No abstract

El Aprendizaje-Servicio (ApS) es una metodología que combina las experiencias de aprendizaje pragmáticas e inclusivas, al tiempo que se satisfacen las necesidades de la sociedad. Si a ello se le suma una práctica de actividad física (AF) controlada y juegos socializadores a través de la metodología de Respuesta Física Total (en inglés Total Physical Response, TPR), la adquisición de una lengua extranjera podría resultar más efectiva y natural. El objetivo principal de este estudio es el análisis de la adquisición de las competencias que el ApS produce en el alumnado universitario de la asignatura de la mención de inglés, Didáctica de la Literatura Infantil y Juvenil, en el Grado de Primaria de la Facultad de Ciencias de la Educación y del Deporte de Melilla de la Universidad de Granada. A partir de las experiencias de 14 estudiantes sobre la enseñanza del inglés como Lengua Extranjera (ILE) en un programa ApS con colectivo migrante a través de TPR se observa como estas metodologías suponen un espacio pedagógico nuevo para los docentes de inglés, y a su vez, la ruptura de una enseñanza tradicional. Del mismo modo, como resultado principal se puede constatar que el ApS aplicado al proceso de enseñanza y aprendizaje de la adquisición de una lengua extranjera, con la AF como instrumento, es una metodología que propicia el desarrollo de competencias académicas, profesionales y personales del alumnado universitario de la mención de Inglés del Grado de Educación Primaria. Abstract. Service-Learning (SL) is an educative methodology that combines student’s pragmatic and inclusive learning, and benefits community. In addition, together with supervised physical activity (PA) and Total Physical Response (TPR) group games, it could make the foreign language learning more natural and effective. The main aim of this study is to analyse the effects of SL competences on university students of Primary Education specialised in English language teaching. The participants were students of the Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, and the course was Didactics of Literature for Children and Young People in a Foreign Language: English. The SL experiences of 14 students who offered services to migrants by Teaching English as a Foreign Language (TEFL) with TPR as a main tool, showed to the students a new pedagogical space and a break in traditional teaching practices. In conclusion, TPR-based SL is a useful methodology to teach English and obtain new perspective of TEFL. Moreover, PA is a tool that favours the development of academic, professional, and personal skills of university students of Primary Education specialised in English language teaching.

Service learning (S-L) is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a bibliometric analysis. A descriptive, retrospective, and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science (WoS) databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems.

In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students.

In monolingual countries, the early introduction of foreign languages in the pre-primary curriculum is an emerging priority. This study analyses the teacher knowledge base (TKB) currently offered by higher education institutions to pre-service, foreign language, early childhood education and care (ECEC) teachers in various contexts such as Spain. A documentary research method combining both quantitative and qualitative analysis of 99 Spanish ECEC degree programs and 24 course guides was applied, allowing us to conclude that the presence of “very early foreign language” courses within Spanish ECEC programs is moderate, frequently reduced to a six ECTS course, and portrays a new TKB model related to the early introduction of foreign language in the education system.

Higher education is a focus of increasing violent behavior. The evidence suggests an obsession to achieve the best academic performance in order to access working life. This research aims to develop an explanatory model of violent behavior and its relationship with self-concept and emotional intelligence according to in relation to their academic performance. A sample of 932 Spanish undergraduate students participated in the multi-group structural equation modeling. Findings revealed that students who have a higher academic performance have problems to control and regulate their emotions, showing signs of direct and indirect violence. Moreover, it was found that that emotional intelligence and self-concept have a direct influence on episodes of violent behavior, with academic performance being a key component affecting each variable. The present study provides some implications and suggests some avenues for future research.

En la última década, se ha podido ver un aumento de investigaciones con el fin de estudiar cómo implementar el feedback en la competencia escrita de los estudiantes de inglés como lengua extranjera en la Educación Superior; sin embargo, estos estudios en Educación Secundaria son escasos. El objetivo principal de este estudio, realizado en el tercer curso de Educación Secundaria Obligatoria, es investigar cómo el alumnado y el profesor supervisor perciben la retroalimentación antes de un ciclo de intervenciones de investigación-acción. Además, se pretende estudiar los efectos de la intervención en los alumnos en cuanto al feedback que reciben en la competencia escrita en inglés. Para ello, el estudio se llevó a cabo combinando instrumentos de investigación cuantitativos y cualitativos: dos cuestionarios de escala Likert, una entrevista semiestructurada y un portafolio de escritura. La estrategia de la alfabetización en el feedback, entendida como la diposición, la comprensión y el compromiso para aplicar la retroalimentación, se llevó a cabo en este estudio para potenciar la escritura de los estudiantes a través de talleres de retroalimentación o feedback. Los estudiantes participaron en actividades para discutir, decodificar y actuar sobre el feedback que recibieron después de presentar tres tareas de escritura. Los resultados sugieren que los estudiantes adquirieron estrategias para detectar y corregir sus propios errores, desarrollaron la fluidez de la escritura y llegaron a apreciar la utilidad de la retroalimentación para asumir un papel activo en su propio aprendizaje.

No abstract