Linguo Didáctica -- Vol. 04 (2024)

Permanent URI for this collectionhttps://hdl.handle.net/10272/24686

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Now showing 1 - 6 of 6

Diatopic variation in four B1 Spanish as a foreign language student’s books
(Universidad de Huelva, 2024) Almau Almau, Sonia
This paper examines four Spanish as a Foreign Language (SFL) B1 level textbooks from different publishers based on the central-northern peninsular standard, with the aim of investigating the inclusion of diatopic variation in them. For this purpose, a quantitative analysis was carried out in which, based on the number of exercises in each textbook, the percentage of linguistic features from varieties other than central-northern peninsular is measured. Additionally, the percentage of these features is calculated by linguistic level (phonetic-phonological, morphosyntactic, lexical-semantic and pragmatic) and by the skills they are practiced in (reading comprehension, written expression and interaction, listening comprehension and oral expression and interaction) or by exercise type. Ultimately, this analysis allows us to determinate which linguistic features from other varieties are most present in the textbooks, in which communicative language activities they are introduced, as well as which peripheral variety predominates in each textbook
Systematic review of studies about the use of language with sexist connotations in fairytales and nursery rhymes of Early Childhood
(Universidad de Huelva, 2024) Villegas José, Virginia; Rubio Machuca, Belén; Álvarez Diaz, Katia; Márquez Díaz, José Ramón; Villegas José, Virginia
The use of language through popular children’s fairytales and nursery rhymes expresses ideas about what is expected of girls and boys based on the gender. These literary studies are consequences of the oral poetic tradition and cultural aspects of different contexts and times. Likewise, it is possible to demonstrate how such productions come to show traditional beliefs and customs related to the feminine and masculine ideal that, at the same time, stand as a social value. This is why the aim of this study is to identify the use of language with sexist connotations, such as gender roles and gender stereotypes, in nursery rhymes and fairytales. For this purpose, a systematic review has been carried out following the methodology PRISMA 2020 Statement, using high impact databases such as Eric, Scopus and Google Scholar. Also, Artificial Intelligences were included in the systematic review: Consensus IA, Elicit.org and Copilot. The analysis of the scientific production based on the use of language with sexist connotations in nursery rhymes and fairytales in Early Childhood education has been identified a total of 22 documents. The results show that the gender relations represented in children’s fairytales and nursery rhymes from a perspective of inequality that favours the figure of traditional male dominance, as opposed to the submission of women, reiterated in the oral and written tradition. This is clear evidence of the social separation of male and female roles, which constitutes a challenge for current education, that of influencing children’s nursery rhymes and fairytales to overcome these traditional gender stereotypes
The development of multiliteracy in English as a Foreign Language through a gamified project: Stranger disappearance
(Universidad de Huelva, 2024) Toscano Fuentes, Carmen María; Sánchez Gago, Elisabeth
Our society is immersed in a technological environment which influences not only students learning process but also the methodological approaches. Teenagers spend part of their free time playing with videogames or publishing posts on their social networks through their cellphones. This interest towards technological games can be the excuse to implement methodologies where technology takes place. Besides, these social shifts have transformed the concept of literacy, that is how to read and write into the notion of multiliteracy (Cope & Kalantzis, 2009; New London Group, 1996) where these two skills are developed through multimodal channel not only the written mode. One of the active methodologies which could be implemented when teaching English as a foreign language is Gamification since it could foster the development of literacy through a multimodal channel since it combines visual, auditory and written mode. One of the advantages of this active methodology is the increase of motivation and engagement towards the learning process. However, to become a fluent reader in English as a Foreign Language is not an easy task since there is not a total correspondence between the graphemes and phonemes hindering the comprehension of what it is written. The purpose of this study has been to prove if the implementation of a gamified project could strengthen the multiliteracy process and increase motivation towards the learning process. The results show there have been an improvement not only in the comprehension of written texts but also in the level of motivation towards the work of that specific skill
Cervantes VR or the possibility of including virtual reality in the teaching-learning process of Don Quixote
(Universidad de Huelva, 2024) Calo Blanco, Alba
In an already fully digitalized and virtualized world like the one we live in, innovation in education increasingly involves introducing ICT into the teaching-learning process. Thus, it could be said that some of the priority challenges facing our society are digital education and the development of digital skills. Virtual reality, perhaps our newest medium, is only just becoming established in our daily lives, and yet it already offers a wealth of options for teaching a wide range of disciplines. This article aims to explore some of the possibilities of using virtual reality in the educational context, and more specifically in the field of language and literature teaching. To this end, the RTVE and Iralta VR Cervantes VR app is presented as a case study. The aim of the app is to bring the life and work of Cervantes, and specifically his work Don Quixote, closer to the general public. It will be clear throughout these lines, therefore, how virtual reality is presented as a valuable resource for its use in active teaching methodologies such as gamification, and we will try to contribute to consolidate it as a possible effective teaching tool
Exploring Linguistic Integration Strategies: Analysis of Spanish Programs for Adult Migrants Based on International Recommendations
(Universidad de Huelva, 2024) Vaquero Ibarra, Nuria
The article examines the relationship between the characteristics of language programs for adult migrants and their educational effectiveness, using the OECD report “Language Training for Adult Migrants” (OECD, 2021) as a reference. The document provides conclusions from the international study on teaching practices, which has identified a series of conditions that can help governments, institutions, and program providers improve the quality of language training aimed at this group of language learners. A mixed-methods study conducted in ten entities in the Community of Madrid that offer Spanish programs for adult migrants is presented. The work included the participation of directors, academic managers, and Spanish teachers, who were interviewed using the semi-structured interview technique, totaling 14 participants. The main objective of the study was to evaluate whether the practices of these entities are aligned with the OECD (2021) recommendations, to identify achievements in the implemented language training programs, and to detect possible aspects that need to be adjusted in the Spanish programs for adult migrants, in order to guarantee the users’ right to quality language training that facilitates their integration
Textbook layout and the effectiveness of learning: an eye-tracking study on EFL textbook sample
(Universidad de Huelva, 2024) Andrychowicz Trojanowska, Agnieszka; Grucza, Sambor
It comes as no surprise that teachers, including English as a foreign language (EFL) ones, meet a variety of students in their classrooms, as no student group is homogenous – in a typical (EFL) classroom usually there are some ‘average’ students and weak ones, some skilled and talented ones, together with those with special educational needs. The last group, limited to dyslexia, is of our special interest. It is because in the Polish schools the group of dyslexic students is getting bigger and bigger but teachers are still not trained well enough to successfully cooperate with them. Eye-tracking studies involving dyslexia mainly concentrate on reading and writing in children with dyslexia. These studies show that dyslexics suffer from deficits in the area of language processing, which is reflected in their eye movements. However, dyslexics and non-dyslexics use the same textbooks at school. Modern textbooks are tools of multimedia teaching and learning. They also have very attractive layouts and visuals, which very often are not suitable for dyslexics. In our eye-tracking study, that was conducted with the help of SMI RED 500 eye tracker, we examined the eye movement patterns of 120 Polish teenagers (60 dyslexics, 60 non-dyslexics) working with 3 sets of materials imitating pages of an EFL textbook. We analysed 4 oculographic parameters (first fixation duration, fixation count, dwell time, revisit count), and one parameter unrelated to eye movements (answer correctness). The results show that with the use of proper layouts and designs, textbooks can minimise differences in the effectiveness of the work done, and results achieved, by dyslexic students compared to non-dyslexic ones. These conclusions are of great significance because they help equalise the educational chances of dyslexic students

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