Página 1 dos resultados de 362 itens digitais encontrados em 0.005 segundos

Da dificuldade de produção oral à construção do indivíduo-aprendiz-adulto em língua francesa; The difficulty of oral production until the construction of the individual adult learners in french language

Oliveira, Sônia Regina Nóbrega de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/10/2008 PT
Relevância na Pesquisa
46.57%
Esta dissertação de mestrado teve por objeto de estudo e pesquisa um fator preponderante da aprendizagem de uma língua estrangeira: a necessidade de comunicação. Nesse sentido, a produção oral entre os interlocutores é fundamental para o êxito da aquisição da performance lingüística no novo idioma. No entanto, alguns aprendizes-adultos mostram-se bloqueados no momento da oralização, o que lhes acarreta um duplo dano: aquele que atinge a dimensão da interação social e um outro, que afeta a sua identidade pessoal e de aprendiz. Ao buscar compreender o silêncio demonstrado por um grupo de alunos universitários, iniciantes completos em língua francesa, constatamos que crenças profundamente cristalizadas sobre o ensino/aprendizagem de língua estrangeira, bem como fatores psico-sócio-afetivos surgem como possíveis indícios da não verbalização. As considerações preliminares, obtidas por meio de uma pesquisa qualitativa junto a esses aprendizes, nos levaram a crer na necessidade imperiosa de uma mudança de comportamento por parte desses aprendizes-adultos, a fim de que pudessem pôr em prática, através de suas características individuais, as estratégias necessárias para suplantar os conflitos psico-sócio-afetivos ou de resistência às mudanças e...

A Public Health Approach to Improving the Lives of Adult Learners: Introduction to the Special Issue on Adult Literacy Interventions

Miller, Brett; Esposito, Layla; McCardle, Peggy
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.53%
Addressing the literacy needs of adult basic and secondary education learners must form a core part of a broader public health effort to increase educational and health outcomes for these individuals and their families. Adult learners constitute a significant proportion of the overall adult U.S. population and a proportion that impacts, directly and indirectly, on the physical and economic health of millions of families and society writ large. Enhancing the literacy skills of low literate adults has proven difficult, hampered by the relative dearth of research data on struggling adult learners and effective intervention approaches, the contextual challenges of delivering intensive interventions, limited personal and systemic resources, and competing demands on learners’ time. We propose a systems level view of adult low-literacy as one that holds promise and provides a basic framework for providing coordinated, comprehensive, and integrated services, but that requires additional research to support. Informed and coordinated efforts with the pre-kindergarten to twelfth grade education system and health and labor services sectors is needed if we are to improve the lives of these adults and their families.

Are Undergraduate Students Adult Learners?

Morrissey, Kathryn
Fonte: Quens University Publicador: Quens University
Tipo: Project
EN
Relevância na Pesquisa
66.45%
Providing support services and programs to undergraduate students is well recognized as of critical importance in the United States, where many graduate programs and specialized training opportunities exist for student services professionals to learn about the unique and diverse population known as traditional undergraduate students. In Canada, the academic and professional development opportunities for studying undergraduate education are significantly limited. This project is an exploration of the theoretical perspectives of student development theory and a review of academic literature to determine the unique characteristics, barriers, motivations, and teaching strategies for both traditional undergraduate students and adult learners. The purpose is to consider how adult learning principles can apply to undergraduate students. In considering how to best meet the needs of undergraduate students, a workshop series was created to enhance professional development opportunities for individuals who provide programs and services to undergraduate students at one mid-sized Canadian University. The workshops seek to encourage participants to consider the characteristics, barriers, and motivations of traditional undergraduate students from the theoretical perspective of student development theory and adult learning principles. The workshops incorporate a review of adult learning principles and how they can be applied when providing programs and services to undergraduate students. The workshops have been designed as a four-workshop series to be offered sequentially between October and March. Workshops may be taken individually but are designed as a series where knowledge builds over the course of the workshops.

Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice

Liima, Uve Peter
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.4%
The purpose of this study was to investigate the learning preferences and the post-secondary educational experiences of a group of Net-Gen adult learners, aged between 18 and 35, currently working in the knowledge economy workplace, and their assessment of how adequately they were prepared to meet the requirements of the knowledge economy workplace. This study utilized an explanatory mixed-method research design. Participants completed a questionnaire providing information on their self-reported learning style preferences, their use of digital tools for formal and informal learning, their use of digital technologies in postsecondary educational experiences, and their use of digital technologies in their workplace. Four volunteers from the questionnaire respondents were selected to participate in interviews based on the diversity of their experiences in higher education, including digital environments, and the diversity of their knowledge economy workplaces. Data collected from the questionnaire were analyzed for descriptive and demographic statistics, and categorized so that common patterns could be identified from information gathered from the online questionnaire and interviews. Findings based on this study indicated that these Net-Gen adult learners were fluent with all types of digital technologies in collaborative environments...

An investigation of the factors that promote and hinder the use of ICT in an Irish adult education and training centre

Irwin, Joanne
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Relevância na Pesquisa
46.66%
non-peer-reviewed; Due to the widespread use of Information and Communications Technology (ICT) within all aspects of today’s society, ICT use within all education sectors, including adult education must be encouraged in order to fully prepare learners for employment. This case study examines factors that facilitate and impede the use of ICT within education and identifies factors that are specific to adult education. This study primarily investigates the role of ICT within two adult education programmes, namely the Vocational Training Opportunities Scheme (VTOS) and the Back to Education Initiative (BTEI) within an Adult Education and Training Centre (AETC) in Ireland. Primary research involved observing the eight teachers in the AETC to identify if and how they use ICT within their specific subject area. In addition, questionnaires were disseminated to these teachers and to a random sample of 30 learners, 15 learners from each programme. Alongside this, a semi-structured interview was carried out with the co-ordinators from both of the aforementioned programmes. This study identified a disparity in ICT use across these specific adult education programmes. VTOS teachers and learners have increased ICT funding resulting in increased availability and accessibility of ICT resources. Consequently...

The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland.

McLaughlin, Patricia
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Relevância na Pesquisa
66.68%
Non-peer-reviewed; Motivation is an internal compulsion that incites an individual to act in a certain manner and the level of motivation experienced determines the course of their actions. Within an education setting the motivation of a learner may be influenced through their attitude towards a subject, the manner in which it is taught or their desire for recognition of academic achievement. With these factors in mind the purpose of this study was to determine the motivational potential of the use of Information and Communication Technology (ICT) on the adult learners when it is used within adult education in the North West of Ireland. There have been a number of studies conducted relating to the motivation of learners through the use of ICT within primary and secondary education but there is little evidence on its influence on the motivation of adult learners within the adult education sector. A case study approach was used for this study and the case study was conducted within three Adult Education Centres over an eight week time frame. The data collection tools utilised were questionnaires distributed to both teachers and learners to determine their outlook on ICT use within their classrooms; an observation checklist to ascertain the effect of ICT use on the motivational behaviour of learners within a classroom and; interviews with the co-ordinators of two Adult Education Centres were conducted to verify their opinion of how ICT use within their centres influences the motivation of adult learners.

Assess the impact of an introduction to HTML coding on adult learners for a wider choice of options for further academic study or direct employment: a case study

McDonald, Sheila
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
66.67%
non-peer-reviewed; An industry shortage of high skilled computer users create further options for adult learners by equipping them with an employable skill set and this research assesses the potential widening of progression routes for adult learners. An action case study was exercised to obtain data for this study and was obtained by using a representative sample of adult learners that formed into two groups of ten participants each. The participants attended class sessions during the research and completed one hundred per cent assessment projects by creating two web pages and writing a report on the background and a critical evaluation of their web sites. One of the outcomes of the research was the creation of an adult learner profile in Limerick city that incorporated their educational backgrounds, perceptions of coding, attitudes and opinions of what they saw as important academic subjects. The disparity of computer skills demonostrated during the research was also documented that is linked to the choice and availability of courses for adult learners which in turn impacts on progression choices. One of the implications of this research is the matching of provision of courses and requirements posed by the portait of the modern adult learner. Academic progression may not be the primary motivator for adult learners as they have greater responsibilities than young learners and are seeking a way of returning to the labour force. Application of andragogical practices are implemented during the reseach and are tied to several learning theories and how these can be applied to the learning of HTML coding.

Language learning strategy use by colombian adult English language learners: A phenomenological study

Paredes, Elsie Elena
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.43%
The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford’s (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12 Colombian adult ELL. A communicative activity known as strip story (Gibson, 1975) was used to elicit participants’ use of LLS. This activity preceded the focus group session. Additionally, participants’ reflective journals were collected and analyzed.^ Data were analyzed using inductive, deductive, and comparative analyses. Four themes emerged from the inductive analysis of the data: (a) learning conditions, (b) problem-solving resources, (c) information processing, and (d) target language practice. Oxford’s classification of LLS was used as a guide in deductively analyzing data concerning the participants’ experiences. The deductive analysis revealed that participants do not use certain strategies included in Oxford’s taxonomy at the third level. For example, semantic mapping, or physical response or sensation was not reported by participants. The findings from the inductive and deductive analyses were then compared to look for patterns and answers to the research questions. The comparative analysis revealed that participants used additional LLS that are not included in Oxford’s taxonomy. Some examples of these strategies are: using sound transcription in native language and help from children. ^ The study was conducted at the MDC InterAmerican campus in South Florida...

Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study

Paredes, Elsie E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
56.51%
The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford’s (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12 Colombian adult ELL. A communicative activity known as strip story (Gibson, 1975) was used to elicit participants’ use of LLS. This activity preceded the focus group session. Additionally, participants’ reflective journals were collected and analyzed. Data were analyzed using inductive, deductive, and comparative analyses. Four themes emerged from the inductive analysis of the data: (a) learning conditions, (b) problem-solving resources, (c) information processing, and (d) target language practice. Oxford’s classification of LLS was used as a guide in deductively analyzing data concerning the participants’ experiences. The deductive analysis revealed that participants do not use certain strategies included in Oxford’s taxonomy at the third level. For example, semantic mapping, or physical response or sensation was not reported by participants. The findings from the inductive and deductive analyses were then compared to look for patterns and answers to the research questions. The comparative analysis revealed that participants used additional LLS that are not included in Oxford’s taxonomy. Some examples of these strategies are: using sound transcription in native language and help from children. The study was conducted at the MDC InterAmerican campus in South Florida...

Examining the needs for student services of adult learners in continuing higher education

Barragan, Roberto, Jr.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
56.61%
The primary purpose of this study was to examine the availability and quality of student services offered to adult learners in selected continuing education programs in Dade County, Florida. The two basic research questions addressed in this study were: 1) What are the student services being provided to adult learners by the selected colleges and universities? 2) What is the quality of these services being provided as perceived by administrators and adult learners at their institutions? Two groups comprised the population for this study. One group sample of adult learners enrolled in credit courses being offered by the continuing education unit. The second group sample was comprised of administrators in the areas of Admissions, Financial Aid, Registration, Student Services and Continuing Education at each of the five colleges and universities in Dade County, Florida. Data were collected from 107 students and 25 administrators using the Continuing Education Student Services Questionnaire (CESSQ) developed by the researcher in a pilot study. The questionnaire, one for administrators and a similar one for adult learners, consisted of two parts. One consisted of eight demographic items and the second one of twenty items describing student services. An overview of responses by institutions showed that only the following services received a 100% response as available at one or more institutions: 1) Admissions Information...

A second chance: an investigation into adult re-entry education in the South Australian public secondary school system 1989-2005.

Lancione, Ascenzo
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2009
Relevância na Pesquisa
46.43%
Over the 1980s secondary schools and Technical and Further Education (TAFE) colleges in South Australia had increasing numbers of adults returning to formal secondary education mainly in search of better jobs or to qualify for tertiary studies. The teaching of such students required an appreciation of the difficulties they faced with the competing demands of family and work, and the anxieties they had in meeting the requirements of formalised study. In 1989 the South Australian Government made a policy decision, to transfer all the year 11 and 12 classes which TAFE colleges had specially established for adult students to the public secondary school system. Funds were allocated for the establishment of a secondary school system wide structure of nine Adult Re-entry sites, eight of which are still successfully operating within the Department of Education and Children’s Services. Whilst adult educational sites existed elsewhere, no other Australian state had a comparable systemic secondary school structure designed for adults returning to study. As a teacher of adult re-entry students, I sought to investigate the historical factors behind the policy decision to establish of adult re-entry sites within the secondary school system, to research the development of adult programs at a particular site and to study the experiences of adult students...

L2 skills and the use of compensation strategies : the case of adult learners

López Medina, Beatriz
Fonte: Servicio de Publicaciones de la Universidad de Alcalá Publicador: Servicio de Publicaciones de la Universidad de Alcalá
Tipo: Artigo de Revista Científica Formato: application/pdf
ENG
Relevância na Pesquisa
56.25%
El siguiente artículo se basa en el análisis de las estrategias de compensación utilizadas por dos grupos de alumnos de inglés de nivel intermedio de la Escuela Oficial de Idiomas de Moratalaz (Madrid) en el curso 2009/2010. El análisis pretende describir hasta qué punto los alumnos adultos utilizan estrategias de compensación adecuadas ante problemas de comunicación que surgen con frecuencia en cualquiera de las cuatro destrezas, y propone distintas actuaciones a adoptar en la clase de inglés derivadas de dicho análisis.; The following article is based on the analysis of the compensation strategies used by two groups of intermediate students of English language at the Official School of Languages of Moratalaz (Madrid) in the academic year 2009/2010. Our analysis tries to describe to what extent adult learners make use of suitable learning strategies in the four skills when coming across frequent communication problems. In the light of the results obtained, some actions to put into practice in the English class are suggested.

Adult Learners' Motivation in Self-Directed e-Learning

Kim, Kyong-Jee
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
56.59%
Thesis (PhD) - Indiana University, School of Education, 2005; As with traditional instruction, learner motivation is important in designing effective e-learning courses. However, lack of motivation has been a major concern in theory and practice for facilitating successful online learning environments. A review of literature indicated that there is little empirical knowledge on how to motivate online learners, particularly in self-directed e-learning settings (SDEL). Research questions addressed in this study included: 1) what motivates or inhibits adult learning in SDEL? 2) does adult learner motivation change as he or she goes through SDEL? 3) what factors are related to motivational change during SDEL? This study used mixed methods. A content analysis was conducted on three SDEL courses in order to better understand the learning context. Twelve qualitative interviews of typical learners were conducted to identify major motivational factors. Analysis of these interview results led to construction of a 60-item Web survey of adult learners who had taken one or more SDEL courses (n = 368). Approximately 60 percent of the respondents were from corporate settings and 40 percent from higher education. A factor analysis of 33 survey items led to identification of three strong factors: 'e-learning is not for me'; 'e-learning is right for me'; and 'I don't want to be all by myself'. Results from both qualitative and quantitative analyses indicated that learners started SDEL for personal or professional development...

Mindmapping as an adult learning notetaking strategy to increase the encoding of information in a corporate training course

Mehegan, Rita Sabina
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.4%
A study was conducted to investigate the effectiveness, as measured by performance on course posttests, of mindmapping versus traditional notetaking in a corporate training class. The purpose of this study was to increase knowledge concerning the effectiveness of mindmapping as an information encoding tool to enhance the effectiveness of learning. Corporations invest billions of dollars, annually, in training programs. Given this increased demand for effective and efficient workplace learning, continual reliance on traditional notetaking is questionable for the high-speed and continual learning required on workers.^ An experimental, posttest-only control group design was used to test the following hypotheses: (1) there is no significant difference in posttest scores on an achievement test, administered immediately after the course, between adult learners using mindmapping versus traditional notetaking methods in a training lecture, and (2) there is no significant difference in posttest scores on an achievement test, administered 30 days after the course, between adult learners using mindmapping versus traditional notetaking methods in a training lecture. After a 1.5 hour instruction on mindmapping, the treatment group used mindmapping throughout the course. The control group used traditional notetaking. T-tests were used to determine if there were significant differences between mean posttest scores between the two groups. In addition...

An investigation into the use of digital technology in adult education - how does it affect roles in adult education?

Murphy, Henrietta Clare
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
46.58%
non-peer-reviewed; Adult education and further training in Ire land is currently undergoing reform. The VEC structure is now abolished and it has been rcplaced by Education and Training Boards. Meanwhile digital technology is also being integrated into adult education and bringing about changes of its own. This case study aimed primarily to examinc how thc use of digital tecliiJgy can impact on the roles of those involved ill adult education. In particular, thc focus of the S!!!bl was ~ ro les of adult learocrs, adult educators and likewise adult education management. This research was undertaken at a Further Education Centre (FEC). An online digital lesson on interview ski lls was developed by the research practitioner and a hyperlink provided to the FEC for usc in communications elass by the Post Leaving Certificate (PLC) learners. A random sample group of thirty adult learners. ten from each course, completed the digital lesson. In addition, the participating adult learners complcted an online questionnai re. In conjunction with this research, a focus group discussion took place involving six adult educators from the FEe. Subsequently, the FEC Director participated in a te lephone interview. This study identified that all three groups of participants had specific roles in integrating digital technology at the FEC. The adult learners viewed their role mainly as doing their COUTSCWOrk. However...

POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS

DECARIE, Christina Louise
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
56.29%
This is an exploratory study, using quantitative and qualitative tools, studying younger adult students (aged 18 to 25) at a college in Ontario and proposes that younger adult notions of possible selves are strengthened through engaging with models for possible selves by conducting informational interviews with them. Research was conducted in the classroom and outside of the classroom (but on campus) using a methodological framework informed by the scholarship of teaching and learning. Anticipated outcomes include a further understanding of the researcher’s own practice in order to improve it, a further grounding of the researcher’s personal theory of practice, and useful data for other researchers interested in using possible selves as a lens to understand their teaching. The results of the study indicate that there are other issues and concerns related to notions of possible selves, including goal-setting and a sense of having choice and control over one’s fate. Implications for practice include recommendations that more opportunities and tools for the development of possible selves be offered to students and that these opportunities can be found in existing courses and programs.; Thesis (Master, Education) -- Queen's University...

O que motiva alunos adultos a aprender inglês como língua estrangeira : um estudo Q; What motivates adult students to learn English as a foreign language : a Q study

Jaime Alexander Castellanos Trujillo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 26/08/2014 PT
Relevância na Pesquisa
46.51%
Este trabalho apresenta uma investigação acerca das opiniões de alunos brasileiros, adultos, profissionais, que fazem aula particular de inglês sobre o que os motiva a aprender a língua inglesa como LE. Apresentamos inicialmente a trajetória da pesquisa, seguida de uma revisão teórico-metodológica. Valemos-nos da Metodologia "Q", que usa instrumentos de pesquisa de cunho qualitativo e quantitativo, realizando três grupos focais e seis entrevistas individuais, com alunos adultos profissionais que fazem aula particular de inglês na cidade de Campinas, SP. Da discussão de tais grupos focais e da literatura relacionados a esta área de pesquisa obtivemos 183 opiniões (assertivas), das quais selecionamos 52, que conformaram a nossa Amostra "Q". Posteriormente, 29 alunos participaram da Distribuição "Q", comunicando seu grau de concordância e/ou discordância com as assertivas, através da hierarquização das mesmas no programa FLASHQ Offline v.1.0. Uma vez feito isto, fizemos uma análise estatística e fatorial, usando o software PQ Method v.2.3.1, que gerou quatro perfis altamente correlacionados; no entanto, cada um deles com um foco diferente e, em consequência, motivado por diferentes aspectos. Os resultados mostram que os doze alunos do perfil 1...

The Age Factor in L2 Acquisition : An empirical investigation into the choice of +/-- human relative pronouns by Spanish learners of English and the resetting of parameters

Escobar, Mª Ángeles
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Article; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em //2001 ENG
Relevância na Pesquisa
56.37%
A positive approach to Second Language (L2) acquisition is to follow Chomsky's (1981) Principles and Parameters theory. Following the latest approach of the Minimalist Program (Chomsky 1995), the question of whether language acquisition involves the acquisition of morphological features that define a particular language is discussed. We would also like to examine age-related effects (Birdsong 2000) and L2 development in the acquisition of one particular linguistic phenomenon, relative clauses. We will discuss the results of an experiment based on a multiple-choice-question questionnaire. In order to look for evidence of age factors, we tested two groups of adult learners at different stages of their L2 acquisition. Group A were at the intermediate stage represented by university students learning English as a second language at a Catalan university (Universitat Autònoma de Barcelona). Group B were at the advanced level, represented by students enrolled in a private business school in Barcelona (ESERP).; El factor edat en l'adquisició d'una segona llengua de les oracions de relatiu: Estudi empíric de l'adquisició del pronom relatiu amb tret [+/- humà] per a aprenents castellano-parlants de l'anglès ment el programa minimista (Chomsky...

Translation as a teaching tool to bridge L1 and L2 for adult learners at elementary levels.DOI: 10.5007/2175-7968.2011v1n27p179

Rocha, Natanael Ferreira França; Universidade Federal de Santa Catarina
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Revisão de literatura e Pesquisa de Campo Formato: application/pdf
Publicado em 08/11/2011 POR
Relevância na Pesquisa
46.43%
Abstract: This paper aims to investigate the extent to which translation is useful in Foreign Language Teaching for adult learners at elementary levels. Although the effectiveness of translation has been questioned, this study presents reasons why a language teacher should resort to this tool.  The research drew on data collected from written translation exercises of elementary learners at a language center in the city of Londrina, Brazil, in 2009. The exercises were analyzed by examining the occurrence and disappearance of errors lesson by lesson. The results demonstrated that the act of translating fosters learning. Keywords: translation, foreign language teaching, adult learners, elementary levels, errors.

Learning mathematics with adult learners: drawing from parents' perspective

Díez-Palomar,Javier; Menéndez,José María; Civil,Marta
Fonte: Comité Latinoamericano de Matemática Educativa Publicador: Comité Latinoamericano de Matemática Educativa
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2011 EN
Relevância na Pesquisa
56.4%
This article explores issues related to the relationship between everyday mathematics and academic mathematics within adult education, through a series of workshops with parents. Participants were encouraged to reflect on their perspective on learning and teaching mathematics through different activities in the workshops. All sessions were videotaped. Our analy sis of multiple episodes revealed three topics: contextualization, transferring the mathematical knowledge, and sense making. We use three vignettes to illustrate these topics. Our study implications for adult education focus on mathematics as a situated practice produced as a consequence of interaction among learners in egalitarian spaces.