The present work tries to echo how the communicative metamorphoses occurred in the last years, inferring in the reading habits and in the consumption of information in a general way and more specifically in adolescents. The analysis will start from the report prepared by the writers’ guild 2018 (2019), since it allows us to monitor the state of reading habits and book purchases in a generalized way in Spain. Then, apply what has been poured out to young people extensively and, finally, materializing by extrapolating all the data analyzed to the geographical area of Cádiz adolescents and their position in relation to the rest of Spanish adolescents. Gender variables will also be taken into account in a very special way, to see if there is a certain preference depending on the sex of the reader in the choice of medium (digital or analogue) and if within the digital medium there are discrepancies in the type of text read. We will also check whether digital reading by young people is reduced exclusively to short texts and whether this choice can be derived from the very nature of digital. In the same way, we will pay special attention to the preferences of analogical reading versus digital reading, when we talk about long texts, again due to the personal nature of paper reading. We will analyze the reading frequency of the different digital media, as well as the choice of other shorter texts, categorized within the taxonomy of digital reading. Finally, we will take into account what types of readers with respect to reading frequency become from digital media. The idea is to draw up a panorama that shows how reading occurs among adolescents in the digital world, by definition, closer to their thoughts and feelings.
ResumenLa enseñanza de lenguas extranjeras o segundas lenguas en entornos virtuales de aprendizaje lleva adscritas una serie de características intrínsecas que hay que tener en cuenta a la hora de desarrollar una plataforma de enseñanza digital. En este trabajo pretendemos mostrar, teniendo presente una experiencia real, cuáles son los elementos claves necesarios para poner en marcha un ambiente virtual destinado a la enseñanza del español como lengua extranjera: la plataforma Eleclips. Palabras clave Enseñanza de idiomas, entornos virtuales de aprendizaje, español lengua extranjera, Eleclips AbstractTeaching foreign languages or second languages in virtual learning environments has attached a series of intrinsic characteristics that must be considered when developing a digital teaching platform. This paper tries to show, through a real experience, what are the key elements necessary to set up a virtual environment for teaching Spanish as a foreign language: Eleclips platform. Keywords Language teaching, Virtual learning environments, Spanish foreign language, Eleclips IntroducciónLos entornos virtuales de aprendizaje (EVA) por su especial configuración exigen una metodología, en cierto modo distante, a la empleada en el aula presencial (Gros Salvat, 2002;Bautista, Borges y Forés, 2006). Podemos hacer referencia a ellos además como AVA (Ambiente Virtual de Aprendizaje) o con sus siglas inglesas VLE (Virtual Learning Environment). Un EVA es:Un espacio para enseñar y producir aprendizaje, es un ambiente que es modelado pedagógicamente con esa finalidad, donde las diferentes componentes que lo conforman como: los espacios de la plataforma, las actividades y los materiales, buscan generar aprendizaje, el cual se ve enriquecido por la interacción dentro la comunidad de aprendizaje. Dicha interacción es mediada por herramientas informáticas (Quiroz, 2011: 77).
The present work tries to echo how the communicative metamorphoses occurred in the last years, inferring in the reading habits and in the consumption of information in a general way and more specifically in adolescents. The analysis will start from the report prepared by the writers’ guild 2018 (2019), since it allows us to monitor the state of reading habits and book purchases in a generalized way in Spain. Then, apply what has been poured out to young people extensively and, finally, materializing by extrapolating all the data analyzed to the geographical area of Cádiz adolescents and their position in relation to the rest of Spanish adolescents. Gender variables will also be taken into account in a very special way, to see if there is a certain preference depending on the sex of the reader in the choice of medium (digital or analogue) and if within the digital medium there are discrepancies in the type of text read. We will also check whether digital reading by young people is reduced exclusively to short texts and whether this choice can be derived from the very nature of digital. In the same way, we will pay special attention to the preferences of analogical reading versus digital reading, when we talk about long texts, again due to the personal nature of paper reading. We will analyze the reading frequency of the different digital media, as well as the choice of other shorter texts, categorized within the taxonomy of digital reading. Finally, we will take into account what types of readers with respect to reading frequency become from digital media. The idea is to draw up a panorama that shows how reading occurs among adolescents in the digital world, by definition, closer to their thoughts and feelings.
Resumen El objetivo de este trabajo es determinar empíricamente los retos a los que se han enfrentado los docentes de lenguas extranjeras durante la crisis sanitaria derivada de la Covid-19. La investigación analiza las razones que subyacen a esas dificultades, evaluándose el papel de la competencia digital docente en la formación de este colectivo. El trabajo se enmarca en un paradigma mixto en el que se integran de forma sistemática métodos cuantitativos y cualitativos con el fin de asegurar una óptima triangulación de los datos obtenidos. La herramienta cuantitativa principal de obtención de datos es un cuestionario diseñado para determinar los desafíos del docente de lenguas extranjeras durante la pandemia y que se ha distribuido de forma digital entre los informantes. Se ha utilizado un muestreo no probabilístico accidental que ha permitido obtener información de 64 docentes en diferentes niveles formativos y localizados en distintos continentes: Europa, América del Norte, América del Sur, África, Asia y Oceanía. El componente cualitativo consiste en un conjunto de preguntas de respuesta libre que pretenden validar los datos obtenidos previamente y demostrar que la alfabetización digital docente es una asignatura pendiente en la formación del profesor de lenguas extranjeras, carencia que se ha apreciado aún más durante la crisis sanitaria.
RESUMENEn este trabajo, tras un breve estudio y análisis del estado de la cuestión, nos proponemos revisar una serie de materiales destinados al aprendizaje y desarrollo de la competencia auditiva en la enseñanza del español como lengua extranjera. Prestaremos especial atención a los recursos orales empleados. Revisaremos las publicaciones destinadas a desarrollar esta destreza. Examinaremos las herramientas de aprendizaje disponibles en la red con la intención de crear un breve corpus significativo que consiga poner en evidencia cuáles son las carencias más reiteradas que presentan los discursos orales en esta disciplina. Palabras clave: textos orales, actividades comunicativas, competencia auditiva, español como lengua extranjera Internet, audio library: Analysis, use and integration of audio resources in teaching Spanish as a foreign language ABSTRACT In this article, after a short survey and analysis of the state of the matter, we review some materials for learning Spanish as a foreign language, especially for the development of skill of listening, paying attention to oral resources. We revise the publications that help to develop this skill, and examine the learning tools available on the Internet, with the intention to create a significant corpus, that shed light to the most important deficiencies that the oral discourses have in this discipline.
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