This paper looks into the intercultural development of a cohort of 26 American students in Spain. Spain constitutes the third preferred world destination of American sojourners. Starting from an analysis of students’ knowledge areas about the host culture, this study explores the relationship between intercultural knowledge and other dimensions of intercultural competence through students’ journals. Results indicate that sojourners increase their knowledge of 13 areas of the host culture, especially of issues related to food and drink, daily life, house, and institutions and services. Data also reveals that the acquisition of and reflection on culture-specific knowledge instigates intercultural development by honing awareness of intercultural verbal and non-verbal communication and the processes inherent in adjustment to life in the host country, learning from experience, and critical stances. The paper concludes that informed and critical reflection on sojourners’ experiences of otherness during study abroad, facilitated by an intercultural orientation program, favors positive attitudes towards the outgroup and enhances the intercultural attitudes of empathy, curiosity or willingness to adjust, along with the intercultural skills of communicative awareness, cultural awareness, awareness of the self and the other, action-taking, or suspending judgement.
{"title":"From knowledge building to intercultural development of American mobile students in Spain","authors":"Maria Garcia","doi":"10.7764/onomazein.48.02","DOIUrl":"https://doi.org/10.7764/onomazein.48.02","url":null,"abstract":"This paper looks into the intercultural development of a cohort of 26 American students in Spain. Spain constitutes the third preferred world destination of American sojourners. Starting from an analysis of students’ knowledge areas about the host culture, this study explores the relationship between intercultural knowledge and other dimensions of intercultural competence through students’ journals. Results indicate that sojourners increase their knowledge of 13 areas of the host culture, especially of issues related to food and drink, daily life, house, and institutions and services. Data also reveals that the acquisition of and reflection on culture-specific knowledge instigates intercultural development by honing awareness of intercultural verbal and non-verbal communication and the processes inherent in adjustment to life in the host country, learning from experience, and critical stances. \u0000The paper concludes that informed and critical reflection on sojourners’ experiences of otherness during study abroad, facilitated by an intercultural orientation program, favors positive attitudes towards the outgroup and enhances the intercultural attitudes of empathy, curiosity or willingness to adjust, along with the intercultural skills of communicative awareness, cultural awareness, awareness of the self and the other, action-taking, or suspending judgement.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47991568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Alejandra Auza and Richard G. Schwartz (eds.): Language Development and Disorders in Spanish-speaking Children","authors":"A. Ogneva","doi":"10.7764/onomazein.48.12","DOIUrl":"https://doi.org/10.7764/onomazein.48.12","url":null,"abstract":"","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.09
Emilio Crisol Moya, M. Cara
espanolDisenar e implementar practicas inclusivas se considera como una de las lineas de actuacion basicas para la construccion de una educacion inclusiva; acciones que dependen en gran parte de las actitudes del profesorado, pudiendo estas verse modificadas por la formacion que reciben. En este marco, esta investigacion analizo las percepciones de 76 estudiantes de la especialidad de lengua extranjera - ingles acerca de la formacion inicial recibida sobre la atencion a la diversidad en el Master Universitario en Profesorado de Educacion Secundaria Obligatoria, Formacion Profesional y Ensenanza de Idiomas (MAES) en la Universidad de Granada (UGR) (Espana), durante el curso academico 2018/2019. Se trata de un estudio descriptivo, correlacional de tipo transversal de las respuestas obtenidas a traves del “Cuestionario para futuros docentes de Educacion Secundaria acerca de las percepciones sobre atencion a la diversidad” (Colmenero Ruiz y Pegalajar Palomino, 2015). De los resultados obtenidos se deduce que, en general, el profesorado en formacion posee actitudes favorables hacia la diversidad y el principio de inclusion. Asimismo, se aprecia que los estudiantes de genero femenino poseen actitudes ligeramente mas positivas que los de genero masculino, existiendo tambien diferencias estadisticamente significativas en la consideracion de la diversidad entre aquellos que han tenido contacto con personas con discapacidad o trastornos. Se concluye que resulta apropiado continuar incidiendo sobre el plano actitudinal, en relacion a esta tematica, en tales titulaciones. EnglishDesigning and implementing inclusive practices is considered one of the basic lines of action for the construction of inclusive education; actions that depend to a great extent on the attitudes of the teachers, which can be modified by the training they receive. Within this framework, this research analysed the perceptions of 76 students in the speciality of Foreign Language - English about the initial training received on attention to diversity in the Master’s Degree in Teachers of Obligatory Secondary Education, Vocational Training and Language Teaching (MAES) at the University of Granada (UGR) (Spain), during the academic year 2018/2019. This is a descriptive, correlational, cross-sectional study of the responses obtained through the “Questionnaire for future Secondary Education teachers on perceptions of atten tion to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). From the results obtained, it can be deduced that, in general, teachers in training have favourable attitudes towards diversity and the principle of inclusion. Likewise, it can be seen that female students have slightly more positive attitudes than male students, and there are also statistically significant differences in the consideration of diversity among those who have had contact with people with disabilities or disorders. It is concluded that it is appropriate to continue to influence on the attitudinal
设计和实施包容性实践被认为是构建包容性教育的基本行动路线之一;这些行动在很大程度上取决于教师的态度，这些态度可能会因他们所接受的培训而改变。在这一框架内,这个调查测试对76外语专业的学生——英语有关收到的编队飞行初始主注意在多样性的大学教师和初中义务教育、职业编队飞行和语文Ensenanza (MAES)格拉纳达大学(UGR)(西班牙),期间academico 2018/2019。这是一项描述性的、相关的横断面研究，通过“未来中学教师关于多样性注意感知的问卷”获得的答案(Colmenero Ruiz和Pegalajar Palomino, 2015)。结果表明，总体而言，接受培训的教师对多样性和包容性原则持积极态度。研究发现，在与残疾或疾病有过接触的学生中，女性的态度比男性略积极，在考虑多样性方面也存在统计学上的显著差异。本研究的主要目的是评估学生对这一主题的态度。英语设计和实施全纳做法被认为是建设全纳教育的基本行动方针之一;这些行动很大程度上取决于教师的态度，他们所接受的培训可以改变这种态度。Within this framework, this research analysed the perceptions of 76 students in the汽of Foreign Language - English about the initial training收到关于注意多样性in the Master ' s Degree in教师Obligatory中学教育、职业培训和语言教学(MAES) at the University of格林纳达(UGR)(西班牙)、during the academic year 2018/2019。这是一项描述性的、相关的、跨部门的研究，研究的是通过“面向未来中等教育教师的多样性感知问卷”(Colmenero Ruiz和Pegalajar Palomino, 2015)获得的答案。从所取得的结果可以推断，总的来说，接受培训的教师对多样性和包容原则持有利的态度。同样，可以看出，女学生的态度略多于男学生，而且在与残疾人或有障碍的人接触的学生对多样性的看法上也有显著差异。它得出的结论是，它适宜以这样的程度继续影响与这一主题有关的态度层面。
{"title":"Percepciones de los estudiantes de la especialidad de lengua extranjera - inglés sobre atención a la diversidad en la formación inicial del profesorado de Educación Secundaria","authors":"Emilio Crisol Moya, M. Cara","doi":"10.7764/onomazein.ne6.09","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.09","url":null,"abstract":"espanolDisenar e implementar practicas inclusivas se considera como una de las lineas de actuacion basicas para la construccion de una educacion inclusiva; acciones que dependen en gran parte de las actitudes del profesorado, pudiendo estas verse modificadas por la formacion que reciben. En este marco, esta investigacion analizo las percepciones de 76 estudiantes de la especialidad de lengua extranjera - ingles acerca de la formacion inicial recibida sobre la atencion a la diversidad en el Master Universitario en Profesorado de Educacion Secundaria Obligatoria, Formacion Profesional y Ensenanza de Idiomas (MAES) en la Universidad de Granada (UGR) (Espana), durante el curso academico 2018/2019. Se trata de un estudio descriptivo, correlacional de tipo transversal de las respuestas obtenidas a traves del “Cuestionario para futuros docentes de Educacion Secundaria acerca de las percepciones sobre atencion a la diversidad” (Colmenero Ruiz y Pegalajar Palomino, 2015). De los resultados obtenidos se deduce que, en general, el profesorado en formacion posee actitudes favorables hacia la diversidad y el principio de inclusion. Asimismo, se aprecia que los estudiantes de genero femenino poseen actitudes ligeramente mas positivas que los de genero masculino, existiendo tambien diferencias estadisticamente significativas en la consideracion de la diversidad entre aquellos que han tenido contacto con personas con discapacidad o trastornos. Se concluye que resulta apropiado continuar incidiendo sobre el plano actitudinal, en relacion a esta tematica, en tales titulaciones. EnglishDesigning and implementing inclusive practices is considered one of the basic lines of action for the construction of inclusive education; actions that depend to a great extent on the attitudes of the teachers, which can be modified by the training they receive. Within this framework, this research analysed the perceptions of 76 students in the speciality of Foreign Language - English about the initial training received on attention to diversity in the Master’s Degree in Teachers of Obligatory Secondary Education, Vocational Training and Language Teaching (MAES) at the University of Granada (UGR) (Spain), during the academic year 2018/2019. This is a descriptive, correlational, cross-sectional study of the responses obtained through the “Questionnaire for future Secondary Education teachers on perceptions of atten tion to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). From the results obtained, it can be deduced that, in general, teachers in training have favourable attitudes towards diversity and the principle of inclusion. Likewise, it can be seen that female students have slightly more positive attitudes than male students, and there are also statistically significant differences in the consideration of diversity among those who have had contact with people with disabilities or disorders. It is concluded that it is appropriate to continue to influence on the attitudinal","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44537369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.01
António M. Lopes
CLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students’ actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-life-like activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Taskbased Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed.
{"title":"Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal","authors":"António M. Lopes","doi":"10.7764/onomazein.ne6.01","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.01","url":null,"abstract":"CLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students’ actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-life-like activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Taskbased Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47959579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Prelipcean, Johannes Kabatek, Adolfo Murguía, Adrian Turcule t, Cristina Bleor tu
{"title":"Johannes Kabatek y Adolfo Murguía: “A spune lucrurile asa cum sunt...” Conversatii cu Eugeniu Coseriu (“Decir las cosas como son...” Conversaciones con Eugenio Coseriu)","authors":"A. Prelipcean, Johannes Kabatek, Adolfo Murguía, Adrian Turcule t, Cristina Bleor tu","doi":"10.7764/onomazein.48.11","DOIUrl":"https://doi.org/10.7764/onomazein.48.11","url":null,"abstract":"","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49343044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.04
L. Sánchez, Cristina Pérez Valverde
espanolEl objetivo de este estudio es proporcionar una revision teorico-practica de la literatura referente al alumnado con discapacidad intelectual que aprende una lengua extranjera con el fin de ofrecer a los docentes de lenguas caminos para alcanzar una educacion inclusiva de calidad y equitativa. Para ello, hemos realizado un analisis exhaustivo de las investigaciones y propuestas metodologicas mas beneficiosas y actuales que se han llevado a cabo. De la misma manera, ponemos de relieve como el aprendizaje de idiomas contribuye no solo a una mejora academica, sino tambien a la inclusion sociocultural. Los estudios revisados incluyen tanto estudios de caso como programas de intervencion especificos y propuestas pedagogicas. Los principales resultados ponen de relieve que los materiales didacticos empleados con este tipo de alumnado no son adecuados para el aprendizaje de idiomas. Paralelamente, estudios desarrollados en contextos bilingues arrojan resultados bastante sorprendentes: algunas personas con discapacidad intelectual pueden manifestar habilidades linguisticas extraordinarias. Asimismo, el contexto canadiense aporta datos sugerentes gracias a la actuacion de una docente bajo los principios de la inclusion generativa y el uso de una metodologia basada en el diseno universal para el aprendizaje (DUA). EnglishThe purpose of this paper is to provide a theoretical and practical framework focused on students with intellectual disability who learn a foreign language with the purpose of suggesting directions to language teachers to achieve a quality and fair inclusive education. To this end, we have conducted an exhaustive analysis of current research and methodological proposals. Furthermore, we highlight the fact that language learning helps improve the students’ academic achievements while fostering sociocultural inclusion. The literature reviewed includes case studies and methodological proposals. The results reveal that the teaching materials used with these students are not suitable for their learning styles. However, research conducted in bilingual contexts produces quite remarkable results. Thus, some children with intellectual disability demonstrate extraordinary linguistic abilities. Likewise, the Canadian context provides stimulating data, due to the performance of a female teacher under the generative inclusion principles and the practice of a methodology based on the Universal Design for Learning (UDL).
{"title":"Fundamentos teórico-prácticos en torno a la inclusión del alumnado con discapacidad intelectual en el aula de lengua extranjera","authors":"L. Sánchez, Cristina Pérez Valverde","doi":"10.7764/onomazein.ne6.04","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.04","url":null,"abstract":"espanolEl objetivo de este estudio es proporcionar una revision teorico-practica de la literatura referente al alumnado con discapacidad intelectual que aprende una lengua extranjera con el fin de ofrecer a los docentes de lenguas caminos para alcanzar una educacion inclusiva de calidad y equitativa. Para ello, hemos realizado un analisis exhaustivo de las investigaciones y propuestas metodologicas mas beneficiosas y actuales que se han llevado a cabo. De la misma manera, ponemos de relieve como el aprendizaje de idiomas contribuye no solo a una mejora academica, sino tambien a la inclusion sociocultural. Los estudios revisados incluyen tanto estudios de caso como programas de intervencion especificos y propuestas pedagogicas. Los principales resultados ponen de relieve que los materiales didacticos empleados con este tipo de alumnado no son adecuados para el aprendizaje de idiomas. Paralelamente, estudios desarrollados en contextos bilingues arrojan resultados bastante sorprendentes: algunas personas con discapacidad intelectual pueden manifestar habilidades linguisticas extraordinarias. Asimismo, el contexto canadiense aporta datos sugerentes gracias a la actuacion de una docente bajo los principios de la inclusion generativa y el uso de una metodologia basada en el diseno universal para el aprendizaje (DUA). EnglishThe purpose of this paper is to provide a theoretical and practical framework focused on students with intellectual disability who learn a foreign language with the purpose of suggesting directions to language teachers to achieve a quality and fair inclusive education. To this end, we have conducted an exhaustive analysis of current research and methodological proposals. Furthermore, we highlight the fact that language learning helps improve the students’ academic achievements while fostering sociocultural inclusion. The literature reviewed includes case studies and methodological proposals. The results reveal that the teaching materials used with these students are not suitable for their learning styles. However, research conducted in bilingual contexts produces quite remarkable results. Thus, some children with intellectual disability demonstrate extraordinary linguistic abilities. Likewise, the Canadian context provides stimulating data, due to the performance of a female teacher under the generative inclusion principles and the practice of a methodology based on the Universal Design for Learning (UDL).","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47282608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.15
J. Prieto, A. García
espanolEste trabajo tiene un doble objetivo. Por un lado, rescata la figura y obra de esos docentes y maestros de lenguas que iniciaron la ensenanza de la lengua inglesa en la Espana del siglo XIX. Por otro, descubre como se ensenaba el componente oral, y en particular, la pronunciacion. Por ello nos detenemos en la figura de John G. Brown y, a traves de un analisis descriptivo de una parte de su obra, conocemos como fue la ensenanza del componente oral de la lengua inglesa en ese periodo. Para ello nos centramos en el procedimiento que se seguia para ensenar la pronunciacion, asi como las orientaciones metodologicas que se daban para su uso y aplicacion. EnglishThis work seeks a double objective. On the one hand, it aims to rescue the figure and grammar works of language teachers who pioneered the teaching of English language in Spain in the nineteenth century. On the other, it sheds light upon the teaching of the oral component and, in particular, pronunciation. The focus has been placed on John G. Brown, and through a descriptive analysis of part of his grammar, we discover how the oral component was taught at that time. So forth, we study the procedure followed to teach pronunciation and the methodological guidelines given for its use and implementation.
{"title":"La gramática inglesa de John George Brown y sus reglas para aprender a pronunciar","authors":"J. Prieto, A. García","doi":"10.7764/onomazein.ne6.15","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.15","url":null,"abstract":"espanolEste trabajo tiene un doble objetivo. Por un lado, rescata la figura y obra de esos docentes y maestros de lenguas que iniciaron la ensenanza de la lengua inglesa en la Espana del siglo XIX. Por otro, descubre como se ensenaba el componente oral, y en particular, la pronunciacion. Por ello nos detenemos en la figura de John G. Brown y, a traves de un analisis descriptivo de una parte de su obra, conocemos como fue la ensenanza del componente oral de la lengua inglesa en ese periodo. Para ello nos centramos en el procedimiento que se seguia para ensenar la pronunciacion, asi como las orientaciones metodologicas que se daban para su uso y aplicacion. EnglishThis work seeks a double objective. On the one hand, it aims to rescue the figure and grammar works of language teachers who pioneered the teaching of English language in Spain in the nineteenth century. On the other, it sheds light upon the teaching of the oral component and, in particular, pronunciation. The focus has been placed on John G. Brown, and through a descriptive analysis of part of his grammar, we discover how the oral component was taught at that time. So forth, we study the procedure followed to teach pronunciation and the methodological guidelines given for its use and implementation.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.03
Davide Capperucci
This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan schools at primary and lower secondary level.
{"title":"How to enhance primary school EFL-teacher curriculum-design competences: the Competence Unit Design Model (CUD Mod)","authors":"Davide Capperucci","doi":"10.7764/onomazein.ne6.03","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.03","url":null,"abstract":"This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most \u0000of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan \u0000schools at primary and lower secondary level.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45357457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.7764/onomazein.ne6.05
S. Barozzi, R. R. Cecilia
This paper is based on a training course which took place at the University of Granada (Spain) with the general purpose of introducing and discussing queer issues in EFL (English as a Foreign Language) teaching. The specific aim was to empower primary and secondary school pre-service EFL teachers in order to take pedagogical action in favour of LGBTIQ+ persons’ equity. In this action research study, emphasis was put on practical activities, including the production of original queer teaching materials, and class interactions based on queer theory and transformative pedagogy. Qualitative data, emerged from the participants’ written and oral course evaluations as well as class observations, were examined through thematic analysis, which served to improve further editions of the course. The main results of this study suggest that this type of training should begin in early childhood education, that it is necessary to train EFL (as well as any other discipline) pre-service teachers in these issues and that progressive Spanish legislation for LGBTIQ+ people might not be sufficient in itself unless it is adequately implemented in education.
{"title":"Training in gender and sexual identities in EFL teaching. Participants’ contributions","authors":"S. Barozzi, R. R. Cecilia","doi":"10.7764/onomazein.ne6.05","DOIUrl":"https://doi.org/10.7764/onomazein.ne6.05","url":null,"abstract":"This paper is based on a training course which took place at the University of Granada (Spain) with the general purpose of introducing and discussing queer issues in EFL (English as a Foreign Language) teaching. The specific aim was to empower primary and secondary school pre-service EFL teachers in order to take pedagogical action in favour of LGBTIQ+ persons’ equity. In this action research study, emphasis was put on practical activities, including the \u0000production of original queer teaching materials, and class interactions based on queer theory and transformative pedagogy. Qualitative data, emerged from the participants’ written and oral course evaluations as well as class observations, were examined through thematic analysis, which served to improve further editions of the course. The main results of this study suggest that this type of training should begin in early childhood education, that it is necessary to train EFL (as well as any other discipline) pre-service teachers in these issues and that progressive Spanish legislation for LGBTIQ+ people might not be sufficient in itself unless it is adequately implemented in education.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42526181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolAragon es una de las comunidades autonomas plurilingues de Espana. A diferencia de otras comunidades del Estado, en este territorio la proteccion de las lenguas minoritarias cuenta con una escasa trayectoria, la cual se ha intensificado desde 2015, con la creacion de la primera Direccion General de Politica Linguistica. Asimismo, en 2018 se cumplen dos decadas de la entrada de la lengua aragonesa en algunas escuelas de la provincia de Huesca. Sin embargo, apenas existen datos sobre la situacion y perspectivas de esta lengua minorizada en el ambito educativo. La investigacion que presentamos indaga en los factores que determinan las actitudes hacia el aragones de las familias del alumnado altoaragones de educacion primaria, asi como en el valor que otorgan a la lengua minorizada en el ambito educativo. Los resultados muestran la presencia de una actitud mayoritaria neutral con tendencia positiva, asi como el influjo significativo de variables como la procedencia y el contacto con esta u otras lenguas minoritarias. EnglishAragon is one of the plurilingual regions of Spain. Unlike other regions of the State, in Aragon, the protection of the minority languages has a short trajectory. This protection has been intensified since 2015, when the first regional institution in charge of language planning was created. Furthermore, 2018 marks the 20th aniversary of the introduction of Aragonese language in some schools of Huesca province. Nevertheless, there is still few scientific data about the situation and prospects of this minoritized language in the educational area. Our research is focused on the main factors that determine the attitudes towards Aragonese among the families of primary education children. The results show a neutral attitude with a positive trend towards Aragonese. Moreover, the significant influence of some factors like the provenance and the previous contact with Aragonese or other minority languages has been noted
{"title":"Explorando las oportunidades de la lengua minorizada en la escuela. Una investigación cuantitativa sobre actitudes hacia el aragonés","authors":"Iris Orosia Campos Bandrés","doi":"10.7764/onomazein.47.04","DOIUrl":"https://doi.org/10.7764/onomazein.47.04","url":null,"abstract":"espanolAragon es una de las comunidades autonomas plurilingues de Espana. A diferencia de otras comunidades del Estado, en este territorio la proteccion de las lenguas minoritarias cuenta con una escasa trayectoria, la cual se ha intensificado desde 2015, con la creacion de la primera Direccion General de Politica Linguistica. Asimismo, en 2018 se cumplen dos decadas de la entrada de la lengua aragonesa en algunas escuelas de la provincia de Huesca. Sin embargo, apenas existen datos sobre la situacion y perspectivas de esta lengua minorizada en el ambito educativo. La investigacion que presentamos indaga en los factores que determinan las actitudes hacia el aragones de las familias del alumnado altoaragones de educacion primaria, asi como en el valor que otorgan a la lengua minorizada en el ambito educativo. Los resultados muestran la presencia de una actitud mayoritaria neutral con tendencia positiva, asi como el influjo significativo de variables como la procedencia y el contacto con esta u otras lenguas minoritarias. EnglishAragon is one of the plurilingual regions of Spain. Unlike other regions of the State, in Aragon, the protection of the minority languages has a short trajectory. This protection has been intensified since 2015, when the first regional institution in charge of language planning was created. Furthermore, 2018 marks the 20th aniversary of the introduction of Aragonese language in some schools of Huesca province. Nevertheless, there is still few scientific data about the situation and prospects of this minoritized language in the educational area. Our research is focused on the main factors that determine the attitudes towards Aragonese among the families of primary education children. The results show a neutral attitude with a positive trend towards Aragonese. Moreover, the significant influence of some factors like the provenance and the previous contact with Aragonese or other minority languages has been noted","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：