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Technological preferences for teaching-learning a second language in Huichol communities and private high-schools in Mexico

Abstract

This research enquires about the Information and Communication Technologies preferences of students, teachers, and school principals in the teaching-learning process of a second language in 9th grade in two settings: Spanish for the Huichol people in a remote rural area and English for a private school in the city. The first case is situated in a rural Huichol community in the high mountain area of Jalisco, Mexico. The second one is located in a wealthy neighborhood in the Western Metropolitan area of Mexico City. A qualitative methodology with a heuristic and ethnographic design to investigate the reality of the daily use of technologies in both contexts for learning a second language. The instruments were the participant observation and in-depth interviews. Among the key findings are: (a) the participants tend to favor the use of technology for second language learning, (b) the bandwidth and the speed of the Internet is crucial to strengthen the immersion into the culture of a second language, (c) Educational communities support electronic enquiring, (d) there are similarities in the preferred search engines between the two populations, (e) the equity of education is hindered by school desertions, and (f) educational innovation requires that similar investigations take place to foster a full performance in the society of knowledge.

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Vincent Šikula: a story and fairy-tale narrator

. Hudík, P., Trebatická, H., & Bednár, L. (Eds.) (2002). In search of homo sapiens : twenty-five contemporary Slovak short stories. Wauconda, IL : Bolchazy- Carducci; Bratislava: Publishing House of the Slovak Writers Society. Chrobáková, S. (Ed.) (2000). One hundred years of Slovak literature: An anthology. Bratislava : Union of Slovenian Writers : The Association of Organizations of Slovak Writers. Jähnichen, M. (1990). Innovation in Vincent Šikula´s Prose. In Pynsent, R. B. (Ed.), Modern Slovak Prose: Fiction since 1954 (pp. 125 -133

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EFL teacher professional change in India

. International Journal of Educational Research , 35(5), 463-482. Braun, C. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3(2), 77-101. Brown, J. S. & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science , 2(1), 40-57. Calderhead, J. & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education , 7, 1-8. Constant, E.W. II (1987). The

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Development of Foreign Language Speaking Skills through the Application of the Dynamic Model of Speech Production and Activating Methods

interpersonálnych komunikačných a prezentačných zručností. Lingvistické a didaktické aspekty cudzojazyčnej prípravy v komerčnej sfére. Bratislava: Lingos. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Organizations, Software of the Mind. New York: The McGraw-Hill. Johnson, K. (1996). Language Teaching and Skill Learning. Oxford: Blackwell Publishers Inc. Leláková, E., & Bačová, B. (2015). Development and innovation of curriculum in foreign language. In: Advances in Social Sciences Research Journal, 2(1), 61

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Forging new pathways for research on language learning motivation

. Thorne, S. L., BLACK, R. W. et al. (2009b). Second language use, socialization, and learning in interest communities and online games. The Modern Language Journal , 93 (Issue Supplement s1), 802–821. Vygotsky, L. S. (1978). Mind in society . Cambridge, MA: Massachusetts Institute of Technology Press. Vygotsky, L. S. (1986) Pensée et langage. Paris, La Dispute. Van Lier, L. (2007). Action-based Teaching, Autonomy and Identity. Innovation in Language Learning and Teaching, 1 (1), 46-64. Wiggins, G. (1988). Educative Assessment . San Francisco

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Teaching Jessica: race, religion, and gender in The Merchant of Venice

). Shakespeare’s foreign worlds: National and transnational identities in the Elizabethan age. Ithaca: Cornell University Press. Loomba, A. (2002). Shakespeare, race, and colonialism . Oxford: Oxford University Press. Lupton, J. R. (2005). Citizen-saints: Shakespeare and political theology . Chicago: University of Chicago Press. Maccoby, H. (2006). Antisemitism and modernity: Innovation and continuity . London: Routledge. Mentz, S. R. (2003). The fiend gives friendly counsel: Launcelot Gobbo and polyglot economics in The Merchant of Venice . In L

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