Cristina Sanz – författare

Written entirely in Spanish, this is the ideal introduction to Spanish linguistics for students. Using clear explanations, it covers all the basic concepts required to study the structural aspects of the Spanish language - phonetics and phonology, morphology, syntax and semantics - as well as the history of Spanish, its dialects, and its linguistic variation in Latin America, Spain, and the US. This third edition incorporates new features designed to enhance its usefulness for classroom teaching: a new chapter on the teaching and learning of Spanish as a second language, expanded discussion of syntax, and more detailed coverage of Spanish semantics and pragmatics. Numerous exercises have been added throughout the text, some of which are now presented as problems for students to solve, allowing students to gain a more complete mastery of the analytical concepts at hand.

Una herramienta pedagógica integral y basada en evidencia para la formación del profesorado de español Un recurso innovador escrito específicamente para cursos de formación docente, Manual para la formación de profesores de español se propone desarrollar el conocimiento de los docentes de lengua sobre conceptos y temas pedagógicos clave, así como su capacidad para diseñar los objetivos de un currículo y evaluar los resultados . Escrito íntegramente en español, este volumen indispensable prepara a los estudiantes de cursos avanzados de pregrado y programas de posgrado o de certificación para una carrera en la enseñanza del español como segunda lengua (L2), lengua heredada (HL) y entornos mixtos L2/HL en los niveles primario, secundario y universitario. Escrito por educadores experimentados que se especializan tanto en las dimensiones cognitivas como sociales del aprendizaje y la enseñanza del español, el manual contiene observaciones del mundo real y enfoques basados en evidencia para la enseñanza de áidiomas. Dividido en dos partes, el texto cubre primero los conceptos y enfoques fundamentales para el aprendizaje y la enseñanza de una segunda lengua o lengua heredada antes de aplicar estos conceptos a la enseñanza de la lectura, la comprensión auditiva, el habla y la escritura, y a la evaluación. Diseñado para ser comprensible para estudiantes que se identifican como hablantes nativos, heredados o de segunda lengua de español, cada capítulo en el Manual para la formación de profesores de español pretende: Resumir el conocimiento actual sobre cómo se aprenden otros idiomas y analizar las formas más efectivas de enseñarlos; Cubrir aspectos prácticos de la enseñanza del español, incluyendo el papel de la explicación gramatical y la corrección, la interacción en clase y la preparación de materiales basada en tareas; Incluir herramientas ??tiles que facilitan la preparación de las clases de formación, tales como res??menes, palabras clave, lecturas adicionales, preguntas de comprensión y discusión y proyectos de investigación-acción en el aula; Integrar ejercicios de comprensión, reflexión y aplicación para evaluar el dominio de los conceptos en estudiantes de todos los niveles; Proporcionar una perspectiva sociohistórica necesaria para comprender la investigación actual y el impacto a corto y largo plazo de las prácticas de vanguardia en la educación primaria, secundaria y universitaria.Manual para la formación de profesores de español es un texto ideal tanto para futuros profesores de español en formación como para profesores en cursos y programas de capacitación y certificación docente. A comprehensive, evidence-based pedagogical tool for Spanish teacher education An innovative resource written specifically for teacher education courses, Manual para la formación de profesores de español builds teachers' knowledge of key constructs in second language learning, curriculum design, materials development, and evaluation. Written entirely in Spanish, this indispensable volume prepares students in advanced undergraduate courses and graduate degree or certificate programs for a career in teaching Spanish in second language (L2), heritage language (HL), and mixed L2/HL environments at the primary, secondary, and university level. Written by experienced educators specializing in both the cognitive and social dimensions of learning and teaching Spanish, the Manual contains real-world insights and evidence-based approaches to teaching language. Divided into two parts, the text first covers the fundamental concepts and approaches to second/heritage language learning and teaching before applying these concepts to the teaching of reading, listening, speaking, and writing and to assessment. Designed to be comprehensible for students who identify as native, heritage or second language speakers of Spanish, each chapter in Manual para la formación de profesores de español: Summarizes current knowledge on how additional languages are learned and discusses the most effective ways to teach them from a task-based perspective.Provides a sociohistorical perspective necessary to understand current research and state-of-the-art practices at the primary, secondary, and university level.Covers practical aspects of Spanish language teaching, such as the role of grammar and feedback, individual and group work, and materials preparation.Features useful tools that facilitate syllabus and class preparation, including summaries, keywords, further readings, discussion questions, and classroom-action research projects.Integrates comprehension, reflection, and application exercises to promote mastery of concepts for students of all levels.Manual para la formación de profesores de español is an ideal text for both pre-service and in-service Spanish teachers in teacher training courses as well as those in teacher certification programs.

The Routledge Handbook of Study Abroad Research and Practice is an authoritative overview of study abroad and immersive context research specifically situated within applied linguistics and Second Language Acquisition (SLA) for graduate students and researchers in these fields. Featuring contributions from established scholars from around the world, this volume provides in-depth coverage of the theoretical approaches and methodologies used in study abroad and applied linguistics research, and examines their practical implications on program implementation. The Handbook is organized around core areas of research and practice: language development and personal growth; study abroad settings; individual differences of learners; and applications concerning the preparation of students, teachers, and administrators for study abroad, the role of study abroad in foreign language curricula, and future directions. This handbook is the ideal resource for graduate students, researchers, and administrators interested in learning more about linguistic and personal development during study abroad.

How do people learn nonnative languages? And is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, "Mind and Context in Adult Second Language Acquisition" first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction.This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.