El concepto de educación del futuro profesorado desde la disponibilidad léxica según su formación académica / The concept of education of future teacher education from lexical availability according to their academic training

Díaz, Inmaculada Clotilde Santos; Calvillo, María Juárez

doi:10.17398/1988-8430.35.3.263

Cited by 4 publications

(3 citation statements)

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“…As we have already mentioned, this is a subject that has been little explored in the literature. Although there are studies that have investigated the lexical competence of future teachers, especially with regard to their lexical availability, this has been assessed in relation to the traditional categories of availability studies [46] or as a means of analysing trainee teachers' conceptions of education or reading, for example [42,44,47], but not by examining the specific lexis of the disciplines that make up the school curriculum and on which they are trained at the degree level. Likewise, although in the Spanish context, the study of lexical competence has aroused the interest of researchers in recent decades [61][62][63][64][65], they have focused on primary and secondary school students learning English as a foreign language or in CLIL programs, but there is a lack of studies that analyse the receptive and productive vocabulary of future teachers, with the exception of the aforementioned studies of availability.…”

Section: Discussionmentioning

confidence: 99%

“…The following decades have seen numerous advances in conceptual and methodological developments [37] and applications of availability, as the results, according to López-Morales [38], have allowed us to describe the lexical norm available in different areas and make inter-dialectal comparisons, determine the lexical characterisation of different groups and geographical areas, help to improve knowledge of the mental lexicon or plan language teaching. The latter is one of the most developed applications, as it is also the pioneer [39], and numerous studies have been carried out with different objectives [40]: detection of spelling errors in order to propose didactic solutions, analysis of specialised vocabulary or lexical selection, among others. Another very fruitful area is the analysis of transfers between two languages, in the field of language contact, to which we should add a more recent one that analyses the development and manifestation of cognition [39].…”

Section: Introductionmentioning

confidence: 99%

“…Among the work carried out recently, a significant number of studies focus on the analysis of non-native language learners. One group of studies stands out among them, which refers to future teachers and their training, analysing in a generic way their available lexicon, both in L1 and L2, and how the received training influences the constitution of a specialised lexicon, the relationship between reading habits and lexical proficiency or predictors of lexical competence [42][43][44][45][46][47][48].…”

Section: Introductionmentioning

confidence: 99%

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Bilingual Science Lexicon of Pre-Serviced Primary School Teachers

et al. 2023

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Bilingual teaching has experienced rapid growth in the Spanish educational panorama and numerous university programmes have emerged with the aim of training future CLIL (Content and Language Integrated Learning) teachers. However, there is little research assessing the level of linguistic competence in Spanish and foreign languages of future teachers, especially those who are studying for a bilingual degree. Although this work is part of a broader project that analyses bilingual lexical competence in subjects related to the Social Sciences and Experimental Sciences, we focus on the analysis of lexical availability of content related to the teaching of science. The sample consisted of 46 students of the Degree in Primary Education at the University of Extremadura. Using a lexical availability test, lexical production in Spanish and English is analysed and compared to determine whether the fact of studying in English affects the acquisition and consolidation of lexical knowledge in Spanish. The results show that there are no significant differences in lexical production between Spanish and English. In addition to the quantitative data, results from the qualitative analysis are presented, analysing the most available words and the organisation of the lexicon in both languages.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Bilingual Science Lexicon of Pre-Serviced Primary School Teachers

et al. 2023

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Virtual tools in the concept of reading of future teachers: a lexical exploration

Ibáñez

Díaz

2023

Texto livre

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New forms of reading have emerged recently, and virtual tools and environments have been developed to promote reading. Initial teacher training must be up to date to train good mediators. Therefore, this research analyses the presence of digital tools in the concept of reading of future teachers. The data has been collected through a lexical availability test to explore the centre of interest “Reading” and a sociodemographic questionnaire with questions related to reading and knowledge of languages. 520 students from the degrees in Early Childhood and Primary Education at the University of Malaga have participated. Dispogen has been used to process the available lexicon and the SPSS package has been used for the statistical analysis. In addition, clusters have been obtained from the lexicon related to digital tools using the DispoGrafo tool. The results show a motivation to read on social networks and a rootedness of the lexicon referred to digital media: e-book, Kindle, specifying format: PDF, Word, and type of reading: digital review, Academic Google, but they do not demonstrate a lexical domain for the formation of new readers.

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Conceptions of geography and history as school disciplines: an approach from lexical availability

de la Montaña Conchiña,

de la Maya Retamar,

López-Pérez

2023

Front. Psychol.

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This paper aims to examine students’ conceptions of Geography and History as school disciplines at different educational stages. The sample, composed by a total of 73 participants from Primary School (n = 26), Secondary School (n = 29) and Higher Education (n = 18), completed a lexical availability test in Spanish and English or in Spanish and French. The results show that lexical availability increases as the educational stage increases, although the differences are not significant between all of them. The available lexical items on Geography and History, most of which are not shared between the different stages, are very generalist, showing a rigid and formal view of the disciplines. After the analysis carried out, we consider that lexical availability may constitute a valid tool for accessing students’ conceptions.

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El concepto de educación del futuro profesorado desde la disponibilidad léxica según su formación académica / The concept of education of future teacher education from lexical availability according to their academic training

Cited by 4 publications

References 2 publications

Bilingual Science Lexicon of Pre-Serviced Primary School Teachers

Bilingual Science Lexicon of Pre-Serviced Primary School Teachers

Virtual tools in the concept of reading of future teachers: a lexical exploration

Conceptions of geography and history as school disciplines: an approach from lexical availability

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