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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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We don't always give pop music the analytical attention it merits. This is especially true when the music in question comes from non-Western countries and incorporates folk elements. After all, this kind of dancefloor-filler presents a higher access barrier for Western audiences and brings with it associations of kitsch, Eurovision and backward rural hinterlands untouched by wifi and non-binary gender classifications.

Yet here hidden treasures lie. As mainstream Western pop stews in its own Instagram-friendly feelgood mediocrity year on year, I can't stop listening to eastern European pop-folk - from Ukraine's otherworldly Onuka, who marry traditional local instruments with electronica, ethereal vocals and the occasional theremin, to Hungary's Oláh Gergő, who augments Romani folk with trap-pop and modern choreography, and Bulgaria's chalga music, a sort of sexed-up post-Ottoman reggaeton with a healthy sense of absurdity. But my favourite of all is Serbia's "turbofolk" genre.

Turbofolk has a dark past as the music most associated with the nationalist forces behind the violent breakup of Yugoslavia. "Until the early years of this century, turbo-folk was a clear example of state-sponsored Government-purposed music," writes Jennifer C. Lena in Banding Together: How Communities Create Genres in Popular Music. "Not only did government authorities encourage and commission works in this genre; they also supported its production and dissemination. The substance of the music is so instrumental to regime objectives that it was used as a form of propaganda by the state." For a typical example of 1990s turbofolk at its most banally reprehensible, we need look no further than the video for Ceca's "It's Not Monotonous" ("Nije monotonija"), in which she toys with a live tiger cub in the year of her marriage to warlord Arkan, head of the Arkan's Tigers paramilitary group.

Thankfully, as Serbia began to emerge from its nineties nightmare, so did turbofolk. "With the prosecution of military and civilian personnel by international war crimes tribunals, and changes wrought by the expansion of EU membership, turbo-folk has muted its nationalistic and ethnic themes and transformed into a sort of Balkan pop music," continues Lena, later describing contemporary turbofolk as "a multicultural pop phenomenon." And it's this ever-evolving phenomenon, which has its roots in 1980s Yugoslav mass entertainment and is more popular with young people across ex-Yugoslavia and the diaspora than ever before, that I'm passionate about.

Though still often maligned as gaudy and commercial (as pop music is everywhere), Serbian turbofolk has been increasingly vibrant and progressive since the millennium, gleefully throwing off its Milošević-era shackles in favour of female empowerment, queer performativity and brilliantly put together club anthems. What I find so compelling about the genre is its willingness to be dark, sad and angry (typically from a female or coded gay male perspective) and explore extreme emotional states while remaining dancefloor-oriented - in stark contrast to the emotionally shallow EDM that for some years has been the dominant form of commercial dance music in the West. The genre's ostentatious videos, while emulating US hip-hop in their aspirational flashing of wealth and glamor, are often genuinely artful and progressive - as evidenced by this recent Nikolija video (by Ljubba), which I'm declaring the best lyric video in turbofolk history. Accompanying a wistful electro-ballad that codes a romantic relationship in sombre lyrical metaphors ("You're inside me like a bullet in a gun barrel [...] everything is dark except for your dark eyes"), it's a stunning piece of visual art.

In a series on Balkanist, I explore gender and sexuality in Balkan pop-folk, with a special focus on Serbia's turbofolk - which is significantly queerer than outsiders might expect. In post-communist societies that remain broadly unaccepting of homosexuality, like those of the Balkans, queer performativity in popular culture is made possible by the lack of a shared code between the predominantly heterosexual mainstream audience and the queer and queer-friendly culture-makers. This isn't so surprising: think how American audiences accepted Liberace as nominally heterosexual despite his ostentation and flamboyance (or how Mr Humphries on British sitcom Are You Being Served? was never officially gay). Indeed, as Philip Hensher wrote of the camp British comedy of the 1960s and 1970s, "what could not be acknowledged in real life could be positively welcomed in the form of a Saturday night mass-media saturnalia." It's the same in the Balkans and other post-communist societies today - for instance, just look at Kazakhstan's drag-performing X Factor winner Kairat Kapanov below. As post-communist audiences don't generally pick up on signifiers of male homosexuality the way Western audiences typically do, maintaining a notional heterosexual orientation in the public sphere often acts as a licence for entertainers to be as flamboyant as they like.

In the first authoritative book on the genre, 2014's Turbo-folk Music and Cultural Representations of National Identity in Former Yugoslavia, Uroš Čvoro, Senior Lecturer in Art Theory at the University of New South Wales in Australia, writes that turbofolk is "perceived by the public as a 'genuinely Balkan' cultural form of resistance to the perceived threat of cultural globalisation and neoliberalism" and that it "effectively acts as a cultural form of reconciliation" between the peoples of former Yugoslavia. Attending turbofolk clubs in Germany and Austria (including one decadent superclub memorably located in the basement of a rubber factory in a provincial industrial zone), I've seen this in action. Young people whose families left the former Yugoslavia in the 1990s, and who've grown up in countries like Sweden, the US and Australia come together at clubs like these to celebrate the language and culture they may only know from their parents and from annual holidays to the homeland. Croatian and Bosnian hits are played alongside Serbian ones, and visiting performers venerated. Čvoro also insightfully describes turbofolk as a "conceptual category" rather than a genre per se, as it can encompass anything from ballads and folk to rap, dance, electropop, rock and even R&B to a certain extent in the mid-2000s. The back catalogues of individual acts like Jelena Karleuša, Đogani or Luna alone span most of those different styles.

Medical conditions and treatments are deployed as metaphors for emotional states in turbofolk lyrics and song titles with alarming frequency - as evidenced by tracks like "Depression" ("Depresija"), "Insomnia", "Panic" ("Panika"), "Delirium" ("Deliria"), "Tachycardia" ("Tahikardija"), "Collapse" ("Kolaps"), "Anti-depressant" ("Antidepresiv"), and so on (all of which, despite the dark lyrics, are uptempo). Ana Nikolić's 2016 floorfiller "200/100", arranged by Coby from Serbian hip-hop collective Balkaton, even takes its title from her abnormally high blood pressure after a relationship trauma ("My blood pressure is 200/100, but I can't feel it").

It's this dance-your-cares-away mixture of heartbreak and hedonism, which Čvoro brilliantly sums up as "thundering exalted melancholy", that makes turbofolk what it is. The medical metaphors may seem quirky, but they point to the fact that for young people in the Balkans and the diaspora, this music is itself therapy. In the face of widespread youth unemployment and economic precarity even for those in work, sometimes the best medicine is a great night out with your friends - downing vodka mix drinks, dancing in a floating club on the Danube to local music in a language you understand with themes and performers you can relate to, and maybe sneaking in a surreptitious snog with a stranger called Zlatko before heading home.

At its best, turbofolk allows young people in the Balkans and the diaspora to escape from their often mundane and dispiriting economic circumstances, access a profoundly healing sense of shared identity and achieve catharsis and transcendence, while the pain-infused lyrics allow young women and gay men to reprocess past personal traumas in a context of empowerment, release and social support. That's why turbofolk puts "the feels", as the kids say, front and centre - and doesn't sugarcoat them. As Dara Bubamara sings in "This Night is for Us" ("Noć za nas"): "The weekend is reserved for people like me [...] Tonight, I'm not interested in anything, pour me a glass and let the sadness go away." Rapper Cvija responds with a pertinent couplet that closes out the song: "For all the Balkan girls, hey DJ, play it just for us, hands up high - this night is for us."

Related

Dark techno meets Circassian folk in new documentary Bonfires and Stars

Ten gay music videos from the fabulous 1990s

Those behind the demolitions in Belgrade's nightlife district must be held to account

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Turbofolk: how Serbia's weird and wonderful pop music came in from the cold

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We don't always give pop music the analytical attention it merits. This is especially true when the music in question comes from non-Western countries and incorporates folk elements. After all, this kind of dancefloor-filler presents a higher access barrier for Western audiences and brings with it associations of kitsch, Eurovision and backward rural hinterlands untouched by wifi and non-binary gender classifications.

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Nov. 21

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This study focuses on the benefits of CALL (computer-assisted language learning) and defends the advantages of web-based collaborative writing on individual learning. The authors wanted to explore the effectiveness of this method and the perceptions of teachers and students. For this purpose, they compared two groups of undergrad ESL learners: the experimental group had to complete the assignments in groups using web-based tools (Google docs), and the control group, on the other hand, had to complete the assignments individually. The methods they used were an individual pre-and post-test as well as a survey and interview related to their perceptions.Results showed that both groups improved their performance on writing, but the learning range for the experimental group increased exponentially compared to the control group. With regards to their perceptions, the experimental group also felt that collaborative assignments would help them improve not only their learning process, but also boost their confidence, ownership and self-reflection strategies.

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This study focuses on the benefits of CALL (computer-assisted language learning) and defends the advantages of web-based collaborative writing on individual learning. The authors wanted to explore the effectiveness of this method and the perceptions of teachers and students. For this purpose, they compared two groups of undergrad ESL learners: the experimental group had to complete the assignments in groups using web-based tools (Google docs), and the control group, on the other hand, had to complete the assignments individually. The methods they used were an individual pre-and post-test as well as a survey and interview related to their perceptions.Results showed that both groups improved their performance on writing, but the learning range for the experimental group increased exponentially compared to the control group. With regards to their perceptions, the experimental group also felt that collaborative assignments would help them improve not only their learning process, but also boost their confidence, ownership and self-reflection strategies.

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I really enjoyed this article because it used both quantitative and qualitative methods to support its claim so the arguments the authors gave seemed very well-grounded. The structure was clear, supported by Kessler theoretical framework of collaborative learning and the t-tests for independent samples showed significant differences between both groups. However, there are some concerns that they also agreed on when talking about the challenges: students have to be paired in a very specific way because they are not all knowledgeable about the new technologies. Moreover, their personalities affect the way they interact (if they are introvert vs. extrovert, leader vs. resistant collaborators). Finally, some of these students preferred to work individually. However, this study supports collaborative web-based as well as individual, and not the complete substitution of one for the other. I feel that the teacher should also adjust to the type of student that he or she has to be able to apply the method that will benefit them most.

On a separate note, I feel that collaborative nowadays has to be web-based. It seems unthinkable to me that there can be collaborative writing without Word documents, online dictionaries, etc. Also, they measured the overall result, but the compositions were graded on grammar, content, organization, etc., so it would be very interesting to see what exactly they did improve on.

All in all, I liked this article because it was very complete and their claim was well-argued. I wish I can write something like this in the future.

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Nov. 14

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50LANGUAGES | Learn any language free online

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Learn any language, from beginner to advanced level, at a leading language learning website. Try www.50languages.com or our Android or iOS apps!

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uTalk - The Language Learning Specialists

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We have over 130 languages to start speaking. Simple, fun and with immediate results. We are The Language Learning Specialists.

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Nov. 7

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This study measures the development of pragmatic competence through computer-assisted language learning (CALL). The author tested two groups (one with CALL instruction and another one with no instruction at all) of L2 learners of Russian. For the purpose of this study, the author created an online module covering 9 routine formulas created from corpus-referred materials such as film clips and books. Both groups completed an oral proficiency assessment and were divided into advanced and non-advanced. They also provided a background questionnaire aimed to retrieve information about their proficiency in Russian and the type of speech they were more acquainted with. After that, they submitted a pre-test, post-test and delayed post-test. Furniss found out that the experimental group with CALL instruction displayed improved awareness of routine formula as opposed to the other group. She run a t-test for independent samples and the results showed significant difference between the pre-test and the post-test. She also measured the recognition of routine formulas and there was correlation between the familiarity with routine formulas and the intensity of engagement. This study provides evidence for supporting CALL instruction in the teaching of pragmatics.

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This study measures the development of pragmatic competence through computer-assisted language learning (CALL). The author tested two groups (one with CALL instruction and another one with no instruction at all) of L2 learners of Russian. For the purpose of this study, the author created an online module covering 9 routine formulas created from corpus-referred materials such as film clips and books. Both groups completed an oral proficiency assessment and were divided into advanced and non-advanced. They also provided a background questionnaire aimed to retrieve information about their proficiency in Russian and the type of speech they were more acquainted with. After that, they submitted a pre-test, post-test and delayed post-test. Furniss found out that the experimental group with CALL instruction displayed improved awareness of routine formula as opposed to the other group. She run a t-test for independent samples and the results showed significant difference between the pre-test and the post-test. She also measured the recognition of routine formulas and there was correlation between the familiarity with routine formulas and the intensity of engagement. This study provides evidence for supporting CALL instruction in the teaching of pragmatics.

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I feel that pragmatics does not receive all the attention it should have in the classroom. Moreover, initial thoughts may lead us to think that pragmatics cannot be taught through a computer as it involves social practice. However, as this author has proved, it is possible to design an online platform to teach pragmatic content. However, the studied group did not seem to be very satisfied with the module as it did not provide with feedback. The study shows that half of the sample was not sure whether they had learnt to use the formulaic expressions properly. Therefore, even if noticing is the first step to understand differences of language use, L2 learners should be able to be confident and use the expressions knowingly. Also, there is no proof that CALL instruction was the most efficient tool to teach pragmatics. It is obvious that those who completed the modules will have more knowledge than those who did not take any instruction at all. The challenge is to see if CALL instruction provides with a better structure for learning than class instruction. It seemed to me that the article was trying to imply that the solution to teach pragmatics is by using CALL. The solution to the lack of pragmatics in books and in the classroom is to urge curriculum designers and instructors to make it part of the curriculum, be it in class or through CALL. There is still a long way ahead and CALL seems a feasible solution.

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Oct. 30

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Assignment 24 de octubre_Memrise vs. Mango L

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Oct. 23

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Online language learning for organizations and individuals.

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Learn how Mango Languages' language-learning resources help patrons, students, employees, and individuals learn 60+ languages online and on-the-go.

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We'll filter videos to your level or teach you words you don't even know.

We'll filter videos to your level or teach you words you don't even know.

We'll filter videos to your level or teach you words you don't even know.

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Learn a language. Memrise is authentic, useful & personalised.

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Learn a language as it's used now. Immerse yourself in lessons that feature videos of native speakers, so you start speaking real life language, fast.

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Search the World

Search for language exchange partners by native language, city, distance from you, and more.

Whether it's across the world or across town, you'll instantly find suitable partners to begin a conversation.

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HelloTalk | Free Language Exchange | Language Partners

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Search for language exchange partners by native language, city, distance from you, and more. Whether it's across the world or across town, you'll instantly find suitable partners to begin a conversation.

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Oct. 3

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LLAS Centre for Languages Linguistics & Area Studies

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Breaking down the classroom walls: Augmented Reality and language learning

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Presented by: Billy Brick and Tiziana Cervi-Wilson, University of Coventry Filmed at the 8th annual elearning symposium on 24/5th January 2013. The aim of the symposium is to seek to bridge the gap between the 'techie' and the teacher, giving educators ideas to help them integrate elearning into their practice but also to inspire them to see where the online future could lead.

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Ever hear the expression, "If Walls Could Talk"? At Avenues, our Lower School classroom walls really do! This year our second grade Chinese immersion teachers, with help from technology integrator Kristen Paino, have created interactive word walls that come to life using the Aurasma augmented reality app.

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Zooburst 3D Pop Up Books in Augmented Reality

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This article explores augmented reality (AR) and virtual reality (VR) platforms applied to language learning. The author starts with Pokemon Go and Ingress where L2 learners can apply their language skills in meaningful tasks such as creating an avatar. This task will trigger communicative functions such as describing, narrating, etc. Moreover, the GPS functions may be useful in order to practice directions and locations. The author considers that the main advantage of these games is their popularity which makes it more engaging for the students. He highlights the main studies in the field such as Marker-based AR platforms and describes the main tools used so far. He mentions Learn AR, where students point at real objects with their tablets and the tablet displays the name of the object. Zooburst is another AR platform where students are able to create their own AR projects. Imparapp and Mentira are two GPS-based AR games which use location. In order to finish the game, students will have to move around the city and interact with their environment. This allows for social interaction and peer-collaboration. The author also exposes some AR tools that can be used in order to develop more AR-based games for language learning, such as ARIS, Aurasma and Layar. Even though there is an increasing interest in AR and VR-based games for language learning, the author indicates the constraints derived from instructors not being specialists in computer science and, therefore, not knowing how to code. This makes it hard for instructors to design and implement games in class, especially, if they want to customize the games according to their students and their context. Moreover, he suggests instructors to be aware of their students, who is a regular gamer and who is not, as it will take longer for the non-gamers to get used to the games.

I think it is a very interesting overview of the current projects, and it shows how unexplored this field still is. However, this article does not show research which proves that there is a significant difference in language development through AR/VR games as opposed to other technological tools. It supports the theory that it increases motivation, engagement, and, therefore, better learning, but it does not really explain how language development occurs, to what extend and if there is a significant difference with other tools used in class.

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Oct. 17

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https://www.youtube.com/channel/UCiiDwxOpptPvsmlWJxyBImQ/featured

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Oct. 10

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This article examines how second language development (SDL) occurs within gameplay interaction. The authors aim to encourage digital game-based language learning (DGBLL) research from a theoretical approach called complex adaptive system (CAL). For that they studied a group of L2 learners of German who played World of Warcraft (WoW) for four months in order to show how the CAL theoretical framework can help explain SLD in computer assisted language learning (CALL). The authors highlight CAS as completely interconnected and non-linear in development. Similarly, L2 learners started playing WoW and were exposed to a wide amount of text and conversation they had never encountered out of the game. The authors found out that L2 learners were using many new structures which suggests a transfer from in-game to non-gaming settings.  Along the study there was an increase in the number of characters that they were exposed to and that they produced as well. However, the charts display as well the complexity and non-linearity of the experience for each gamer supporting the authors’ claim that CAL is flexible enough to consider all possible variables. I did not enjoy reading this article because it suggests DGBLL is arbitrary and I do not think it has to be necessarily chaotic. Also, it deals with the theoretical framework of doing research and I am personally more interested in pedagogy and how to implement DGBLL in class or as part of the curriculum.

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Oct. 3

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Sept. 26

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Sept. 26

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Sept. 12

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Host interactive online meetings | Poll Everywhere

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Review student understanding at the class, individual student, or question-level.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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https://nearpod.com/

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WeSpeke is a free online language network to learn and practice languages with native speakers. Exchange languages using text, audio, or video on computers or mobile devices.

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Learn Serbian - Start speaking Serbian with Mango Languages

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Soy Rubi y mi padlet es: https://padlet.com/rubi164/ILA386

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In 2017 we're celebrating the 20th anniversary of Harry Potter & the Philosopher's Stone at San Diego Comic Con's 10th annual Harry Potter Fandom Panel - if you're going to be at SDCC, we hope you'll join us!

On Sunday, July 23 at 2pm in Room 6BCF (right before the Buffy panel) we'll talk all things Potter/fandom with @heidi8 (FictionAlley, @transformativeworks), journalist @elizabethminkel (New Statesman, @fansplaining), Kat Miller (MuggleNet), educator Dr. Ebony Elizabeth Thomas (the University of Pennsylvania Graduate School of Education (@ebonyteach​)), event organizer Adrienne Alwag (Dumbledore's Army [LA]), and creative fans like writer/director/actor Nick Lang ( A Very Potter Musical, StarKid Productions (@the-real-team-starkid )), novelist @alexadonne ( Brightly Burning), fan filmmaker Justin Zagri ( Severus Snape and the Marauders), theatrical producer David Carpenter ( Puffs; or Seven Increasingly Eventful Years at a Certain School of Magic and Magic), and Jessica Ward of @usquidditch discuss the magic of new canon on stage, on screen, in amusement parks, in libraries, and, of course, online.

(And if you're in San Diego next week, please join @transformativeworks for A Meetup Of Our Own on Thursday night at Analog Bar for hosted nibbles (thanks to OTW and the re:Create Copyright Coalition) and a cash bar; RSVP here!)

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In 2017 we're celebrating the 20th anniversary of Harry Potter & the Philosopher's Stone at San Diego Comic Con's 10th annual Harry Potter Fandom Panel - if you're going to be at SDCC, we hope you'll join us!

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Dragon Professional Individual In Action

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See how Dragon Professional Individual can help busy professionals get documents done faster and more accurately - all by voice, and spend less time on documentation and reporting, and more time on business-critical tasks.

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El enfoque por tareas es la propuesta de un programa de aprendizaje de lengua cuyas unidades consisten en actividades de uso de la lengua, y no en estructuras sintácticas (como hacían los métodos audiolinguales) o en nociones y funciones (como hacían los programas nociofuncionales). Su objetivo es fomentar el aprendizaje mediante el uso real de la lengua en el aula y no solo mediante la manipulación de unidades de sus diversos niveles de descripción; de ese modo se postula que los procesos de aprendizaje incluirán necesariamente procesos de comunicación.

La propuesta surge en torno a 1990 en el mundo anglosajón, como evolución de los enfoques comunicativos (Breen 1987, Candlin 1990, Nunan 1989) y pronto se difunde en determinados círculos de ELE (Zanón 1990, Hernández y Zanón 1990, Zanón y Estaire 1992).

Una de sus bases consiste en la distinción entre los contenidos necesarios para la comunicación y los procesos de comunicación, en consonancia con los postulados del análisis del discurso, según los cuales la comunicación no se reduce a una codificación y descodificación de mensajes basada en el conocimiento de los signos, las reglas y la estructuras de una lengua, sino que requiere la adecuada interpretación del sentido de esos mensajes; esa interpretación, además, se consigue no solo a partir de lo que dice el texto, sino también de lo que cada interlocutor conoce sobre el contexto en que se desarrolla su comunicación. La otra base del modelo procede de la psicología del aprendizaje y de los estudios de adquisición de lenguas, en donde se postula que los mecanismos conducentes a la capacidad de uso de la lengua consisten necesariamente en el ejercicio de ese uso.

Estos principios de orden conceptual se hacen operativos en una serie de procedimientos de trabajo, que atañen en lo fundamental a la fase de programación y secuenciación de actividades y a la de su realización en el aula:

En la fase de programación se invierte el habitual recorrido de la lengua a las actividades. En los modelos anteriores se realizaba primero un análisis de la lengua, en sus distintos niveles de descripción, con el fin de obtener los inventarios lingüísticos (de vocabulario, de estructuras morfosintácticas, de nociones y funciones), a partir de cuya interiorización podían luego los alumnos realizar actividades de uso. En la enseñanza mediante tareas, sin negar la utilidad de esos inventarios para la realización de actividades en el aula o para la preparación de exámenes, se parte de actividades que los alumnos deberán realizar comunicándose en la lengua; en esas actividades descubrirán conjuntamente los profesores y los alumnos aquellas unidades de los distintos niveles de descripción de la lengua que serán objeto de aprendizaje.

En la fase de realización de las actividades, las tareas se caracterizan por aunar los procesos de uso con los de aprendizaje, esto es, de aprender la lengua usándola, al modo como sucede en las situaciones de aprendizaje natural; y, al propio tiempo, esos procesos de uso y aprendizaje se vinculan con procesos de atención a la forma, de reconocimiento necesidades de aprendizaje y de selección de contenidos lingüísticos de los diversos niveles de descripción de la lengua.

La realización de esos procesos se ve facilitada por una nueva distinción que se establece en el seno de las tareas: es la que se hace entre la tarea final (la actividad de uso en que consiste la globalidad de la tarea) y las tareas posibilitadoras (los pasos previos que se revelan como necesarios para que los alumnos puedan desarrollar las capacidades necesarias para ejecutar la tarea final).

En las primeras definiciones de la tarea se considera que ésta no consiste en otra cosa que en realizar en el aula actividades de uso de la lengua representativas de las que se llevan a cabo fuera de ella. Pronto se vio que esa definición no respondía satisfactoriamente a la realidad que se pretendía impulsar, y se propusieron varias definiciones nuevas; todas ellas pueden sintetizarse del siguiente modo:

1. una tarea es una iniciativa para el aprendizaje,

2. que consiste en la realización en el aula de actividades de uso de la lengua representativas de las que se llevan a cabo fuera de ella

3. y que posee las siguientes propiedades:

1. Tiene una estructura pedagógicamente adecuada.

2. Está abierta, en su desarrollo y en sus resultados, a la intervención activa y a las aportaciones personales de los alumnos

3. Requiere de ellos, en su ejecución, una atención prioritaria al contenido de los mensajes.

4. Les facilita al propio tiempo ocasión y momentos de atención a la forma lingüística.

Otros términos relacionados

Atención bifocalizada; Procesos-Productos; Programa analítico; Programa sintético.

Bibiografía básica

1. Hernández, M. J. y Zanón, J. (1990), "La enseñanza de la comunicación en la clase de español". CABLE. Revista de didáctica del español como lengua extranjera, 5, 12-19.

2. Nunan, D. (1989), El diseño de tareas para la clase comunicativa. Cambridge: Cambridge University Press, 1997.

3. Zanón, J. (1990), "Los enfoques por tareas para la enseñanza de lenguas extranjeras". CABLE. Revista de didáctica del español como lengua extranjera, 5, 19-28.

4. J. Zanón y Estaire, S. (1990), "El diseño de unidades didácticas en L2 mediante tareas: principios y desarrollo". Comunicación, Lenguaje y Educación, 7-8, 55-90.

Bibiografía especializada

1. Breen, M. (1987), "Paradigmas contemporáneos en el diseño de programas de enseñanza de lenguas" (http://www.quadernsdigitals.net).

2. Candlin, C. (1990), "Hacia la enseñanza de lenguas basada en tareas". Comunicación, lenguaje y educación, 7-8, 33-53.

3. Consejo de Europa (2001). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. (2002) (http://cvc.cervantes.es/obref/marco). Madrid: Ministerio de Educación, Cultura y Deporte, Instituto Cervantes, Anaya (2003)

4. Fernández, S. (Coord.) (2001), Tareas y proyectos en clase. Madrid: Edinumen.

5. Long, M. y Crookes, G. (1992), "Three approaches to task-based syllabus design". TESOL Quarterly. 26/1, 27-57.

6. Zanón, J. (Comp.) (1999), La enseñanza de E/LE mediante tareas. Madrid: Edinumen.

Centro Virtual Cervantes © Instituto Cervantes, . Reservados todos los derechos. cvc@cervantes.es

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El enfoque por tareas es la propuesta de un programa de aprendizaje de lengua cuyas unidades consisten en actividades de uso de la lengua, y no en estructuras sintácticas (como hacían los métodos audiolinguales) o en nociones y funciones (como hacían los programas nociofuncionales).

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This is a review article that connects computer-assisted language learning (CALL), computer-mediated communication (CMC) and the four skills (with a focus on speaking and listening) that language instructors want L2 students to improve through a task-based language teaching (TBLT) approach. First, Blake introduces the notion of TBLT which is learning by doing tasks. Each task has a goal and students will achieve a real outcome by negotiating with their peers. Blake defends that CALL fits TBLT and provides a variety of studies which justify the positive effects of their use. Related to speaking, he mentions automatic speech recognition (ASR), dictation exercises, computer assisted pronunciation training, CMC tools such as VoiceThread, learning manage systems (LMSs) and videoconferencing. Regarding listening, Blake names Youtube materials, electronic glossaries and media collections. In terms of reading, he describes glossing or dictionary lookups. Finally, he refers to writing with Google docs, social media, tools such as corpus tools (Linguee), iMovie to explore storytelling and online networks of fan of books, movies, etc. To conclude, the author makes a point that the advantage of CALL is its multimodality, that is, more than one skill can be used during the task, which aligns with TBLT principles of learning a language in a more meaningful real manner.

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This is a review article that connects computer-assisted language learning (CALL), computer-mediated communication (CMC) and the four skills (with a focus on speaking and listening) that language instructors want L2 students to improve through a task-based language teaching (TBLT) approach. First, Blake introduces the notion of TBLT which is learning by doing tasks. Each task has a goal and students will achieve a real outcome by negotiating with their peers. Blake defends that CALL fits TBLT and provides a variety of studies which justify the positive effects of their use. Related to speaking, he mentions automatic speech recognition (ASR), dictation exercises, computer assisted pronunciation training, CMC tools such as VoiceThread, learning manage systems (LMSs) and videoconferencing. Regarding listening, Blake names Youtube materials, electronic glossaries and media collections. In terms of reading, he describes glossing or dictionary lookups. Finally, he refers to writing with Google docs, social media, tools such as corpus tools (Linguee), iMovie to explore storytelling and online networks of fan of books, movies, etc. To conclude, the author makes a point that the advantage of CALL is its multimodality, that is, more than one skill can be used during the task, which aligns with TBLT principles of learning a language in a more meaningful real manner.

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Soy María José Ruiz: https://padlet.com/mariajoseruiz/i2jck138os7m

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Mi Padlet: https://padlet.com/amarchi/ILA386

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