A techers' curriculum guide based on the Calla Approach desing for IDSAPEDAC
dc.contributor.author | Paredes Paredes, Moraima Olivia | |
dc.contributor.author | Vinueza Mayorga, Mónica Graciela | |
dc.date.accessioned | 2024-02-05T03:07:26Z | |
dc.date.available | 2024-02-05T03:07:26Z | |
dc.date.issued | 2004 | |
dc.description | 1. Leraning vs. Teaching 2.Theoretical framework for the curriculum proposed 3. Introduction 4. Applying the curriculum in IDSAPEDAC 5. Conclusions and recommendations | es |
dc.description.abstract | The Cognitive Academic Language Learning Approach (CALLA) is an instructional model that was developed to meet the academic needs of students learning English in English speaking countries. In our dissertation, we have designed a teacher's guide based on the CALLA approach; which will be applied in a local school, at IDSAPEDAC. As CALLA was originally designed for an English speaking background our aim is to obtain similar results applying in a non-English speaking background this way helping students to achieve a competitive level of English, which will enable them to use the language as a tool for learning other things | es |
dc.description.degree | Licenciada en Lingüística | es |
dc.description.sponsorship | Pontificia Universidad Católica del Ecuador, Escuela de Lenguas y Lingüística | es |
dc.identifier.citation | Paredes Paredes, Moraima Olivia. (2004). A techers' curriculum guide based on the Calla Approach desing for IDSAPEDAC. Monografía (Licenciada en Lingüística) - Pontificia Universidad Católica del Ecuador, Escuela de Lenguas y Lingüística. | es |
dc.identifier.other | 75066 | |
dc.identifier.uri | https://repositorio.puce.edu.ec/handle/123456789/41647 | |
dc.language.iso | eng | es |
dc.publisher | Pontificia Universidad Católica del Ecuador Sede Ambato | es |
dc.rights | openAccess | |
dc.subject | CURRICULUM DE PROFESORES | es |
dc.subject | IDIOMAS | es |
dc.title | A techers' curriculum guide based on the Calla Approach desing for IDSAPEDAC | es |
dc.type | bachelorThesis | es |