BIBLIOGRAFÍA

LECTURAS GRADUADAS.

 

Guided Readers Handbook. Heinemann.

Hollindale, P. Choosing Books for children. Salem, New Hampshire: Paul Elek, Inc, 1974.

Johnson F., editor Start Early for an Early Start: You and the young child. Chicago: American Library Association.

Gow, O.J. I like to Read Because It's Fun and Easy. Fountain Valley, California: Royale Publishers, 1977

Allington, R. L. (2001). What really matters for struggling readers. New York: Longman.

Applebee, Arthur N. (1996). Curriculum as conversation: Transforming tradition of teaching and learning. Chicago, IL: University of Chicago Press.

Block, C., & Pressley, M. (2003). Best practices in comprehension instruction. In Best practices in literacy Instruction (2nd ed.). L. M. Morrow, L. B. Gambrell, M. Pressley, (Eds.). New York: The Guilford Press.

Buehl, D. (2001). Classroom strategies for interactive learning (2nd ed.). Newark, DE: International Reading Association.

Burmark, L. (2002). Visual literacy: Learn to see, see to learn. Alexandria, VA: Association for Supervision and Curriculum Development.

Diller, D. (2003). Literacy work stations: Making centers work. Portland, ME: Stenhouse.

Dorn, L. J., & Soffos, C. (2005). Teaching for deep comprehension. Portland, ME: Stenhouse Publishers.

Durkin, D. (2004). Teaching them to read (6th ed.). Boston: Pearson.

Ellery, V. (2005). Creating strategic readers. Newark, DE: International Reading Association.

Flood, J., Heath, S.B. & Lapp, D. eds. (1997). Handbook of Research on Teaching Literacy through the Communicative and Visual Arts. New York: Simon & Schuster Macmillan.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers grades 3-6. Portsmouth, NH: Heinemann.

Harris, T. L., & Hodges, R.E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.

Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.

Hong Xu, S., Sawyer Perkins, R., & Zunich, L. (2005). Trading cards to comic strips. Popular culture texts and literacy learning in grades k-8. Newark: International Reading Association.

Horton, C. (1972). Humanization of the Learning Environment. ERIC document ED066929.

Johnston, P.H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse.

Keene, E., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.

Kiefer, B. Z. (1995). The potential of picture books: From visual literacy to aesthetic understanding. Englewood Cliffs, NJ: Merrill.

Krashen, S. (1993). The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited.

Langer, J. A. (1995). Envisioning literature: literary understanding and literature instruction. New York: Teachers College Press.

McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, DE: International Reading Association.

McLaughlin, M., & Allen, M. B. (2002). Guided comprehension a teaching model for grades 3-8. Newark, DE: International Reading Association.

Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse.

Moline, S. (1995). I see what you mean: Children at work with visual information. Portland, ME: Stenhouse.

National Association for the Education of Young Children. Learning to read and write: Developmentally appropriate practices for young children. In Young Children, July 1998, 53 (4): 30-46. Available: www.naeyc.org/about/positions/pdf/PSREAD98.PDF.

Opitz, M.F., & Ford, M.P. (2001). Reaching readers: Flexible and innovative strategies for guided reading. Portsmouth, NH: Heinemann.

Opitz, M., Ford, M., & Zbaracki, M. (2006). Books and beyond: new ways to reach readers. Portsmouth, NH: Heinemann.

Pearson, P.D., & Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344.

Rosenblatt, L. (1993). Literature as exploration. New York: Modern Language Association of America

Routman, R. (2002). Reading essentials: the specifics you need to teach reading well. Heinemann.

Strickland, D. S., Ganske, K., & Monroe, J.K. (2002). Supporting struggling readers and writers: strategies for classroom intervention 3-6. Newark, DE: International Reading Association.

Swartz, S.L., et al. (2003). Guided reading and literacy centers. Carlsbad, CA: Dominie Press.

Tovani, C. (2000). I read it, but I don't get it. Portland, ME: Stenhouse Publishers.

Wilhelm, J. D. (2001). Improving reading comprehension with think-aloud strategies. Jefferson City, MO: Scholastic Professional Books.

 

Wilhelm, J. D. (1997). You gotta be the book: Teaching engaged and reflective reading with adolescents. New York: Teachers College Press.

Wilhelm, J. D., Baker, T.N., & Hackett, J.D. (2001). Strategic reading: Guiding students to lifelong literacy 6-12. Portsmouth, NH: Boynton/Cook.

Wilson, R.M., & Gambrell, L.B. (1988). Reading comprehension in the elementary school: A teacher's practical guide. Newton, MA: Allyn and Bacon.

Wisconsin Department of Public Instruction (1989). Strategic Learning in the Content Areas. Madison, WI: Wisconsin Department of Public Instruction.

Wisconsin Department of Public Instruction (2000). Wisconsin makes the connection: Teaching & testing reading comprehension. Madison: Wisconsin Department of Public Instruction.

Wormeli, R. (2005). Summarization in any subject. Alexandria, VA: Association for Supervision and Curriculum Development.

Zimmerman, S. & C. Hutchins. (2003). Seven keys to comprehension: How to help your kids read it and get it! New York: Three Rivers Press.

 

 

JUEGOS, COMPETICIONES Y DRAMA.

 

Towards the creative teaching of English, Heinemann.

Stage by stage Edward Arnold.

Charlyn Wessels, Drama. Oxford University Press.

Donn Byrne, Word Bingo. Modern English Publications.

Susan Holden, Teaching Children. Modern English Publications.

English Language Games. MacMillan.

Take 5. Nelson.

Robbie, S., T. Ruggirello, and B. Warren. 2001. Using drama to bring language to life: Ideas, games and activities for teachers of languages and language arts.  Ontario: Captus Press. ISBN: 1-55322-005-6.

Whiteson, V., ed. 1993. New ways of using drama and literature in language teaching. Alexandria, VA: TESOL. ISBN: 0-939791-66-8.

Maley, A. and A. Duff. 1996. Drama techniques in language learning: A resource book of communication activities for language teachers. New ed. New  York: Cambridge University Press. ISBN: 0-521-28868-1.

Hendrick, J. and M. Butler. 1995. Interaction activities in ESL. 2^nd  ed. Ann Arbor, MI: University of Michigan Press. ISBN: 0-472-08169-1

 

 

CANCIONES.

 

Uwe Kind, Tune in to English. Regents.

English through Music. Home English.

Songs Alive. BBC English.

British and American Folk and Pop songs. Longman.

ü Lo, R. & Li, H.C. (1998). Songs enhance learner involvement. English Teaching Forum, 36, 8-11, 21

ü Monreal, M. E. (1982). How I use songs. English Teaching Forum, 20, 44-45

v KAMA Boubacar (2005 2006) Teaching English to beginners through songs and games, Fastef, Dakar Senegal

v NDOYE Mareme (2005 2006) Teaching English through songs and games in beginner classes, Fastef, Dakar Senegal

Graham, C. 1992. Singing, chanting, telling tales: Arts in the language classroom. New York: Pearson Education. ISBN: 1-887744-19-3

 

VÍDEO

 

Jack Lonergan, Vídeo in Language Teaching. Cambridge University Press.

Vídeo in the Language Classroom. Heinemann.

MARSDEN, BOB. (1991). "Using video in the primary classroom", KENNEDY; C. Y

JARVIS, J. (2001). Ideas and Issues in Primary ELT. Thames Surrey: Nelson.

PHILLIPS, S. (1993). Young Learners. Oxford: Oxford University Press.

REILLY, V. y WARD, S.M. (1997). Very young learners. Oxford: Oxford University Press.

ALLAN, M. (1986). Teaching English with Video. Harlow: Longman

COOPER, R., LAVERY, M.y RINVOLUCRI, M. (1991). Video. Oxford: Oxford University Press.

LONERGAN, J. (1994). Video in language teaching. Cambridge: Cambridge University Press

TOMALIN, B. (1990). Video in the English class [Vídeo + guía didáctica] Londres: BBC English

Stempleski, S. and P. Arcario, eds. 1992. Video in second language teaching: Using, selecting, and producing video for the classroom. Alexandria, VA: TESOL. ISBN: 0-939791-41-2

 

BIBLIOGRAFIA GENERAL

 

E. Alcaraz, Didáctica del inglés: metodología y programación. Alhambra Universidad.

Aquilino Sánchez Pérez, La Enseñanza de Idiomas. Hora, S.A.

A.P.R. Howatt, A History of English Language Teaching. Oxford University Press.

The New Encyclopaedia Britannica. Chicago.

De dos en dos Logman 1990.

Richards, J., J. Platt, and H. Platt. 1992. Longman dictionary of applied linguistics (2nd ed.). London: Longman Group Ltd.

"The Total Physical Response known world-wide as TPR" by James J. Asher, Ph.D.

Jiménez J. R. (2007). Competencias Básicas. REDES, Volumen 1, Nº 1.

Alcaraz, Enrique y Moody, Bryn (1983). Didáctica del inglés, metodología y programación. Madrid, Alhambra.

Brewster, Jean, Gail Ellis y Denis Girard. The Primary English Teacher's Guide. Harlow, Essex: Pearson Education, 2003.

Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. 3ª ed. Boston: Heinle & Heinle, 2001.

Doff, Adrian. Teach English: A Training Course for Teachers: Teacher's Workbook. Cambridge; New York: Cambridge University Press, in association with the British Council, 1988.

---. Teach English: A Training Course for Teachers: Trainer's Handbook. Cambridge; New York: Cambridge University Press in association with the British Council, 1988.

Ellis, Rod. The Study of Second Language Acquisition. 1ª ed. Oxford: Oxford University Press, 1995.

Halliwell, Susan. Teaching English in the Primary Classroom. Harlow: Longman, 2000.

Harmer, Jeremy. The Practice of English Language Teaching. 3ª ed. Londres: Longman, 2003.

Hancock, M. English Pronunciation in Use. Oxford: Oxford University Press, 2003.

Hearn, Izabella, y Antonio Garcés Rodríguez (ed.) Didáctica del Inglés para Primaria, Didáctica Primaria. Madrid: Pearson Educación, 2003.

House, Susan. An Introduction to Teaching English to Children. Londres: Richmond, 2000.

Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. 2ª ed. Oxford: Oxford University, 2001.

Nunan, David. Second Language Teaching & Learning. Boston (Massachusetts): Heinle & Heinle, 1999.

Nunan, David y Ronald Carter. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge, England: Cambridge University Press, 2001.

Phillips, Sarah. Young Learners. Resource Books for Teachers. Oxford: Oxford University Press, 2001.

Richards, J. C. y Theodore S. Rodgers. Approaches and Methods in Language Teaching. 2ª ed. Cambridge: Cambridge University Press, 2001.

Roth, Genevieve. Teaching Very Young Children: Pre-School and Early Primary. Londres: Richmond, 2000.

Sánchez, A. (1998). Historia de la metodología de la enseñanza de idiomas. Madrid: SGEL.

Slattery, Mary y Jane Willis. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press, 2001.

Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 1999.

Varela, Raquel, (coord.) All About Teaching: A Handbook for Teachers of English. Madrid: Editorial Centro de Estudios Ramón Areces, 2003.

 

•        Nunan, D (1988): The Learner-Centred Curriculum. CUP. Cambridge

•        Alburquerque, R et.al (1990): En el Aula de inglés. Longman. London

•        Harmer, J (1991): The Practice of English Language Teaching. Longman. London

•        Halliwell,S (1992): Teaching English in Primary Classroom. Longman. London

•        Brewster, J; Ellis, G and Girard, D (1992): The Primary English Teacher’s Guide. Penguin

•        MClaren, N and Madrid, D (1996): A Handbook for TEFL. Marfil. Alicante

•        Manzaneda, F and Madrid, D (1997): “Actitudes y Motivación en la clase de Inglés”. Universidad de Jaén. Secretariado de Publicaciones.

•        Tice, J (1997): The Mixed Ability Class. Richmond

•        MClaren, N and Madrid, D (2004): TEFL in Primary Education. Granada

•        Ley Orgánica de Educación (LOE), 2/2006, 3 de Mayo.

•        Real Decreto 1513/2006 del Ministerio de Educación y Ciencia, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación primaria.

 

 

 

Tecnologías de la Información y la Comunicación aplicadas a la enseñanza de las lenguas

 

Bailey, M. y otros "The impact of integrating visuals in an elementary creative writing process". En Eyes on the future: converging images, ideas and instruction. Selected readings from the Annual Conference of de International visual literacy association. Chicago, 18-22 oct. 1995. ERIC ED391492, 1995.

Domech, C., Martín Rogero, N.; y Delgado, M.C. Animación a la lectura. ¿Cuántos cuentos cuentas tú? 2ª ed. Madrid, Comunidad de Madrid, 1996.

Dudeney D. The Internet and the Language Classroom. Oxford: Oxford University Press, 2000.

Kehus, M.J. "Opportunities for teenagers to share their writing online". Journal of adolescent and adult literacy. Vol. 44, n. 2, pág. 130-137, 2000.

Kennedy, K. "Writing across the curriculum with new composition tools". Technology and learning, n. 3, pág. 12-15, 2002.

Leu, D.J. "Exploring literacy on the Internet. Internet project: preparing students for new literacies in a global village". The reading teacher. Vol. 54, n. 6, pág. 568-572, 2001.

Macarthur, C. A. "Overcoming barriers to writing: computer support for basic writing skills". Reading and writing quarterly, n. 15, pág. 169-192, 1999.

Martí, E. "Aprender a leer y escribir con el ordenador". En Aprender con ordenadores en la escuela. Barcelona, Ice de la Universidad de Barcelona-Horsori, pág. 164-187, 1992.

MEC El ordenador en Educación Primaria. Segundo y Tercer Ciclo. Madrid, Pntic-Mec., 1994.

Mott, M. y Klomes, J.M. "The synthesis of writing workshop and hypermedia-authoring: grades 1-4". Early childhood research and practice. Vol. 3, n. 2, pág. 34-45, 2001.

Paredes, J. Análisis etnográfico de los usos de recursos y materiales didácticos en Educación Primaria. Estudio de los casos de dos centros. Tesis doctoral no publicada. Madrid, Universidad Complutense, 1998.

Sanger, J. y otros. Young children, videos and computer games. Issues for teachers and parents. Londres, Falmer Press, 1997.

San José, C. (coord). La Nuevas Tecnologías aplicadas a la enseñanza. Madrid: Anaya, 1998.

Sherman. J. Using Authentic Video in the Language Classroom, 2002.

 

 

Análisis de CD / cursos on-line

 

Alba Pastor, C (1992). Evaluación sumativa y formativa de software educativo para la etapa infantil. Tesis. UCM

Baumgartner, P. & Payr, S. (1996). Learning as action: a social science approach to the evaluation of interactive media, in Educational Multimedia and Hypermedia (CD-ROM edition).

Bell, M. (1985). The Role of Instructional Theories in the Evaluation of Microcomputer Courseware. Educational Technology, March, 36-40.

Cohen, V. B. (1993). Computer courseware development and evaluation: criteria for the evaluation of microcomputer courseware, in Educational Technology. January, 93.

González Castañon, M. Evaluación de software educativo: orientaciones para su uso pedagógico. Proyexto Conexiones. Universidad EAFIT, Colombia.

Jay, T. (1983). The Cognitive Approach to Computer Courseware Design and Evaluation. Eduactional Technology, January, 11-25.

McCullough, J. L. (1998). Los usos de los córpora de textos en la enseñanza de lenguas. En Sevillano García, M.L. (1998), Estrategias de enseñanza-aprendizaje con medios de comunicación y nuevas tecnologías. Madrid, UNED, 125-159.

Plass, J.L, (1998), Design and evaluation of the user interface of foreign language multimedia software: a cognitive approach, in Language Learning & Technology, 2, 1, July 98, 35-45.

Salmon, G. (2002) E-moderating: The Key to Teaching and Learning Online. Kogan Page.

Software Evaluation. Criteria for educational computer software evaluation. Council of Ministers of Education, Canada, 1985.

Squires, D. & McDougal, A. (19997) Cómo elegir y utilizar software educativo. Ediciones Morata.

Trenchs, M. (2001). Metodología para la utilización de programas informáticos en la enseñanza de lenguas. En Trench, Nuevas Tecnologías para el autoaprendizaje y la didáctica de las lenguas. Barcelona, Milenio, 141-158.

Urbina, S. (2000). Algunas consideraciones en torno al software para la Educación Infantil, in Edutec, Revista Electrónica de Tecnología Educativa, No 13, Nov 00.

Varela, R. (1998). Evaluación de software para la enseñanza- aprendizaje de inglés como lengua extranjera. Enseñanza, 16, 106-123.

Wager, W. (1981). Evaluation of Instructional Computing Programs. Educational Computer Magazine, sep-oct. 20-22.

 

 

 

 

MATERIALES UTILIZADOS.

-Para trabajar con juegos:

         * Revistas de la serie: Let's Start! de ELI Publication (1990)

         * Juegos publicados por EF Colegios Europeos de Verano S.A. Serrrano, 53, 1º 28006 Madrid ( Todos pueden conseguirse gratis escribiendo a la dirección dada):

         Get to know Britain: History & Legends, A town quiz, A letter from London. Get to know Britain: Every day life.

 

- Para trabajar con canciones:

         * Pedagogical Pop by BBC & Radio Cadena Española.

         * Selección de canciones de The Beatles.

         * Selección de canciones de la música POP reciente:

         Never gonna give you up by Rick Astley.

         Nothing compares to you by Sinead O'connor.

         Fading like a flower by Roxete.

         Don't cry by gun & Roses.

         Be my baby by Dirty Dancing.

         I want to break by Queen.

         The show must go on by Queen.

         Black or White by Michael Jackson.

         Heal the world by Michael Jackson.

         Vídeos para la enseñanza del inglés que hemos trabajado:

         At home in Britain by EF & BBC.

         London by Longman.

         About Britain by Macmillan Publishers & the British Tourist Authority.

 

        - Hemos realizado vídeos con nuestros alumnos sobre canciones, juegos y drama. Estos vídeos suponen una gran fuente de motivación pues ellos son los protagonistas. Los vídeos los hemos colocado en el Canal YouTube de Cursoshomologados:

http://www.youtube.com/user/CursosHomologados