Development of the social network b-learning in the University of Alicante     

Francisco Miguel  Martinez-  Verdu Maria  Jose Rodriguez  Jaume Herminia  Provencio Garrigos  Jasone  Mondragon-Lasagabaster Juan  Ramon  Rico-Juan Juan  Ignacio Ferreiro  Prieto Mar  Iglesias Natalia  Albaladejo-Blazquez Maria  Dolores de  Fez Saiz  Valentin Viqueira  Perez Jose  Tomas Garcia  Garcia  M  Dolores  Fernandez-P ascual  EnarRuiz-Conde Begona  Lucia Fuster  Garcia Josefa  Parreno-Selva Diana  Jareno Ruiz  Esther Perales  Romero Elisabet  Chorro Calderon 《美中教育评论》2010,(12):54-69

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.  相似文献   

Is instant messaging the same in every language? A basque perspective     

Jasone Cenoz  Garbiñe Bereziartua 《Reading and writing》2016,29(6):1225-1243

This study focuses on computer mediated communication (CMC) in instant messaging using the Basque language in a context where exposure to English is very limited outside the classroom. This context provides an opportunity to analyze the universality of linguistic features identified in CMC in English. The corpus consists of 54 naturalistic dyadic conversations between Basque secondary school students, using the medium of instant messaging. Thirty-four of those students then took part in six focus group discussions so as to obtain information about their perception of the linguistic features used in instant messaging. The results indicate that the linguistic features used in CMC are in general terms similar in English and Basque with some exceptions which are related to the specific linguistic features of the Basque language.  相似文献   

Multilingual education for European minority languages: The Basque Country and Friesland     

Durk Gorter  Jasone Cenoz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,10(1):651-666

Over the last three decades, regional minority languages in Europe have regained increased recognition and support. Their revitalisation is partly due to their being taught in schools. Multilingualism has special characteristics for speakers of minority languages and it poses unique challenges for learning minority languages. This article looks at the cases of Basque and Frisian, comparing and contrasting their similarities and differences. The educational system in the Basque Autonomous Community underwent an important transformation, starting in 1979 from a situation where less than 5 per cent of all teachers were capable of teaching through Basque. Today this figure has changed to more than 80 per cent. An innovative approach was chosen for teaching the minority language, Basque, alongside the dominant language, Spanish, and the international language, English. The outcome is a substantial increase in the proficiency in the minority language among the younger age groups. The decline of the minority language has thus been successfully reversed and one of the major challenges now is to uphold a sustainable educational system. By contrast, the Frisian language has fared less well in the Netherlands, where developments over the last 30 years have been much slower and the results more modest. Here policy-making for education and for language is caught in a continuous debate between a weak provincial level and a powerful central state level. Overall, multilingualism as a resource for individuals is valued for “bigger” languages such as English, French and German, but not for a “small” language such as Frisian. Nevertheless, a few trilingual experiments have been carried out in some schools in Friesland in teaching Frisian, Dutch and English. These experiments may also be instructive for other cases of minority languages of a “moderate strength”. In the cases of both Basque and Frisian multilingualism is generally perceived as an important resource.  相似文献