This article shows the preliminary design process for a tailor-made Initial Test of Integrated Skills (ITIS) specially adapted to the needs of TRADILEX, a project (2020-2023) funded by the Spanish Ministry of Science, Innovation and Universities to study the scope and validity of using audiovisual translation (AVT) tools to develop communicative competence in a foreign language. We also design a complete virtual AVT-based teaching platform that will help to promote faster and better EFL learning. In this paper we present one of the project’s initial stages, i.e. the ITIS design and the methodological framework for the design process from draft stage to final product. The draft pilot ITIS was tested by specialists, who produced a series of reports and anticipated several potential problems that occurred when the test was carried out. We pay special attention to the changes and improvements made to the draft ITIS as well as its three-stage process and remedial measures. The validity of the ITIS is currently being tested with a pilot group. The ITIS will be complemented with a Final Test of Integrated Skills (FITIS), which is currently underway.
Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.
The main aim of this paper is to provide novice CLIL teachers with advice on key areas related to the implementation of this approach. This is done through the presentation of ‘ten fundamentals’ with their corresponding literature review, activities and suggestions contextualised within the framework of a defined Teaching and Learning Unit, and a final tip, all of which, it is hoped will empower future CLIL teachers in their classroom practice. Materials have been designed by the authors according to the Spanish National Curriculum and the textbook selected to use as an example is: Natural Science 6. In Focus for 6th year at Primary School Level with content designed by Spencer and published by Anaya.
RESUMEN El objetivo principal de este artículo consiste en la presentación de un modelo teóricopráctico que hemos denominado: "modelo de la transpodidáctica textual". Este modelo está basado en la elaboración y aplicación de una metodología desarrollada en cuatro fases con la finalidad de demostrar los beneficios resultantes de la implementación de la misma en la enseñanza y aprendizaje de lenguas en contextos educativos. Para demostrar la validez de este modelo se ha utilizado un texto de ficción literario como ejemplo, el cuento de Andersen: "Los trajes nuevos del emperador". Partiendo, por tanto, de ese texto de ficción literario inicial se explicarán los pasos del proceso transpodidáctico textual que ha tenido lugar hasta convertirse en otro texto de ficción diferente, que ha adquirido los rasgos de otro género literario, en este caso una obra teatral breve, y que ha sido elaborado con la finalidad de ser utilizado para la enseñanza y aprendizaje de lenguas. Palabras clave: Transpodidáctica textual, aprendizaje de lenguas, educación.
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