Digital Coursework for Language for Specific Purposes Courses

Autor/in	Kuder, Emily
Titel	Digital Coursework for Language for Specific Purposes Courses
Quelle	In: Hispania, 104 (2021) 4, S.625-639 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Languages for Special Purposes; Open Educational Resources; Spanish; Second Language Learning; Second Language Instruction; Course Descriptions; Teaching Methods; Service Learning; Practicums; Feedback (Response); Course Evaluation; Student Attitudes; Video Technology; Student Projects; Portfolios (Background Materials); Web Sites; Student Centered Learning; Outcomes of Education; Information Technology; Bilingualism; Language Proficiency; Educational Benefits + Suchen Sie Ihr Suchwort? Sprachhandlungsfähigkeit; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Service-Learning; Practicum; Praktikum; Praktika; Schülerverhalten; Schulprojekt; Web-Design; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Informationstechnologie; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Bildungsertrag
Abstract	Using open educational resources (OER) in post-secondary settings has shown to reduce costs for students, advance accessibility and equity, generate motivation, boost enrollment, and improve academic outcomes. This article details innovative coursework and assessment tools for a Spanish for the Professions course designed around OER content including community service practicums, learner-centered activities such as video projects, and a scaffolded digital portfolio project in which students build a website. On a course feedback questionnaire, students commented that the use of digital resources, community engagement elements, and collaborative, scaffolded activities generated feelings of pride and generally facilitated their learning. They appreciated the opportunities to connect with authentic materials, practice the critical skills of bilingual proficiency, collaborate with classmates, and interact with professional communities in meaningful ways. Student feedback on the design of particular course components guides recommendations to educators for the implementation and adaptation of OER content in their own courses. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01