MY PORTFOLIO; MY EXPERIENCES.

REFERENCES Blanc, R. A., Debuhr, L. E., & Martin, D. C. (1983). Breaking the attrition cycle: the effects of supplemental instruction on undergraduate performance and attrition. Journal of Higher Education, 54 (1), 80-90. Garcia, T., McKeachie, W. J., Pintrich, P. R., & Smith, D. A. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (Tech. Rep. No. 91-B-004). Ann Arbor, MI : The University of Michigan, School of Education. López Portacio, Jair. (2017). Personal beliefs as a teacher (interview), Decroly Military School.  Annexe     

Reflecting on ESL Teacher Beliefs and Classroom Practices : A case study Authors: Thomas S.C Farrell and Karen Bennis             This article is about beliefs that teachers have. Some definitions of beliefs are given by different authors, including the Farrell’s one. Simon Borg, one of the authors, says that beliefs are related to what teachers know, believe and think. On the other hand, Andrews (2003) says that beliefs have a direct relationship with the teacher’s classroom practices. This last definition is the one we chose to be the most appropriate about beliefs since it describes the impact or influence that our beliefs, assumptions as teachers have when teaching in a classroom.              A case study was used to carry out this research which design is qualitative. Two teachers were the participant of this study, one called Sam, who has worked fo...

All over the observations, I have noticed certain aspects that are constantly repeated in each class. These aspects are called “patrones” in Spanish. The first patron is that students always have to repeat the same motto in English every class when the teacher enters. Also, they always have to use chucks like: may I stand up, can I say something in Spanish, and may I speak Spanish. I realized that the teacher makes them do this since in this way he is eliciting the target language due to the fact that students are allowed to speak their mother tongue when necessary and they are using the L2 as much as they can. This does not mean that the L1 is prohibited, in fact he uses it when he sees that students are having problems.   As he said in the interview “muchas veces los estudiantes no tienen ni alguna pequeña base para realizar las actividades y me he visto en la necesidad de dar las instrucciones en inglés, pero permitirles a ellos que me pregunten en español y yo también ...