking and answering questions about each other.

-The students wish to find all of the answers they need to complete the scavenger hunt.

Merits of CLT

-There are many advantages of teaching according to the communicative approach:

-CLT is a holistic approach. It does not focus only on the traditional structural curriculum. Take into consideration the communicative dimension of language.

-CLT provides vitality and motivation within the classroom.

-CLT is a learner-centered approach. Take advantage of the interests and needs of the student.

-In a world where information communication and information technology have broken considerable new ground, CLT can play an important role in education.

 WEBSITES

http://www.bchmsg.yolasite.com/communicative-language-teaching.php

https://www.myenglishpages.com/blog/communicative-language-teaching-communicative-approach/

 LEXICAL LANGUAGE TEACHING

What is the lexical approach?

The term lexical approach was introduced in 1993 by Michael Lewis, who observed that "language consists of a grammaticalized lexicon, not a lexicalized grammar" (The Lexical Approach, 1993).

In language teaching, a set of principles based on the observation that understanding words and word combinations (snippets) is the primary method of learning a language. The idea is that instead of students memorizing vocabulary lists, they learn common phrases.

The idea is that grammar is only surpassed by Lexis or words. But by "words", we are not talking about vocabulary or individual words here. We are more interested in "snippets" of words or phrases, words that generally go together and are commonly found side by side in the language.

There are many in English: words that come as a set and signal the presence of the other, such as Starsky and Hutch, Donkey and Shrek, Batman and Robin. Consider the following phrases:

-by the way

-abstract reasoning

-complete idiot

-Best wishes

-Make up your mind

-They make every effort

-These words often go together and native speakers use them a lot next to each other.

The lexical approach posits that languages ​​are made up of these "snippets" and that the key to fluency in any language is the nuanced use of these phrases, which native speakers hear in everyday conversation, regardless of grammatical soundness or soundness. The meaning of the words. (If you think about it, native speakers don't consciously observe grammar rules every time they speak. They just speak).

Lexis in language teaching and learning

Linguistic activities consistent with the lexical approach should be directed towards natural language and towards raising awareness of students about the lexical nature of language. Activities of this nature include the following:

-intensive and extensive listening and reading in the target language

-First and second language comparisons and translation

-Repetition and recycling of activities to keep the words and expressions learned active.

-guess the meaning of vocabulary items from context

-notice and record patterns of language and collocations

-work with dictionaries and other reference tools

-work with language corporations to research word associations, use of prepositions, style, etc.

How to apply the lexical approach to language teaching in the classroom

1. Immerse students in authentic materials.

"Authentic material" refers to the natural exposure to the language that native speakers encounter every day. For example, Spanish speakers receive their news through their favorite Spanish-language news channels. Germans read German novels. The French watch French movies. Italians go to restaurants and read the menu in Italian.

“Authentic material” is different from textbooks or language tutorials created for language learners. Those are provided on purpose. For example, in video tutorials, teachers slow down and enunciate words clearly so that viewers can follow along. They also explain what each word means and give sample sentences.

This does not happen with authentic materials. There is an unspoken assumption that readers, viewers or listeners already understand the language, so they do so at full speed.

Immerse your students in authentic materials, real materials created for real native speakers. Where else can you find a lively and relevant language, as it is normally used every day? Let your students experience the language as it is, and they will become proficient in noticing the linguistic "chunks" we are talking about.

One way to do this is through authentic videos through FluentU. FluentU takes real-world videos, such as music videos, movie trailers, news, and inspiring talks, and turns them into personalized language learning lessons. FluentU takes a step back from the traditional textbook approach and encourages students to learn languages ​​in a more natural way.

2. Highlight the lexical snippets whenever you can.

At first, your students will have a hard time judging for themselves which words in the sentences come up as a group. It will be your job to highlight them.

For example, highlight snippets when writing sentences like:

“Time for a quick shower. "

"I do not like fast food. "

"The loss caused excruciating pain."

3. Translate fragments of the target language into English (and vice versa).

To bring the phrases to life for your class, try to give students an idea of ​​what their equivalent expressions are in English (or whatever language you are teaching). This would open your eyes to the many cases where a particular lexical fragment is appropriate.

For example, the Spanish idiom "Between the sword and the wall", which literally means "between the sword and the wall" is the equivalent of the English expression "between a rock and a hard place". Highlight this in your discussions.

 PROPÓSITOS Y OBJETIVOS

Purposes: 

- Encourage reflection by students about the importance of learning a foreign language for your academic and professional life, understanding the experience as an opportunity for intercultural approach and personal enrichment.

- Promote in students attitudes typical of informed, critical and reflective to express their opinions and questions regarding the texts and topics proposed by the chair.

Goals:

Acquire knowledge of all aspects of the foreign language (vocabulary, structures

 Syntactic, semantic and discursive relationships) necessary for the comprehension of                written texts in their disciplinary field.

 Develop autonomy regarding the selection and understanding of these

   texts develop a repertoire of reading strategies and skills

 Acquire vocabulary, syntactic structures and elements main discursives of the foreign               language

 Use the linguistic information in the text to arrive at its meaning

 Understand the communicative value of a text

 Use the content of the texts they read in order to write summaries and adaptations in                Spanish.

WEBSITES:

https://coerll.utexas.edu/methods/modules/vocabulary/02/lexical.php

https://www.thoughtco.com/what-is-a-lexical-approach-1691113

https://www.fluentu.com/blog/educator/lexical-approach-to-language-teaching/

 TASK BASED LANGUAGE TEACHING 

What is Task-Based Language Teaching?

Task-based language teaching (TBLT) is a type of instruction that relies on the use of authentic target language to do meaningful tasks. TBLT is also referred to as task-based instruction (TBI) and can be considered a branch of communicative language teaching (CLT). The notion of tasks is central to this type of instruction. The assessment of learning is mainly based on task outcome and not only on the accurate use of the target language. For this reason, TBLT is believed to be effective in learning target language fluency and developing student confidence.

Theory of language

• Language is primarily a means of making meaning: TBLT considers meaning as a central focal point in language teaching. The approach is concerned with the outcome of tasks.
• Multiple models of language inform task-based instruction: Structural, functional and interactional models influence TBLT adherents.
• Lexical units are central in language use and language learning: TBLT considers vocabulary items to include not only individual words but also phrases, sentence frames, collocations and prefabricated routines.
• “Conversation” is the central focus of language and the keystone of language acquisition: Learners are required to produce and understand communicative messages. That is exchanging information is crucial to language acquisition.

Theory of learning

• Tasks provide both the input and output processing necessary for language acquisition: If Krashen stresses the importance of comprehensible input, TBLT advocates have argued that comprehensible output is also of equal importance.
• Task activity and achievement are motivational: Tasks appeal to learners’ learning styles and may involve physical activity, collaboration, and partnership.
• Learning difficulty can be negotiated and fine-tuned for a particular pedagogical purpose: Tasks may be designed in such a way that they meet learners’ level of proficiency. That is, providing the appropriate target input is crucial to facilitate language acquisition.

TASK

There is no general consensus regarding the meaning and / or interpretation of "task". The given definitions of "task" vary greatly (Nunan 1989; Kumaravadivelu 1993). These options can range from tasks that are expected to take place outside the classroom to tasks specifically designed for the language classroom. There seem to be two broad foundations (Nunan 1989: 40)

Task type
-Real world
-Pedagogical

Real world
- Psycholinguistic
- Needs analysis
Pedagogical
-Test
-SLA theory / research

Advantages of TBLT

Implicit learning

The aim of TBLT is to help learners develop implicit knowledge of the language that will enable them to participate easily and naturally in communication. The learners get the form and use of the target language without being explicitly being taught. The role of the teacher is to design tasks by replicating and creating the conditions for language learning and for communication that exists outside the confines of the classroom. The aim is that the learners’ interlanguage will gain implicit language knowledge while doing tasks.

Incidental learning

Much of our everyday learning is incidental. TBLT provides opportunities for unplanned learning. Completing a real-world task allows the acquisition to take place without any deliberate intention on the part of the learner or the teacher.

Meaningful learning

TBLT allows meaningful communication to occur during the accomplishment of tasks.

Disadvantages of TBLT

• Some teachers criticize TBLT for focusing mainly on fluency at the expense of accuracy.
• TBLT requires a high level of creativity and initiative on the part of the teacher.
• TBLT requires resources beyond the textbooks and related materials usually found in language classrooms.
• Evaluation of task-based instruction can be difficult. The nature of task-based learning does not allow it to be objectively measurable.

  websites:

https://www.myenglishpages.com/blog/task-based-language-teaching-tblt/

https://journals.openedition.org/asp/3750?lang=en

 APPLIED LINGUISTICS ORGANIZATIONS 

Lingüística aplicada

Applied linguistics is a branch of linguistics whose goal is the application of the theories, methods and knowledge of linguistics to the resolution of various problems in which the use of the language is involved; in other words, he is interested in the applications of linguistics in other areas of human experience. Due to the fact that the spheres that involve the use of the language are multiple and very varied, applied linguistics actually includes diverse disciplines, most of which are constituted as interdisciplinary fields of knowledge.

The birth of applied linguistics as a scientific discipline must be located in the United States in the late 1940s: in 1946 a course was organized at the University of Michigan (United States) with this title, and in 1948 the first specialized magazine on the subject. Its origin is linked to the teaching of second languages, as it sought to gather the experience of numerous specialists who were forced to develop rapid and effective methods of teaching foreign languages ​​for the US Army during World War II.

ORGANIZATIONS

American Anthropological Association

Is the primary professional society of anthropologists in the United States since its founding in 1902, is the world's largest professional organization of individuals interested in anthropology.

American Association for Applied Linguistics (AAAL)

Is a professional organization of scholars who are interested in and actively contribute to the multi-disciplinary field of applied linguistics.

American Association for Applied Linguistics (AAAL)

Founded in 1977, AAAL is a professional organization of scholars who are interested in and actively contribute to the multi-disciplinary field of applied linguistics.

Center for Applied Linguistics (CAL): 

CAL is a private, non-profit organization: a group of scholars and educators who use the findings of linguistics and related sciences in identifying and addressing language-related problems. CAL carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis.

International Phonetic Association (IPA)

The IPA is the major as well as the oldest representative organisation for phoneticians. It was established in 1886 in Paris. The aim of the IPA is to promote the scientific study of phonetics and the various practical applications of that science.

Linguistic Society of America (LSA)

Founded in 1924, LSA is the largest linguistic society in the world and welcomes linguists of all kinds. It is the only umbrella professional linguistics organization in the US, with over 5,000 individual and library members.

 

WEBSITES

https://guides.lib.purdue.edu/c.php?g=352466&p=2375569

https://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/linguisticaaplicada.htm

https://lib.guides.umd.edu/c.php?g=326405&p=3414417

INTRODUCCIÓN, PRESENTACIÓN, ORGANIGRAMA

INTRODUCCIÓN

El presente portafolio virtual es un proceso en el cual recopilo datos que me sirven como evidencia para incrementar el aprendizaje; es una estrategia que puedo utilizar para conocer cuál ha sido mi avance en cuanto a los conocimientos adquiridos durante el ciclo y en cada uno de las clases, y que tanto me sirven las actividades realizadas. Este portafolio fue realizado con el propósito de servir como una herramienta que me permite como futura docente almacenar evidencias de mis aportaciones y logros a lo largo del ciclo. En este podré reflejar mi aprendizaje, también mencionar que el portafolio me sirve para validar mis estudios y las competencias desarrolladas, contiene temas referidos al curso con el fin de aprender y mejorar.

PRESENTACIÓN

El presente trabajo ha sido elaborado  por el estudiante paso a paso con dedicación y esmero a medida que las clases virtuales se llevaban a cabo, contiene temas de las clases, trabajos, investigaciones y otros. Este trabajo fue dominado Portafolio Virtual.

Espero que el siguiente trabajo sea de utilidad para el lector y este colme sus perspectivas. 

MISIÓN

Somos una institución educativa de calidad, líder en la formación docente inicial y continua con dominio en educación intercultural bilingüe, tecnológica y lengua extranjera, que promueve el cambio social, la democracia, la inclusión y conciencia ambiental a través de la investigación y la innovación de acuerdo a la realidad socio-cultural, como respuesta a los desafíos y necesidades de la educación local, regional y nacional.

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VISIÓN

Al 2021 el IESPP es una institución educativa de calidad, que lidere la formación docente inicial y continua con dominio en educación intercultural bilingüe, tecnológica y lengua extranjera, que promueve el cambio social, la democracia, la inclusión y conciencia ambiental a través de la investigación y la innovación de acuerdo a la realidad socio-cultural, como respuesta a los desafíos y necesidades de la educación local, regional y nacional.

 

PRINCIPIOS

• Ø Trabajo
• Ø Vocación
• Ø Disciplina
• Ø Superación
• Ø Responsabilidad
• Ø Honestidad

 

ORGANIGRAMA

 

 HORARIO