American Journal of Art and Design

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Spelling in Spanish Acquisition: a Thirty-Minute Design

Received: 21 December 2016    Accepted: 12 October 2017    Published: 13 November 2017
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Abstract

At Higher Education, spelling problems can be raised in extracurricular proposals through voluntary training offered as a complementary course or seminar. The paper presents a design for Spanish language learners, which can be answered in 30 minutes. It arises from a deep understanding of the reality of the student through a study of the most common faults, which are concentrated in sections. At the same time, being designed as a questionnaire, may assume prior knowledge of the student, removing his or her misconceptions and going to the root of the problems. The learning during the answering time should be multiplied by different types of feedback: for example, putting it together in small or large group, the number of phases depending on the time available for the activity. As a result, the design is quick and efficient at the same time for improving written Spanish skills.

DOI 10.11648/j.ajad.20170204.11
Published in American Journal of Art and Design (Volume 2, Issue 4, December 2017)
Page(s) 89-92
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Spanish Spelling, Quick Learning Design, Linguistic Education, Academic Writing

References
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[2] Aguilar, A. M., & Peña, B. (coords.) (2017). Didáctica de la Lengua y la Literatura. Buenas prácticas docentes. Madrid, ACCI, 2 vols.
[3] Saneleuterio, E. (2015). Revisión y recepción de la retroalimentación en Lengua Española para Maestros. Estudio comparativo. Huarte de San Juan. Filología y Didáctica de la Lengua, 15, 23-42. Online: http://academica-e.unavarra.es/handle/2454/20370.
[4] Saneleuterio, E. (2016). Mejorando la adecuación y corrección en las tutorías virtuales. En Chiva Sanchis, I., Perales Montolío, M. J., & Sánchez Delgado, P. (eds.). El curso de “Formació Integral del Professorat Universitari” (FIPU) en la Universitat de València. Experiencias en Innovación Educativa (pp. 157-168). Valencia, Universitat de València.
[5] Carlino, P. (2005). Escribir, leer y aprender en la Universidad. Buenos Aires, Fondo de Cultura Económica.
[6] García-Raffi, J-V., Saneleuterio, E., & Gómez-Devís, M-B. (2017). Assessment is everyone’s business. Towards the renewal of teaching methodologies in Higher Education. Proceedings of INTED2017 Conference (pp. 3378-3384). Valencia, IATED.
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[8] Gómez Devís, M-B., & Saneleuterio, E. (2017). Con la evaluación también se aprende. Percepciones y grado de satisfacción del alumnado en formación inicial en magisterio. Aguilar López, A. M., & Peña Acuña, B. (coords.), Didáctica de la lengua y la literatura: Buenas prácticas docentes, vol. II (pp. 167-192). Madrid, ACCI.
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[11] Sánchez Lozano, C. (2007). La escritura ortográfica en estudiantes universitarios. Revista Fundación Universitaria del Área Andina, 11, 36-41. Online: http://s3.amazonaws.com/academia.edu.documents/38469436/Carlos_Sanchez-ortografia_universidad-Textos_45-Grao_Vuad.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1482337914&Signature=%2BxDISOaeRJFlzCqWArYe8ypu8oM%3D&response-content-disposition=inline%3B%20filename%3DLa_escritura_ortografica_en_estudiantes.pdf.
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Author Information
  • Department of Language and Literature Teaching, University of Valencia, Valencia, Spain

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  • APA Style

    Elia Saneleuterio. (2017). Spelling in Spanish Acquisition: a Thirty-Minute Design. American Journal of Art and Design, 2(4), 89-92. https://doi.org/10.11648/j.ajad.20170204.11

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    ACS Style

    Elia Saneleuterio. Spelling in Spanish Acquisition: a Thirty-Minute Design. Am. J. Art Des. 2017, 2(4), 89-92. doi: 10.11648/j.ajad.20170204.11

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    AMA Style

    Elia Saneleuterio. Spelling in Spanish Acquisition: a Thirty-Minute Design. Am J Art Des. 2017;2(4):89-92. doi: 10.11648/j.ajad.20170204.11

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  • @article{10.11648/j.ajad.20170204.11,
      author = {Elia Saneleuterio},
      title = {Spelling in Spanish Acquisition: a Thirty-Minute Design},
      journal = {American Journal of Art and Design},
      volume = {2},
      number = {4},
      pages = {89-92},
      doi = {10.11648/j.ajad.20170204.11},
      url = {https://doi.org/10.11648/j.ajad.20170204.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajad.20170204.11},
      abstract = {At Higher Education, spelling problems can be raised in extracurricular proposals through voluntary training offered as a complementary course or seminar. The paper presents a design for Spanish language learners, which can be answered in 30 minutes. It arises from a deep understanding of the reality of the student through a study of the most common faults, which are concentrated in sections. At the same time, being designed as a questionnaire, may assume prior knowledge of the student, removing his or her misconceptions and going to the root of the problems. The learning during the answering time should be multiplied by different types of feedback: for example, putting it together in small or large group, the number of phases depending on the time available for the activity. As a result, the design is quick and efficient at the same time for improving written Spanish skills.},
     year = {2017}
    }
    

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    AB  - At Higher Education, spelling problems can be raised in extracurricular proposals through voluntary training offered as a complementary course or seminar. The paper presents a design for Spanish language learners, which can be answered in 30 minutes. It arises from a deep understanding of the reality of the student through a study of the most common faults, which are concentrated in sections. At the same time, being designed as a questionnaire, may assume prior knowledge of the student, removing his or her misconceptions and going to the root of the problems. The learning during the answering time should be multiplied by different types of feedback: for example, putting it together in small or large group, the number of phases depending on the time available for the activity. As a result, the design is quick and efficient at the same time for improving written Spanish skills.
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