LEARNING PREFERENCES It is paramount for teachers to bear in mind that every student perceives and processes new information according to his/her own learning style. There are three main ways to approach new knowledge: visual, auditory and kinaesthetic. In general terms, visual learners learn best by seeing the information; auditory learners learn best by speaking and listening; and, kinaesthetic learners learn best by touching, manipulating objects and doing, that is to say, by incorporating their whole bodies in their learning. Leer más

A continuación hacemos nuesta humilde aportación en este campo de la didáctica ofreciendo unos recursos que deseamos sean  útiles para todos los que deseen   utilizarlos y profundizar en este campo. Leer más

A great number of students usually voice that their least favorite skill is writing because they find it hard to generate ideas and organize them into a coherent text, or when they hit on an idea, they cannot translate it into actual words. No doubt writing is a painstaking job for our students because the skills involved in this process are highly complex: L2 writers have to struggle with the higher level cognitive skills of planning and organization as well as lower level skills such as spelling, word choice, punctuation, and so on when they must pen to write. Leer más

Hi, and very welcome. In this section, we will be talking about Task-Based Learning and its implications in the classroom. For more information on this topic you can visit the sites included in the bibliography; there you will find good articles and web pages related to teaching matters that will help you improve and update your knowledge and complement the ideas exposed here. This time we would like to start with a very interesting and controversial topic: Task-based Learning. and its effects in teaching and learning processes. The rise of TBL has led to a variety of different interpretations of what exactly constitutes a "task" (e.g. Willis, 1996; Long, 1985; Breen, 1987). However, what all these proposals have in common is that they see 'tasks' as being the main element in a language program,  and accept the view that curricula should be learner-centered, as well the need to engage learners in communicative syllabus . Leer más