Current society is characterised by a growing tendency of interrelationship among different professional sectors in order to offer their potential customers a better quality of certain products or process. Thereby, and in the context of this interdisciplinarity, higher-education teachers must frame their teaching methodologies mainly focused on the acquisition of certain competences so that students could guarantee the development of their professional abilities. Taking this as a premise, we have performed an interdisciplinary role-play so as to allow our students to acquire those professional competences. However, to carry out this performance a well-organised tutorial plan, divided into several tutoring sessions,
Learner corpora provide teachers with a rich source of real learners' productions in a given language. In fact, teachers from a foreign or second language (FL or L2) can have an immense source of contributions, either written or oral, for analyzing certain linguistic patterns in their students. In this paper, we are aware of this situation and will pay attention to some structures, commonly produced as a misuse: the use, or absence, of the verb to be in certain structures such as born and agree. The learner corpus compiled for this study is formed by written productions of higher-education students whose mother tongue is Spanish and that are enrolled in some non-linguistic subjects using English as a Medium of Instruction (EMI subjects). Therefore, some literal translation, very closed to the main term in Spanish, will be found and described in this study.
La lectura en una lengua extranjera (LE) es una práctica que debe ser esencial para el profesorado en formación y en activo, ya que no solo contribuye a adquirir conocimiento pedagógico, técnico y social, sino también ayuda a mejorar la competencia lingüística en ese idioma. El objetivo de este estudio es conocer cuáles son los hábitos y consumos lectores en lengua materna (LM) y LE del futuro profesorado. Para ello, se ha aplicado una metodología cuantitativa de corte observacional. Los datos se han recabado mediante un cuestionario en línea en el que han participado un total de 388 estudiantes matriculados en el Grado de Educación Primaria de la Universidad de Málaga durante los cursos académicos 2019/2020 y 2020/2021. Los resultados muestran una gran diferencia entre el tiempo que consagran a leer en LM (español), con respecto a la primera lengua extranjera, y sobre todo a la segunda lengua extranjera. El soporte de lectura más frecuente durante el último año ha sido a través de las redes sociales, sobre todo en Instagram y Twitter, mientras que el que menos ha sido los periódicos. Además, se ha mostrado que los estudiantes lectores no solo afirman tener menor dificultad en las distintas destrezas lingüísticas, sino que también tienen un nivel mayor acreditado en LE. Estos hallazgos nos invitan a reflexionar sobre la importancia de fomentar la lectura en LE no solo por motivos académicos sino también lúdicos desde los inicios de su aprendizaje.
The storytelling practice, in general, and the digital storytelling (DS), in particular, entail many advantages for young pupils in the educative context. The main aim of this paper was to examine the tools, the type of activities, and the themes of the stories devoted to preschool pupils. Preservice preschool teachers were asked to choose tools to create their genuine story materials and to design an activity for a specific target age of preschool education to go with them. A total of 136 preservice teachers’ tasks were analysed for this study. The results showed that the most frequent tool type in the three target age (3, 4, and 5 years old) was the one allowing the integration of Dialogues in the stories; the most popular activity type was Reading comprehension for 4- and 5-year-olds, and Images (match or order) for 3-year-olds; and the most recurrent theme was Animal and pets for 4- and 5-year-olds and Friendship for 3-year-olds. This type of study is essential to train preservice teachers both digitally and methodologically for today's school.
The popularity of Content and Language Integrated Learning (CLIL), as a pedagogical approach requiring a flexible methodology to learn content and a foreign language (FL), is unquestionable today. Cooperative learning (CL) seems to be an ideal methodology to meet the demands of CLIL. This study is aimed at collecting the perceptions of CLIL teachers with regard to the challenges that this approach entails when CL is implemented in primary-school classrooms. The respondents (n= 35) completed an online survey with 25 questions (closed-ended and open-ended). Results revealed the following challenges: use of the target language for interaction; motivation; lack of time; potential management problems; and assessment. On the other hand, respondents declared that in order to feel confident when combining CLIL and CL they would need more training. Finally, we provided some recommendations for each grade of Primary Education so as to shed some light on the challenges teachers perceive when CL is employed in CLIL subjects. This leaves an open door for further studies on CL in CLIL lessons from other countries. Nadie pone en duda la popularidad de la cual goza el enfoque pedagógico denominado Aprendizaje Integrado de Contenidos y de Lenguas Extranjeras (AICLE), que requiere de una metodología flexible para el aprendizaje de contenidos y de lengua extranjera (LE). El Aprendizaje Cooperativo (AC) se muestra, de hecho, como una metodología ideal que cubre las necesidades de AICLE. El objetivo de este artículo es recopilar las percepciones de docentes AICLE con respecto a los retos que supone este enfoque cuando implementan AC en las aulas de primaria. Los informantes (n= 35) respondieron un cuestionario online de 25 preguntas (cerradas y abiertas). Los resultados de este trabajo reflejan los siguientes retos: uso de la lengua meta para la interacción; motivación; falta de tiempo; problemas de gestión potenciales; y evaluación. Por otro lado, los informantes declararon que para sentirse seguros a la hora de combinar ambos (AICLE y AC) necesitarían más formación al respecto. Además de presentar los retos percibidos por parte de los participantes, propondremos una serie de recomendaciones para cada curso de Educación Primaria con el fin de que arrojen luz a estos retos, dejando una puerta abierta para futuros estudios sobre AC en clases AICLE en otros países.
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