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出版機関名 Publishing organization,判型 Book Size,頁数 No. of pp.,発行年月(日) Date
2019  Trivium. Manual de composici:on escrita  単著   
Liberas Press  , B5  , 252  , 2019/02/   

概要(Abstract) Trivium: manual de composición escrita es un método de enseñanza de la escritura que se ajusta a las necesidades de los estudiantes de ELE. El método cubre diferentes géneros discursivos, desde la composición de breves textos de ficción hasta la escritura de una tesina de grado.

El manual se basa en la pedagogía conceptual, mediante la cual se enseñan detalladamente al estudiante las nociones que habrá de emplear en su práctica. Resume más de seis años de actividad pedagógica del autor impartiendo cursos de escritura en el sistema universitario japonés. Tanto la metodología como el método pedagógico ha sido expuesto en congresos y simposios japoneses y extranjeros, siendo el resultado de una ardual labor de investigación científica. 

備考(Remarks)  

2018  Filosofía de la enseñanza de lenguas extranjeras  単著   
Liberas Press  , A5  , 226  , 2018/05/   

概要(Abstract) ¿Por qué el español se convierte en lengua muerta en el aula universitaria? ¿De qué manera los alumnos, los maestros y, por encima de todo, las instituciones educativas contribuimos a lapidarla? ¿Cuál es la verdadera naturaleza de la relación pedagógica? ¿Cómo aprenden los alumnos? ¿Por qué estadios deben pasar? ¿Qué es la motivación? ¿Por qué los estudiantes se resisten a aprender y qué podemos hacer al respecto? Estas y otras tantas preguntas fundamentales y sus respectivas respuestas se encuentran en las páginas de Filosofía de la enseñanza de lenguas extranjeras.

Tras una década dedicada a la investigación de la enseñanza del español en la universidad japonesa y una docena de publicaciones internacionales a su haber, Arturo Escandón presenta en este trabajo los fundamentos de la filosofía y la metodología histórico-cultural del psicólogo ruso Lev S. Vygotsky y de la sociología de la educación de Basil Bernstein en un lenguaje sencillo pero fiel a su complejidad teórica.

Este ensayo es a la vez una introducción a la pedagogía vygotskiana —a la teoría de la actividad y a la teoría sociocultural—, un silabario de sociología pedagógica y una invitación a sumarse al cambio paradigmático que viene experimentando la enseñanza de lenguas extranjeras de la mano de investigadores de la talla de James P. Lantolf, Eduardo Negueruela y Montserrat Sanz, entre otros. 

備考(Remarks)  

2016  Knowing and not knowing: Thinking psychosocially about learning and resistance to learning  共著   
Routledge  , B5  , 172  , 2016/01/01   

概要(Abstract)
The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges as legitimised and authoritative; other knowledge is resisted or repressed. Psychosocial approaches highlight the unstable basis of knowledge, learning and research; of knowing and not knowing. How do we come to formulate knowledge in the ways that we do? Are there other possible ways of knowing that are too difficult or unsettling for us to begin to explore? Do we need the authority of legitimised institutions and regularized methods to build secure knowledge? What might it mean to build _in_secure edifices of knowledge? How might we trouble notions of knowledge in processes of teaching, learning and research? This collection addresses these questions, drawing on a range of psychoanalytic and social theory, from Bion, Freud and Lacan, to Derrida, Kristeva and Zizek. Showcasing work from North America, Europe and Japan, contributors explore writing as a practice that can stabilise _or_ unsettle subjectivities; the unconscious relations between school practices, subjectivities, educational spaces and ideologies; implications of the productive energies and the deadening inwardness associated with mourning and melancholia for formal and informal learning; and the authority we invest in apparently rigid or ephemeral institutional spaces. Strongly empirical as well as theoretical in approach, this collection will be of interest to students and academics seeking ways to resist normative orders of legitimacy and coherence in education and research. This book was originally published as a special issue of _Pedagogy, Culture & Society. _  

備考(Remarks) Book chapter: "Writing in a foreign language as a science of writing or grammatology", pp. 39-60 

2012  Applying Language Science to language Pedagogy  共著   
Cambridge Scholar  , A5  , 255-269  , 2012/02/01   

概要(Abstract) In chapters two and six we claimed that language teachers should explore the mechanisms and processes operating in the mind of language learners at every step of the process in order to maximize class time and students’ efforts. This is not to say that language learning is a completely private process. First, it involves communication among peers and between teachers and students, which makes it a social activity, subject to the rules and conventions of social activities. Second, language learning does not occur in a vacuum, but in educational systems, whose purpose is to achieve results with a variety of people. To that end, they standardize many aspects of the teaching task, like curriculum contents, textbooks, methods, goals for each level, etc. Syllabi, guidelines and textbooks are usually decided on the basis of some official framework established by Ministries of Education. This marks teachers’ lives and work duties. Individual teachers, for the most part, have little freedom to implement new methods and to choose materials that they deem appropriate for the students. Thus, the issue is how to incorporate improvements in the way we teach within the systems that we are in. For that, we must evaluate some of the phenomena related to formal teaching.  

備考(Remarks) Book chapter Ten: "Sociocultural and Communicative Aspects of Language Development and Language Teaching".  

2012  Applying Language Science to language Pedagogy  共著   
Cambridge Scholar  , A5  , 271-292  , 2012/02/01   

概要(Abstract) Using Activity Theory and Bernstein’s theory of codes I attempt to analyse how semiotic mediation varies according to the particular subjects of a given activity system beyond the dichotomy individual/group. I analyse two tertiary organisations teaching Spanish as a foreign language in Japan, tracing back acquirers’ educational trajectories and determining their orientations to meaning. The findings indicate that acquirers who had a formal trajectory of language learning and who can recognise grammar instructional discourse attain better levels of achievement (language mastery) than those who had informal trajectories (e.g. learning languages overseas in a conversational fashion without following a formal programme) and cannot recognise grammar instructional discourse. The findings suggests that the programmes of both organisations are (perhaps involuntarily) heavily based or pursue almost exclusively language’s representational function instead of language’s socio-communicative function —even in so-called ‘communication’ courses. Therefore, acquirers who have an informal approach (a socio-communicative orientation) to language learning have a great start but soon lag behind their course peers. Furthermore, many doubts arise about the viability of non representational-function approaches to foreign language learning for adult acquirers. The data seem to indicate that there is no way outside representational-function programmes (even though acquirers enroll in those programmes attracted by their communication prospects!). The findings suggest that transmitters’ pedagogies should care more for those acquirers whose trajectories and orientations to meaning are informal. The bottom-up move within Vygotsky’s Zone of Proximal Development is suggested as a feasible intervention without a deep reshaping of the programmes. Tightening and making more explicit the evaluation criteria (so as to have those acquirers gradually recontextualising their approaches), especially in ‘communication’ courses, may also help. In conclusion, the use of Activity Theory and Bernstein’s theory of code looks promising in analysing how exactly semiotic mediation varies according to acquirers’ identities and conciousness.  

備考(Remarks) Book Chapter Eleven: "Why learners with an informal orientation become academic failures and what can be done to reverse their fate". 

2012  Vygotsky and Sociology  共著   
Routledge  , A5  , 211~232  , 2012/01/01   

概要(Abstract) The theoretical base of the study is grounded in both the cultural historical tradition and Bernstein’s code theory (CT). The intention is to recontextualise the SLA notion of communicative language teaching (CLT) pedagogy by providing a language of description that takes into account Vygotsky’s sociogenetic notion of development as well as Bernstein’s ideas on orientation to meaning with the purpose of understanding how subjects take and co-configure these pedagogies according to their social position. 

備考(Remarks) Book chapter: "The Pedagogies of Second Language Acquisition: combining cultural historical and sociological traditions", pp. 211-232 

2001  インターネットで学ぶスペイン語  共著   
第三書房  , A5  , 21  , 2002/03   

概要(Abstract)  

備考(Remarks) スペイン語中級演習テキスト 

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