LEARNING BY TEACHING THROUGH THE BILINGUAL STORYTELLING PROJECT: USING DUAL LANGUAGE TO PROMOTE LITERACY AND LANGUAGE LEARNING
Published in The Language Educator
This paper deal with the Bilingual Storytelling (BSP) project applied in Portuguese and Spanish classes. In it, I explain how I apply learning strategies to engage students in learning a second language.
The goal of this project is that students learn grammar structures, uses of common expressions, speaking, and how to read a book aloud by reading translations of classic English children’s books in Spanish or Portuguese to elementary school students in our county. In a way, college students learn a second language by teaching elementary students what they have learned in the classroom.
RECIPROCAL TEACHING THROUGH THE BILINGUAL STORYTELLING PROJECT
Published in Hispania
This paper explains how the Bilingual Storytelling (BSP) project is built to teach college students a second language. The goal is that students learn language grammar structures, uses of common expressions, speaking, and how to read a book aloud by reading translations of classic English language children’s books in Spanish to elementary school students in our county. In a way, students learn Spanish or Portuguese by teaching elementary students what they have learned in the classroom.
THE BILINGUAL STORYTELLING PROJECT
Published in FFLJ
This paper explains how teachers can teach languages by using classic English children's books to practice grammar structures, writing, and speaking.
https://hybridclass.wordpress.com/the-bilingual-storytelling-project-2/
Click here to watch video
Uses of CANVAS and MyPortugueseLab in Blended courses for Learning Portuguese as a Foreign Language
UNESPI
This paper explains the experience of teaching Portuguese in a blended course. Int his project we applied many theories issued on teaching foreign languages in higher education by using online and phone applications.We tried to find the appropriate learning style for each student. Once we got it, we helped them to develop beyond the comfort zone dictated by their natural style preferences. By teaching students when, how, and in what contexts to use particular strategies or groups of strategies, students are able to open up to different ways of learning. One of the keys was to offer systematically a great variety of activities within a learner-centered, and communicative approach. Once learned a set of strategies, we presented applications and networking sites that belong to the extracurricular context, but that engage students with the target language. The combination of virtual or e-learning platforms and other networking sites in a blended course helped to keep students motivated, and interested in learning more about how to communicate in the target language.
Hemingway’s Odyssey: The Old Man and the Sea and its Connection with the Afro Cuban Spirituality
Published in Santa Fe College Foundation “Hemingway: Between Key West and Cuba”
My paper deals with two concepts I find interesting in the book The Old Man and the Sea. One is identity, and the other one, the representation of African Yoruba spirituality in Cuba. In the book the sea embodies the representational possibilities for identity by Santiago’s experiences in the sea. The sea is an intermediary space of potentiality, it allows me to understand that there is a deep consideration on Hemingway’s side on how the domain of ideology (religion and culture) in Cuba it challenges the concepts of essence and identity through Santiago.
