Yolanda Martínez-Cervantes
Universidad Veracruzana, Facultad de Pedagogia, Faculty Member
- Universidad Veracruzana, Doctorado en Sistemas y Ambientes Educativos, Graduate Studentadd
- English Major, Educación, Collaborative Work, Networks, Desarrollo De Competencias Comunicativas, COMPETENCIAS DOCENTES, and 14 moreTrabajo Colaborativo, Communication Competence Questionnaire, Investigación Educativa, Qualitative Research, Qualitative Methods, Qualitative inquiry, Qualitative data analysis, English Phonetics and Phonology, Applied Linguistics, ICT in Education, Educational Systems, Inclusion, Technologies for Social and Educational Inclusion, and Virtual education, virtual tutoring, virtual classroomedit
Se presentan los resultados de la detección de necesidades de 15 jóvenes sordos participantes en el proyecto de investigación-incidencia denominado Formación de Modelos Lingüísticos Sordos para facilitar la lectoescritura en personas... more
Se presentan los resultados de la detección de necesidades de 15 jóvenes sordos participantes en el proyecto de investigación-incidencia denominado Formación de Modelos Lingüísticos Sordos para facilitar la lectoescritura en personas sordas no escolarizadas dirigido por la Oficina de Programa de Gobierno del Estado de Veracruz (PROGOB). Se analiza el estudio de caso de los estudiantes sordos de la muestra al respecto de las deficiencias en el acceso a la educación y bienestar social además de sus expectativas a futuro. Se reflexiona sobre el programa de capacitación de Modelos lingüísticos sordos y su formación certificada. Se recabaron datos cualitativos mediante la interacción horizontal y el empleo de un enfoque bilingüe e intercultural. Se establecieron factores de inclusión/ exclusión. Se discuten los futuros procedimientos para la reproducción del programa.
Research Interests:
During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new... more
During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new grammar structures, syntax and vocabulary, and phonology, or principles and rules that describe the sound system of the language. Many features of English pronunciation are difficult for Spanish-speaking students, and this may slow down their acquisition of the language because others may not understand them, even if they are using the right grammar. It is not about pronunciation that results in a foreign accent, because that is very normal in adult learners. Rather, it is about pronunciation problems that interfere with communication and, therefore, make interaction difficult. For this reason, it is very important to include the teaching of pronunciation early on when studying English. This research is focused on how much students develop pronunciation skills in a few classrooms, and to the students’ experiences in understanding and learning pronunciation skills and also to the instructor’s intervention in the task. There is also a comparison on how pronunciation is taught, based on the current methods encountered at the time of the research.
Research Interests:
Research Interests:
Resumen El presente capítulo documenta los hallazgos de algunos estudios sobre el aprendizaje en línea asíncrono, los cuales aplicaron el Modelo de Aprendizaje de Interacción en Línea (del original en inglés Online Interaction Learning... more
Resumen El presente capítulo documenta los hallazgos de algunos estudios sobre el aprendizaje en línea asíncrono, los cuales aplicaron el Modelo de Aprendizaje de Interacción en Línea (del original en inglés Online Interaction Learning Model, OILM) propuesto por Benbunan-Fich, Hiltz y Harasim en el año 2005. En algunos casos de estudio (Ahn, 2012; Featro, 2012; Song, 2010; entre otros) el OILM sirvió de fundamento teórico para diseñar los instrumentos de las investigaciones o para integrar modelos híbridos de aprendizaje. El OILM se fundamenta en la teoría del aprendizaje constructivista de Vygotsky (Benbunan-Fich, Hiltz y Harasim, 2005). El presente capítulo describe los elementos del OILM, la perspectiva teórica que apoya sus constructos, y las aplicaciones del modelo en contextos educativos universitarios, en un proyecto ambiental y en un centro comunitario. Constructos como interacción social, aprendizaje en línea y/o colaborativo, uso de tecnologías educacionales y satisfacción...
Research Interests:
Resumen: El modelo pedagógico utilizado para esta práctica es Flipped Learning o aula invertida. De acuerdo con Flipped Learning Network (2014), en este modelo se crea un ambiente de aprendizaje dinámico e interactivo. Se combina la... more
Resumen: El modelo pedagógico utilizado para esta práctica es Flipped Learning o aula invertida. De acuerdo con Flipped Learning Network (2014), en este modelo se crea un ambiente de aprendizaje dinámico e interactivo. Se combina la aplicación de este modelo con la creación de un Entorno Personal de Aprendizaje (EPA) por medio de las TIC (redes sociales, aplicaciones móviles, software libre). El docente apoya a los educandos en el diseño de su EPA en inglés para que presenten un portafolio de experiencias prácticas, analíticas y reflexivas donde integraron los contenidos generados en clase, en formato de video. Abstract: The pedagogical model used for this practice is flipped learning. According to the Flipped Learning Network (2014), this model creates a dynamic and interactive learning environment. The application of this model is combined with the creation of a Personal Learning Environment (PLE) through ICT (social networks, mobile applications, free software). The teacher supports the students to design their PLEs in English so that they present a portfolio of practical, analytical and reflective experiences where they integrated the contents generated in class, in video format.
Características generales de la buena práctica: Está diseñada para un tipo de curso optativo de modalidad presencial, el objetivo que persigue el curso es de 4 habilidades y el nivel de dominio de la lengua al inicio del curso es A2 de acuerdo con el Marco Común Europeo de Referencia para las Lenguas (MCER).
Características generales de la buena práctica: Está diseñada para un tipo de curso optativo de modalidad presencial, el objetivo que persigue el curso es de 4 habilidades y el nivel de dominio de la lengua al inicio del curso es A2 de acuerdo con el Marco Común Europeo de Referencia para las Lenguas (MCER).
Research Interests:
Introduction: The main objective of this work is to describe the classroom experience of a group of 25 English students from a Language Center in Mexico, with whom a collaborative intervention was carried out in a virtual environment,... more
Introduction: The main objective of this work is to describe the classroom experience of a group of 25 English students from a Language Center in Mexico, with whom a collaborative intervention was carried out in a virtual environment, through the Project Based Learning model, on the Collaborative International Online Learning (COIL) methodology, paired with peers from a Mexican Technological Institute and a Colombian University, with a total of 94 participants. Methodology: A documentary analysis of the participation of English students and the role taken by external collaborators was carried out, in relation to traditional work schemes and the sociocognitive aspects involved. Results: Some elements were obtained that demonstrate the educational potential of similar interventions to strengthen confidence and self-management of learning in students. In addition, 8 technological tools were created for the playful learning of English. Conclusions: The proposal for pedagogical intervention mediated by information and communication technologies allows us to conclude that it is necessary to generate innovative processes in instructional designs, didactic strategies and, above all, continue the development and training in intercultural competences so that educational actors take advantage of the maximum virtual learning environments.
Research Interests:
During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new... more
During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new grammar structures, syntax and vocabulary, and phonology, or principles and rules that describe the sound system of the language. Many features of English pronunciation are difficult for Spanish-speaking students, and this may slow down their acquisition of the language because others may not understand them, even if they are using the right grammar. It is not about pronunciation that results in a foreign accent, because that is very normal in adult learners. Rather, it is about pronunciation problems that interfere with communication and, therefore, make interaction difficult. For this reason, it is very important to include the teaching of pronunciation early on when studying English. This research is focused on how much students develop pronunciation skills in a few classrooms, and to the students’ experiences in understanding and learning pronunciation skills and also to the instructor’s intervention in the task. There is also a comparison on how pronunciation is taught, based on the current methods encountered at the time of the research.