Please use this identifier to cite or link to this item: https://hdl.handle.net/10656/9647
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dc.creatorEstrada Naranjo, Luis Carlos-
dc.date2005-02-01-
dc.date.accessioned2019-11-26T16:53:22Z-
dc.date.available2019-11-26T16:53:22Z-
dc.identifierhttps://revistas.uniminuto.edu/index.php/praxis/article/view/1381-
dc.identifier10.26620/uniminuto.praxis.5.6.2005.22-29-
dc.identifier.urihttps://hdl.handle.net/10656/9647-
dc.descriptionThis document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.es-ES
dc.formatapplication/pdf-
dc.languagespa-
dc.publisherCorporación Universitaria Minuto de Dios - UNIMINUTOes-ES
dc.relationhttps://revistas.uniminuto.edu/index.php/praxis/article/view/1381/1316-
dc.rightsDerechos de autor 2017 Praxis Pedagógicaes-ES
dc.rightshttp://creativecommons.org/licenses/by-nc/4.0es-ES
dc.sourcePraxis Pedagógica; Vol 5 No 6 (2005): enero-diciembre; 22-29en-US
dc.sourcePraxis Pedagógica; Vol. 5 Núm. 6 (2005): enero-diciembre; 22-29es-ES
dc.sourcePraxis Pedagógica; v. 5 n. 6 (2005): enero-diciembre; 22-29pt-BR
dc.source2590-8200-
dc.source0124-1494-
dc.source10.26620/uniminuto.praxis.5.6.2005-
dc.titleMeaning and direction in foreign language teachinges-ES
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/publishedVersion-
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