Leiry K. Warren (Cipamocha Moncaleano)
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PhD in Hispanic Linguistics with a minor in Curriculum and Instruction (student) - University of Minnesota
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M.A. in Hispanic Linguistics - University of Minnesota
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M.A. in Teaching Spanish as a Foreign Language (MAT) - Universidad de Navarra
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Bachelor's degree in Basic Education with emphasis in Humanities and Languages (Spanish, English and French) - Universidad Libre
New technologies applied to teaching Spanish
Name of the sample: Didactics teaching unit and lesson plans
Subject: New technologies in teaching Spanish
Date: Second semester, course 2018-19
Justification: In this matter we saw different technological tools that we can incorporate in our teaching profile, in addition, they are also useful to be used in a professional manner, and thus carry out educational classes that motivate and encourage students to learn Spanish.
Within the different tools we saw the uses, uses that can be given, advantages and / or disadvantages if there are depending on the context and conditions that have, ways to make a dynamic class and why not use them as a source of knowledge generation and student activity.
In the didactic unit that I include as a sample (and the respective class plans), I work a unit of the book in which through the use of various technological tools such as Padlet, Flipgrid, Genially, among others, I show students of the B2 level. .1 different ways of working and doing motivational classes using sources that may be useful for them outside the classroom. The didactic unit proposed was to be developed in 4 days and was very well received by the students and generated positive results in them.
It is worth the clarification, the result of this portfolio is also a product of this subject.
Name of the sample: Mi Ikigai
Subject: The digital story and the teaching of Spanish as a foreign language
Date: Second semester, course 2018-19
Justification: In the development of this subject we worked in the meaning of digital stories in the process of learning a language, because it is a multimodal resource that can be mixed with multiliteracity. Similarly, with the use of this practice, students become receipts of information.
We went from teaching to live the experience with the creation of our own digital stories, and this leads me to say that it is interesting for everything that is needed and required to create a good story, history, feelings, bases, images of different types, audio, messages and everything that is part of itself, and that the union of all this carries a personal message that is often implicitly told in the story, this creates the interest and motivation to use it as a learning tool and as a vehicle of linguistic development. Thus, all agents of the educational process will benefit. And based on personal experience, it is rewarding to teach and practice it. That is why, the sample is my own digital story.
References
Vinogradova, P. (2014). Digital Stories in a Language Classroom: Engaging Students through a Meaningful Multimodal Task. Retrieved from https://fltmag.com/digital-stories/