Ana Cad | Facultad de Lenguas -UNC (original) (raw)
Professor at the School of Languages, Cordoba National University
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Universidad Autónoma Metropolitana-Cuajimalpa
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Edited collections and paper presentations by Ana Cad
El libro album en la escuela primaria
Edited by DL Banegas, M López-Barrios, M Porto & MA Soto
Papers by Ana Cad
During 2016, we carried out the extension-action project Shall we read a story? at the Children’s... more During 2016, we carried out the extension-action project Shall we read a story? at the Children’s Home Jose Bainotti through the Extension Secretary of the School of Languages. Professors, professionals of other fields and undergraduate students of the School took part in the project. The main goal was to make children value reading and literature through short stories for children and to increase their language exposure since the foundations for their cognitive development are laid at childhood (Piaget, 1984). However, the children born in hard environments are usually exposed to few words which widens the gap with the children born in more privileged environments (Fernald, Marchman & Weisleder, 2013). The project Shall we read a story? aimed at making the children at the Home interested in literature through pre and post reading activities planned according to Piaget’s stages of cognitive development (Williams & Burden, 1997). Thanks to the project, the children were able to enjo...
A Multimodal Pedagogical Experience to Teach a Foreign Language to Young Learners, 2019
The notion of multimodality highlights the idea that communication takes place in multiple modes,... more The notion of multimodality highlights the idea that communication takes place in multiple modes, linguistic and non-linguistic. Much of the information produced in our contemporary society is a combination of both, verbal text and image. It is fairly clear, then, that students should develop a set of skills to access and process information in various modes. In conso-nance with this idea, this paper argues that the inclusion of visual literacy to the teaching of Foreign Languages (FLs) to young learners can enhance communicative abilities, favor language understanding and engagement, and promote critical thinking. Drawing on the theoretical framework proposed by Kress and van Leeuwen (2006) who developed a grammar of visual design based on Systemic Functional Linguistics (henceforth SFL), this study concentrates on three aspects of multimodally construed interpersonal/interactive meanings: contact, social distance and subjectivity. Using three classroom interventions, learnersínter-pretations and productions of images and language were examined within an EFLcontext at primary level. The findings confirm that young learners were able to assign meaning to images that could be communicated in the foreign language both at the level of comprehension and production. Students showed sustained interest and participated actively in the tasks provided. The paper concludes by emphasizing the need to adopt multimodal pedagogical practices in teaching FLs to young learners.
by Silvia Rovegno, Darío Luis Banegas, DIANA M WAIGANDT, Mario López-Barrios, Veronica Pintos, claudia naom, Nora Sapag, maria jose alcazar, maria laura garcia, Anabella Sauer, and Ana Cad
El libro album en la escuela primaria
Edited by DL Banegas, M López-Barrios, M Porto & MA Soto
During 2016, we carried out the extension-action project Shall we read a story? at the Children’s... more During 2016, we carried out the extension-action project Shall we read a story? at the Children’s Home Jose Bainotti through the Extension Secretary of the School of Languages. Professors, professionals of other fields and undergraduate students of the School took part in the project. The main goal was to make children value reading and literature through short stories for children and to increase their language exposure since the foundations for their cognitive development are laid at childhood (Piaget, 1984). However, the children born in hard environments are usually exposed to few words which widens the gap with the children born in more privileged environments (Fernald, Marchman & Weisleder, 2013). The project Shall we read a story? aimed at making the children at the Home interested in literature through pre and post reading activities planned according to Piaget’s stages of cognitive development (Williams & Burden, 1997). Thanks to the project, the children were able to enjo...
A Multimodal Pedagogical Experience to Teach a Foreign Language to Young Learners, 2019
The notion of multimodality highlights the idea that communication takes place in multiple modes,... more The notion of multimodality highlights the idea that communication takes place in multiple modes, linguistic and non-linguistic. Much of the information produced in our contemporary society is a combination of both, verbal text and image. It is fairly clear, then, that students should develop a set of skills to access and process information in various modes. In conso-nance with this idea, this paper argues that the inclusion of visual literacy to the teaching of Foreign Languages (FLs) to young learners can enhance communicative abilities, favor language understanding and engagement, and promote critical thinking. Drawing on the theoretical framework proposed by Kress and van Leeuwen (2006) who developed a grammar of visual design based on Systemic Functional Linguistics (henceforth SFL), this study concentrates on three aspects of multimodally construed interpersonal/interactive meanings: contact, social distance and subjectivity. Using three classroom interventions, learnersínter-pretations and productions of images and language were examined within an EFLcontext at primary level. The findings confirm that young learners were able to assign meaning to images that could be communicated in the foreign language both at the level of comprehension and production. Students showed sustained interest and participated actively in the tasks provided. The paper concludes by emphasizing the need to adopt multimodal pedagogical practices in teaching FLs to young learners.
by Silvia Rovegno, Darío Luis Banegas, DIANA M WAIGANDT, Mario López-Barrios, Veronica Pintos, claudia naom, Nora Sapag, maria jose alcazar, maria laura garcia, Anabella Sauer, and Ana Cad