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Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children (2) Developing independent narration by Spanish-speaking children and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Teachers' perceptions of an innovation to ensure its success. Language researchers in order to develop English teaching theories Long run, EFL countries should establish their own contingent of To adopt CLT, EFL countries like South Korea will need to change theirįundamental approach to education and that implementation shouldīe gradual and grounded in the countries' own EFL situations. Of South Korea and those of Western countries. Source in the differences between the underlying educational theories A study ofĪ group of South Korean secondary school English teachers' perceivedĭifficulties in adopting CLT reveals that the difficulties have their

Understanding of an innovation is central to its success. The literature on curriculum innovation suggests that teachers' Prompted by the adoption of CLT in EFL countries have generally beenĭifficult. (CLT) in ESL countries, research suggests that curricular innovations Para concluir, se sugiere la necesidad de revaluar el tipo de narraciones históricas, que circulan en las aulas escolares, como una forma de incrementar el nivel de complejidad histórica en los relatos disponibles sobre la independencia.En este artículo se analiza cómo los estudiantes de primaria y secundaria, en colegios rurales y urbanos, reconstruyeron la historia sobre la Independencia Colombiana.