La explosión de la pandemia de covid-19 en España supuso un reto mayúsculo para las universidades con educación presencial ya que estas fueron obligadas a adaptarse a la docencia en línea de manera casi inmediata. Este artículo tiene el objetivo de ofrecer una instantánea de los resultados de este salto repentino a un modelo virtual en la enseñanza de lengua inglesa en distintos programas de grado de la Universidad de Alcalá en España. Para ello, se centra en las percepciones y reacciones del alumnado. Los datos derivaron de una encuesta respondida por 159 estudiantes de Inglés de las facultades de Filosofía y Letras; y de Ciencias Económicas, Empresariales y Turismo, y de un grupo de discusión posterior en el que participaron los autores del estudio y una selección de los encuestados. Estos dos métodos se utilizaron para ahondar en el tratamiento dado a aspectos centrales de la enseñanza de lenguas extranjeras, tales como: (a) la adquisición de competencias, (b) los métodos de evaluación, (c) la utilidad de las tecnologías de la información y la comunicación (tic), y (d) la interacción entre estudiantes y entre estudiantes y docentes, durante el periodo de enseñanza a distancia que sobrevino a la pandemia. Los resultados evidenciaron la problemática que entraña esta modalidad virtual en cuanto a la adquisición y la práctica de destrezas como la expresión oral, la participación en clase, la articulación del trabajo en grupo y las relaciones interpersonales. Además, subrayaron beneficios, tales como un mayor conocimiento y manejo de los recursos tecnológicos. Finalmente, sirvieron para mostrar al profesorado los instrumentos digitales de trabajo y evaluación mejor y peor valorados por el estudiantado.
This paper examines the influence of the socio-political environment on the publication of the first translation into Catalan of Anne Frank’s diary (Folch i Camarasa 1959), which had passages cut from the Spanish rendition in 1955. Based on two translations of the same text into two languages spoken in Spain, the analysis will center on the impact of the changes that occurred during the 1950s, characterized by a moderate “opening up.” Attention will be drawn to the role played by the Catalonian publishing industry in reviving cultural production at a time when the voices of the Other were subject to strict control. The efforts to ensure that the book – penned by an author whose testimony pertained to a distant reality – was available in Catalan show the willingness to use translation to question the dominant hegemonic discourse. Furthermore, the text can be considered the initiator of the development undergone by the publishing sector in Catalonia starting in 1962. On the other hand, tolerance of this translation is to be explained because the Francoist regime had to adapt to the circumstances and make concessions to promote a positive international image.
Although student motivation letters are yet to receive interest within Spanish scholarly circles, the genre is starting to be used to gauge students’ potential for university admission, especially at the master’s and doctoral levels. This paper intends to establish the current status of motivation letters in the Spanish university discourse community and to determine the genre’s basic features (communicative purpose, structure, content and style) as it is developing in Spanish. Public information on Spanish motivation letters, drawn from a survey of online and print material for writing effective motivation letters and from a selection of 25 Master of Business Administration programmes, indicates that the genre is not well established. Genre analysis of eight samples specifically tailored by Spanish universities further points towards genre instability and differences – as regards salient features – from its counterpart in the United States. My findings show that the communicative purpose of the genre within the Spanish context is informed by the cultural norms and preferences shared by members of the Spanish academic milieu.
This paper examines Spaniards’ responses to the Americanised construction of Anne Frank and her diary. In addition to analysing the context in which the first translation into Castilian Spanish was published, consideration is given to the transformative moves that the original text and the Broadway and Hollywood rewritings of the diary underwent when they were made available in Spain in the second half of the 1950s. Special attention is paid to the discursive reconfiguration of the mythicised view built around the figure of Anne Frank in the United States and to its challenge and exploitation in the ultra-Catholic years of Franco’s regime. In that sense, one of the major driving forces behind this paper is answering the question of whether or not the reception of this text in Francoist Spain was affected by the fact that its author was an adolescent, a Jew, and a woman.
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