Judit Serra
Datos Biográficos
| ID | 9494094 |
|---|---|
| NOMBRE | Judit Serra |
| NOMBRES | Judit |
| APELLIDO | Serra |
| FIRMA | SERRA J |
| AFILIACIONES | Department of Modern Languages and Literatures and English Studies Universtitat de Barcelona Barcelona Spain |
| ORCID | 0000-0002-1601-6723 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 0 |
Teacher translanguaging in CLIL primary education
The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL cl…
Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy
Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher‐led sequencing in digital, game‐based learning environments. The goal of this paper is to address this quest…
Sin obras prominentes en esta página.
Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy
Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher‐led sequencing in digital, game‐based learning environments. The goal of this paper is to address this quest…
Teacher translanguaging in CLIL primary education
The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL cl…
Psychology (2 obras) · Art (1 obras) · Computer Science (1 obras) · Context (archaeology) (1 obras) · Educational Games and Gamification (1 obras) · EFL/ESL Teaching and Learning (1 obras) · Fluency (1 obras) · Humanities (1 obras) · Linguistics (1 obras) · Literacy and Educational Practices (1 obras)