Práctica exploratoria: El camino a seguir para hacer que los estudiantes vuelvan a las clases de idiomas modernos

Assia Slimani-Rolls, Regent’s University London, United KingdomRecepción: 15/07/2018 | Aceptado: 05/04/2019Correspondencia a través de ORCID: Assia Slimani-Rolls - 0000-0003-4136-1462This paper highlights some of the issues, which make it important to understand why calls for new trends of language teaching are omnipresent in the field of modern foreign languages (MFLs). These issues are, at least in the UK, the spread of English against the backdrop of globalization and its impact on the take up of MFLs, unhelpful language policies, lack of motivation on the part of English students to learn MFLs, the need for improving teacher training and language curricular, in general, across the sector. It is in the light of these issues that this paper proposes Exploratory Practice (EP), an innovative and inclusive form of practitioner research as continuing professional development (CPD) to empower teachers and learners to develop a better understanding of their practice and take it forward to meet their expectations and those of their learners.Resumen: Este artículo pretende exponer algunos de los aspectos que explican por qué la necesidad de encontrar nuevas tendencias es omnipresente en el campo de la enseñanza. Estos aspectos abarcan, al menos en el Reino Unido, el crecimiento del inglés con el trasfondo de la globalización y el impacto que esto ha tenido en la enseñanza de otros idiomas, las políticas poco favorables a la enseñanza de lenguas extranjeras y la falta de motivación de los estudiantes ingleses para aprender otras lenguas. A esto hay que sumar la necesidad de mejorar la formación de los docentes y la manera de enfocar la enseñanza de idiomas extranjeros en el currículo escolar en todo el sector. A la vista de todo lo anterior, esta ponencia propone la Práctica Exploratoria, una forma de investigación profesional innovadora e integradora, como alternativa de formación continua del docente que permite tanto a profesores como a estudiantes profundizar en la práctica docente para poder llegar a una mejor comprensión que les permita avanzar para cumplir sus expectativa

Etude de la sélectivité d’extraction du cobalt (II) et du nickel(II) par l’acide caprique

In this research, we focused on extraction selectivity of nickel (II) and cobalt (II) by capric acid (decanoic) as a function of pH, extractant concentration, nature of the diluents and temperature. The stoichiometry of the extracted organometallic complexes of each metal was determined by the bilogarithmic slope graph method. The organometallic complexes extracted in the organic phase are of the type: NiR2(HR)2 and CoR2(HR)2 of monomeric structure and octahedral geometry. The extraction of nickel(II) and cobalt(II) was performed in chloroform, toluene and cyclohexane. The values of the extraction’s constants in the different solvents were decreased and follow the following decreasing order: Cyclohexane > toluene > chloroform for nickel(II) Cyclohexane > chloroform > toluene for cobalt(II) The study of the effect of temperature on the liquid-liquid extraction of nickel (II) and cobalt (II) in chloroform, our work demonstrates that the extraction rate of these two metals increases with temperature. Thermodynamic parameters such as enthalpies, entropies and free energies of extraction of each metal were determined. Ni (II) and Co (II) extraction by capric acid in chloroform revealed a coextraction of these metals. The formation of a mixed complex was confirmed by the slope analytical method and by visible and IR spectroscopy

Assessment as a learning process: the use of Exploratory Practice to empower students and to foster teacher development

The purpose of this paper is twofold: on the one hand, it presents a yearlong study (2016-2017) that reports on the design and implementation of a module assessment through a peer review process(BOSTOCK, 2000; TOPPING 2000; FALCHIKOV, 2005) Using Turnitin, which is a commercial, Internet-Based Plagiarism-Detection Service. The peer review aims to help the students to understand the marking criteria and standards, which are focused on the development of research skills and encourage them to take control of their learning. The peer review processes represent the formative feedback that students give to each other to enable them to achieve the required standard that their work must ultimately reach prior to its final submission. On the other hand, the paper also highlights the professional development issues that emerged as a consequence of adopting the principled framework of Exploratory Practice (EP) (ALLWRIGHT, 2003, 2005; GIEVE &MILLER, 2006; ALLWRIGHT &HANKS, 2009), which Allowed the teacher and the students to work for a better quality of life,as they enhanced their understandings of what they were trying to achieve together in the classroom. A number of benefits have been identified as a result of this investigation. The students gained a better grasp of the literature review process, heightened their motivation to learn about the topics that they need to investigate,engaged more deeply students’ engagement during lectures, and developed a sense of ownership of their learning. The teacher herself voices her reflection about the perceived benefits gained from working collaboratively with students and with experts in related fields and finds that the process has generated insights that have transformed her teaching in various ways

LOGISTICS OUT SOURCING & TRUST: CONCEPTUAL FRAME WORK

The objective of this article is to present a review of the literature relating to the phenomenon of outsourcing as part of the supply chain management approach. We shed light on the different definitions of outsourcing, as well as on the explanatory theories of the phenomenon of outsourcing. It will also be necessary to dwell on the concept of "supply chain" and trust, which makes it possible to understand the link between the phenomenon of outsourcing and the emergence of logistics service providers "LS

Práctica exploratoria: El camino a seguir para hacer que los estudiantes vuelvan a las clases de idiomas modernos

Assia Slimani-Rolls, Regent’s University London, United KingdomRecepción: 15/07/2018 | Aceptado: 05/04/2019Correspondencia a través de ORCID: Assia Slimani-Rolls - 0000-0003-4136-1462This paper highlights some of the issues, which make it important to understand why calls for new trends of language teaching are omnipresent in the field of modern foreign languages (MFLs). These issues are, at least in the UK, the spread of English against the backdrop of globalization and its impact on the take up of MFLs, unhelpful language policies, lack of motivation on the part of English students to learn MFLs, the need for improving teacher training and language curricular, in general, across the sector. It is in the light of these issues that this paper proposes Exploratory Practice (EP), an innovative and inclusive form of practitioner research as continuing professional development (CPD) to empower teachers and learners to develop a better understanding of their practice and take it forward to meet their expectations and those of their learners.Resumen: Este artículo pretende exponer algunos de los aspectos que explican por qué la necesidad de encontrar nuevas tendencias es omnipresente en el campo de la enseñanza. Estos aspectos abarcan, al menos en el Reino Unido, el crecimiento del inglés con el trasfondo de la globalización y el impacto que esto ha tenido en la enseñanza de otros idiomas, las políticas poco favorables a la enseñanza de lenguas extranjeras y la falta de motivación de los estudiantes ingleses para aprender otras lenguas. A esto hay que sumar la necesidad de mejorar la formación de los docentes y la manera de enfocar la enseñanza de idiomas extranjeros en el currículo escolar en todo el sector. A la vista de todo lo anterior, esta ponencia propone la Práctica Exploratoria, una forma de investigación profesional innovadora e integradora, como alternativa de formación continua del docente que permite tanto a profesores como a estudiantes profundizar en la práctica docente para poder llegar a una mejor comprensión que les permita avanzar para cumplir sus expectativa

Exploratory practice for continuing professional development: An innovative approach for language teachers

This book provides a detailed account of Exploratory Practice (EP) as a tool for the Continuing Professional Development (CPD) of language teachers. It fosters the development of professional knowledge and skills through a focus on understanding classrooms, and on the implementation of practitioner research. These processes include students. We document a unique two-year longitudinal study that critically examined the implementation of EP by teachers of English and modern foreign languages. Through their case studies, the teachers provide a critical account of EP as a form of practitioner research that bridges the divide between theory and practice. The results emphasize the centrality of teacher learning in language education curriculum improvement, and of active involvement of students in the exploratory practice and practitioner research. This book will be of interest to language education professionals seeking enhanced teacher learning and more effective classrooms, and to scholars working in Applied Linguistics and Language Education

The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation

Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP on their professional lives. The thematic analysis of the discourse generated through face-to-face exploratory conversations (ECs) yielded three major themes: (I) how the teachers understand and integrate EP into their working lives; (II) how they overcome institutional pressures through EP engagement; and (III) how they view EP as a way of humanizing students. These themes are pivotal to the processes of understanding EP’s sustainability through the teachers’ perspectives. Having been socialized into EP, these practitioners assert to have found in EP a sustainable source of professional survival and resistance. That is, years after the completion of their LTE programme, the EP principles have helped these teachers to enhance their awareness of classroom challenges by humanizing their students and adopting a way of being in the classroom

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EVALUATION OF ANTIBACTERIAL ACTIVITIES OF NOVEL AZIRIDINYL PHOSPHONATES

A new series of aziridines was synthesized in our laboratory, which displays potent antibiotic activities. However, a practical synthesis by using the coupling method of this aziridines with either phosphonate or N-phtaloyl acide moiety can be converted into various derivatives. This work describes new results of our ongoing research targeting new derivatives of biological interest. All the compounds were screened for their antibacterial activity, they all showed comparable moderate to good growth inhibitory activity with reference to Tetracyclin and Gentamicin

Ameliorated Effects of Green Tea Extract on Lead Induced Kidney Toxicity in Rats

In the present study, the protective effect of an aqueous extract of green tea (GTE) against renal oxidative damage induced by lead was undertaken. Adult males rats were divided into 4 groups: Control group receives distilled water as sole drinking source. GTE group received green tea extract (6.6% w/v).Pb group received Pb at dose of 0.4 % w/v in distilled water. Pb + GTE group received mixture of Pb and GTE as sole drinking source. Renal oxidative damage was observed in Pb-treated rats as evidenced via augmentation in kidney lipid peroxidation (LPO) as well as depletion in kidney antioxidant enzymes; catalase (CAT), superoxide dismutase (SOD) and glutathione peroxidase (GPx). Histopathological analysis revealed degeneration in the endothelium of glomerular tuft and the epithelium of lining tubules. In conclusion, GTE appeared to be beneficial to rats, to a great extent by attenuating and restoring the damage sustained by lead exposure