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Lista de candidatos sometidos a examen:
1) experiential (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: experiential


Is in goldstandard

1
paper corpusSignosTxtLongLines481 - : Experiential learning theory (^[84]Schön, 1983; ^[85]Kolb, 1984) highlights that effective learning lies in the process of grasping experience of accomplishing a meaningful goal and transforming this experience into knowledge. The experiential learning model goes through a cyclical pattern of four phases: concrete experience during which learners complete a situated task, reflective observation in which learners reflect on what is done and consider what is working and what is not, abstract conceptualization where they think of ways to improve, and active experimentation where they make new attempts to try it again based on previous experience, reflection, and new conceptions .

2
paper corpusSignosTxtLongLines481 - : still prefer and trust (^[187]Halter, 2006; ^[188]Rich & Hannafin, 2008; ^[189]Tripp & Rich, 2012b). The finding, that students’ limited progress in their English OPs as a result of VASRs could be improved by means of a well-structured protocol and the instructor’s feedback, also provides evidence to the effectiveness of teaching English OP according to the philosophy of experiential learning: that learners’ growth of knowledge depends on the instructor’s guidance to reflect on their experience (^[190]Joyce et al ., 2002).

3
paper corpusSignosTxtLongLines524 - : The 5 Cs seemed to trigger increased interest in not only experiential learning among L2 educators, but more specifically CSL (^[64]Lear & Abbott, 2008). As ^[65]Brown and Purmensky (2014) point out “the benefits of service-learning for language students are quite intuitive given its experiential, goal-oriented, communicative, and interpersonal nature” (Brown & Purmensky, 2014: 78 ). CSL injected into language learning a degree of motivation and immediacy that was nearly impossible to achieve in the classroom as students completed tasks which, however contextualized and meaningful, did not begin to approximate a real-world encounter. CSL has been found to help universities meet many of their overarching goals:

4
paper corpusSignosTxtLongLines524 - : Indeed, these co-existing trends in language education, namely, the increase in SHLs and corresponding recognition of their unique needs, the need for domain-specific language education in the form of LSP, and the contemporary emphasis on experiential, community-based service learning led many scholars and language educators to a rather obvious conclusion: SSP for SHLs deployed via community service learning had untapped potential and could be a powerful agent for change . The potential for learning transcended language and could result in not only positive linguistic outcomes, but intrapersonal, political, and socio-cultural ones as well. Many applied linguists have closely analyzed the interface between two of the three elements (i.e., SHLs, SSP, and CSL), but to our knowledge there exists scant research that explores the confluence of all three. The need to develop connections between these three areas has created a curricular gap that is explored in the next section.

5
paper corpusSignosTxtLongLines528 - : Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally (pp . 33-52). Bristol, UK: Multilingual Matters. [ [127]Links ]

6
paper corpusSignosTxtLongLines528 - : Tocaimaza-Hatch, C. & Walls, L. (2017). Service learning as an ecological resource: Providing learning opportunities for mixed second and heritage language classrooms. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Leaners: Acting Locally while Thinking Globally (pp . 53-71). Bristol, UK: Multilingual Matters . [ [178]Links ]

7
paper corpusSignosTxtLongLines531 - : CSL arose from the tenets of experiential education and constructivist theories that advocate for learning through first-hand discovery (^[50]Furco, 2001). The defining characteristic that sets CSL apart from other types of volunteer or internship endeavors is that students’ service experiences are tied to the academic content of an on-campus course or curriculum (^[51]Giles, Honnet & Migliore, 1991). As stated by ^[52]Jacoby (1996), CSL is “experiential education that engages students in activities that address human and community needs together with structured opportunities” (^[53]Jacoby, 1996: 5 ). In the past few decades many post-secondary instructors in the United States have included CSL into their classes (^[54]Sánchez-López, 2013), since this type of hands-on pedagogy provides students the opportunity to reflect on their involvement in their service, facilitating a deeper understanding academic content and community awareness (^[55]Knouse & Salgado-Robles, 2015). Furthermore, the

Evaluando al candidato experiential:


1) learning: 15
7) learners: 4 (*)
10) opportunities: 4 (*)
12) shls: 3
13) reflect: 3

experiential
Lengua: eng
Frec: 44
Docs: 17
Nombre propio: 2 / 44 = 4%
Coocurrencias con glosario: 2
Puntaje: 2.910 = (2 + (1+4.90689059560852) / (1+5.49185309632967)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
experiential
: Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners (pp. 33-52). Bristol, UK: Multilingual Matters.
: Davidse, K. (1991). Categories of experiential grammar. Unpublished doctoral dissertation, University of Leuven, Leuven, Belgium.
: Giles, D., Honnet, E. P. & Migliore, S. (1991). Research Agenda for Combining Service and Learning in the 1990s. Arlington, VA: National Society for Experiential Education.
: Huang, G. (1996). Experiential enhanced theme in English. En M. Berry, C. Butler, R. Fawcett & G. Huang (Eds.), Meaning and Form: Systemic Functional Interpretations (Meaning and Choice in Language: Studies for Michael Halliday) (pp. 65-81). Norwood, NJ: Ablex.
: Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
: Pacheco Aguilar, R. (2016). The question of authenticity in translator education from the perspective of educational philosophy. In D. Kiraly (Ed.), Towards Authentic Experiential Learning in Translator Education (pp. 13-31). Göttingen, Germany: V&R.
: Quiroz, B. (2013). The interpersonal and experiential grammar of Chilean Spanish: Towards a principled Systemic-Functional description based on axial argumentation. Tesis doctoral, University of Sydney, Sydney, Australia.
: Wignell, P., Martin, J. R. & Eggins, S. (1989). The discourse of geography: Ordering and explaining the experiential world. Linguistics and Education, 1(4), 359-392.
: Wurr, A. (2017). Multilingual leaners and learners. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Leaners: Acting Locally while Thinking Globally (pp. 3-7). Bristol, UK: Multilingual Matters .