{"id":2329,"date":"2019-02-26T18:51:59","date_gmt":"2019-02-26T18:51:59","guid":{"rendered":"https:\/\/educacionbilingue.eu\/?page_id=2329"},"modified":"2021-09-17T09:51:44","modified_gmt":"2021-09-17T09:51:44","slug":"nathan-florian-2021","status":"publish","type":"page","link":"https:\/\/educacionbilingue.eu\/en\/nathan-florian-2021\/","title":{"rendered":"2021 – Ponente Nathan Florian"},"content":{"rendered":"

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Mr. Nathan Florian<\/span><\/p>\n

[\/vc_column_text][vc_column_text]<\/p>\n

A brief CV<\/span><\/p>\n

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Nathan Florian has been a linguistic assistant professor at the Cardenal Cisneros University Center since 2018, collaborating with the faculty of the bilingual major at the Teaching Degrees of this center. He was born in the United States, he has a degree in Economics from the College of Wooster (Ohio, USA). Later, he completed the Master’s Degree in International Education from the University of Alcal\u00e1 in 2014. For seven years he worked as a conversation assistant in bilingual schools in the Community of Madrid. He is currently doing a Master’s degree in the teaching of English as a foreign language at the University of Alcal\u00e1 and beginning to develop his activity as a teacher trainer in the areas of bilingual teaching and CLIL.<\/span><\/p>\n

 <\/p>\n

Dialogic Talks: The Privotal Puzzle Piece to Enhance Reading Experiences<\/span><\/a><\/p>\n

 <\/p>\n

This presentation revolves around the use of Dialogic Talks in EFL settings. This collaborative strategy enhances students\u2019 reading experiences by allowing them to interact and explore a literary text on their own and with others. However, there is scarce literature on its use in contexts where an additional language is spoken. To support this teaching-learning strategy in these specific educational settings, the speakers will introduce the notion of Dialogic Talks and present evidence of its benefits. They will then describe an intervention carried out in EFL Teacher Education, and provide qualitative data extracted from the instructors\u2019 observations and students\u2019 final written reflections. Results run parallel to previous findings in L1 contexts. Furthermore, they demonstrate that dialogic talks\u202fcan bring students together and foster tolerance and intercultural awareness, while contributing to their effective literacy development in an additional language.\u202f <\/span>[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

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