Elia - 2023 - Nº 23

URI permanente para esta colecciónhttps://hdl.handle.net/11441/170359

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Key concepts in applied linguistics
(Universidad de Sevilla, UNED, 2023-12-15) Marije, Michel
When you ask learners why they enrolled in a language class, they typically will give answers like ‘because I need it for my study and work’; ‘because I want to be able to talk with the family of my partner’; ‘because it is my favourite holiday destination and I want to be able to speak to the people’ or ‘because I really like the language’. In all the years, I have worked as a language teacher myself, I have never met a student who answered: ‘I really wanted to learn past progressive’ or ‘I need to become better at phrasal verbs’. Sometimes, a student might wish to have ‘more vocabulary and better grammar’ as they feel they cannot express their intentions well enough for smooth communication. Still, irrespective of whether they are intrinsically motivated to learn the language or take a more instrumental view as they need it for educational or professional reasons, language learners across the globe usually learn a language because they want or should be able to do something with the language in interaction with people that also use that language to communicate. Inherently, second language (L2) learning is to a large extent socially driven: we want to become a member of the community of speakers that use the target language (Atkinson, 2010). These voices stand in contrast to what we still see in a lot of language teaching material and course books, that adhere to a structure focussed PPP tradition: isolated structures are being presented and explained – followed by exercises to practice them – followed by communicative activities where students can demonstrate that they can perform in the language using the target structure. In the early 1980s, Task-Based Language Teaching (TBLT) emerged as a functionally oriented alternative to the PPP tradition (van den Branden, Bygate & Norris, 2009). In this short essay, I will present the main concepts and ideas that underly task-based language pedagogy.
Retelling in bilingual education: narration, discourse presentation, and other acquired skills
(Universidad de Sevilla, UNED, 2023-12-15) Serrano, Jonathan; Martínez León, Natalia; Alarcón Neve, Luisa Josefina
En México, es común evaluar la competencia en inglés como segun-da lengua mediante pruebas lingüísticas estandarizadas. Sin embargo, estas pruebas no necesariamente reflejan todas las habilidades lingüísticas adquiridas. En este estudio, dichas habilidades se vinculan con el modelo de competencias literarias de Alther y Ratheiser (2019). Se consideran tres componentes de análisis: narración (acciones, estados y eventos), presentación del habla y presentación del pensa-miento, basados en el continuum de presentación del discurso de Leech y Short (1981, 2007) y otros apuntes posteriores. Se dirigieron y compararon narraciones de recuento oral en español e inglés, producidas por estudiantes mexicanos hablantes nativos del español, quienes han desarrollado su competencia en inglés principalmente por su escolarización en un programa de educación internacional bilingüe de inmersión (Baker & Wright, 2021). Se conformó y analizó un corpus de 20 muestras dirigidas en cada lengua, generadas por 20 participantes en edad escolar. Dicho análisis y procesamientos esta-dísticos sugieren que los datos de los tres componentes analizados tienden a manifestarse de manera similar en ambas narraciones de recuento de cada participante. Este hallazgo resalta la importancia de evaluar, en el desarrollo lingüístico y desde diferentes perspectivas, otras habilidades para comprender de manera más completa la com-petencia en segunda lengua. Asimismo, se muestra que estos estudiantes, escolarizados en un contexto de educación privada interna-cional bilingüe de inmersión, desarrollan una capacidad que les permite narrar en inglés (L2) de la misma forma que lo hacen en español (L1).
Socio didáctica de las lenguas minorizadas tras la pandemia: cuatro experiencias online en el ámbito del romance
(Universidad de Sevilla, UNED, 2023-12-15) Llamedo Pandiella, Gonzalo
La alfabetización de personas adultas en los contextos diglósicos está experimentando un cambio de paradigma, como consecuencia de las circunstancias sobrevenidas durante la pandemia de la Covid-19. La adaptación acelerada de esta oferta educativa al medio digital ha desvelado retos y oportunidades que repercuten en la enseñanza y normalización social de las lenguas minorizadas, sobre los cuales es necesario reflexionar. A tal efecto, en este artículo se presenta un análisis descriptivo de cuatro programas formativos en línea dedicados, respectivamente, a la enseñanza de cuatro lenguas romances: el mirandés, la fala de Xálima, el asturiano y el friulano. Partiendo de una metodología cualitativa, basada en la observación directa y la evaluación de los aspectos más significativos, se proporciona una caracterización individual de cada paquete formativo en su correspondiente contexto sociolingüístico, seguida de una descripción comparativa que destaca los aspectos comunes y las discrepancias. Mediante esta investigación, se confirman las oportunidades que ofrece el medio digital a la articulación de un discurso normalizador de alcance glocal, pero también se revela una marcada desigualdad en las condiciones esenciales de los proyectos formativos analizados. Igualmente, la descripción de estas medidas de emergencia educativa pone de manifiesto el esfuerzo de los colectivos implicados por promover las lenguas minorizadas con los medios que tienen a disposición, buscando estimularlos para que inauguren nuevos diálogos interinstitucionales orientados al intercambio de sus buenas prácticas.
English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
(2023-12-15) Jaén Campos, Marta
This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was designed as a multi-case study in which six EFL teachers from different Secondary schools took part. Moreover, a mixed-methods approach was followed in order to contrast and triangulate the results. First, they were administered a questionnaire consisting mostly of Likert-type scale questions which were analysed following quantitative procedures. Secondly, semi-structured interviews were conducted with each of the participants and were later examined following a qualitative content analysis approach. The questions were concerned with their beliefs, attitudes and knowledge about CLIL, its outcomes, the role of language in these programmes and their own ideal professional role within them. The results show that although the participants’ vision about CLIL, its benefits and the role of language diverge; their beliefs are compatible with CLIL underpinnings. Also, they believe their contributions as language experts must be considered. The findings of this study, which could be replicated and extended to more language teachers, can help us design tailored teacher education programmes which take EFL teachers’ beliefs into account.
Student perception of CLIL: the case of Andalucía
(Universidad de Sevilla, UNED, 2023-12-15) Granados, Adrián
This study aims to make a large-scale evaluation of the student perception of CLIL in Andalucía. To this purpose, 58 CLIL schools (29 primary and 29 secondary schools) were selected by stratified random sampling, controlling for socioeconomic status and geographical distribution in the region of Andalucía. All of them were English CLIL schools. The students in the final year of each school (N= 2104) were surveyed.The survey, which was in Spanish, consisted of close-ended questions addressing CLIL methodology, L2 use, and extracurricular school activities. Questions covered how often students did certain activities in class, which were their favourite ones, how often and for which purpose they used the L2 during content classes, what extracurricular activities were offered in their schools and whether they thought that learning through an L2 was affecting their content acquisition. Results show that, even if CLIL students have an overall positive attitude towards the programme, their preferred activities do not match the ones most frequently used in class. They also manifest that there is an imbalance between written and oral L2 use, oral communication playing a secondary role. Furthermore, differences between primary and secondary students’ perception are observed.
How do in-service teachers perceive clil implementation at schools in spain? a systematic review
(Universidad de Sevilla, UNED, 2023-12-15) Szczesniak, Anna
Owing to the emergence of the new paradigm in the linguistic arena in which all the citizens are required to be competent in more than one language, an issue outlined in the White Paper in 1995 by the European Commission, schools had to undergo a radical transformation and implement new language policies in the curricula to comply with the new emerging requirements, and it is within this context that Content and Language Integrated Learning (CLIL) has been brought up to the fore. Thus, the present systematic review has undertaken a search of empirical studies into the primary and secondary school teachers’ perceptions of CLIL implementation with the main aim of providing a thorough evaluation of bilingual education in Spain. For this purpose, a total of 46 publications that met the inclusion criteria have undergone an in-depth analysis and the results reveal that despite prevailing enthusiasm among CLIL teachers and the numerous benefits that the implementation of the bilingual programme offers to students, the programme presents several serious shortcomings such as insufficient and inadequate teacher training, increased workload, scarce collaboration, the paucity of well-designed materials or the lack of special attention to diversity. Overall, this systematic review highlights the urgent need to address these issues to ensure a success-driven implementation of the bilingual programme and guarantee high-quality education.
Round-trip translation as a writing tool for english as a second language
(Universidad de Sevilla, UNED, 2023-12-15) Zamorano-Mansilla, Juan Rafael
The potential of the technique known as round-trip translation to detect errors in language use has been exploited in the design of programs for automatic error detection (Hermet & Désilets, 2009; Madnani et al., 2012), but to my knowledge, no study has explored the potential of translators as a tool that learners themselves can use to correct their writing in a second language. Consequently, there is no information as to how many of the transformations introduced by round-trip translation are useful for learners, how many simply rephrase the original text, or how many actually make it worse. Hermet and Désilets (2009) report a “repair rate” of 66.4% working with prepositions in French, while Madnani et al. (2012) report 36% successful changes, 33% paraphrasing and 31% changes for the worse in 200 sentences in English. The present study found a significant improvement in the number of corrections in texts written in English by Spanish students (97%) at the cost of generating an excessive number of false positives. The most reliable transformations are those affecting spelling or word morphology, which correct errors in 88.33% and 78.57% of cases, respectively. These results show the progress made in machine translation and the reliability of the round-trip translation technique for correcting errors and inform which transformations are most useful.
Assessment of the traslation competence through a questionnaire of didactic audiovisual translation in translator training
(Universidad de Sevilla ; UNED, 2023-12-15) Sabaté-Carrové, Mariona; Tinedo-Rodríguez, Antonio-Jesús
El objetivo de este experimento es explorar el potencial de la Traducción Audiovisual Didáctica (TAD) en el aula de traducción para la enseñanza de terminología especializada. Se incluyó a un total de 55 participantes en la intervención, que consistió en el desarrollo de una unidad didáctica fundamentado en TAD especializada y un cuestionario diseñado ad hoc para evaluar la percepción de los estudiantes con respecto al desarrollo de sus competencias lingüísticas y traductológicas basado en el marco teórico PACTE. El principal resultado de este estudio sugiere que la TAD puede ayudar en el desarrollo de competencias bilingües, traductológicas y psicofisiológicas, mejorando así la experiencia de la didáctica de la traducción. Los resultados de este estudio indican que el uso de la TAD puede tener un impacto positivo en la mejora y el aprendizaje de la terminología especializada entre los estudiantes en prácticas de traducción. Además, se observó que la TAD puede conducir al desarrollo de un conjunto más holístico de competencias dentro del marco del PACTE. Sin embargo, es importante señalar que son necesarias más investigaciones con muestras más amplias y diseños longitudinales para confirmar estos resultados y aprovechar plenamente el potencial de la TAD en el aula de traducción. En conclusión, el presente estudio aporta pruebas empíricas de que la TAD puede ser una herramienta eficaz para la enseñanza de terminología especializada y el desarrollo de competencias lingüísticas y traductológicas, al tiempo que contribuye a mejorar la experiencia de la didáctica de la traducción.
The effects of regular and enhanced captions on incidental vocabulary acquisitionon incidental vocabulary acquisition
(Universidad de Sevilla ; UNED, 2023-12-12) Finger-Bou, Rebeca; Muñoz, Carmen
Research has demonstrated that watching audiovisual materials in the target language (L2) through using captions can foster vocabulary learning. Some studies have redirected learners’ attention by enhancing specific parts of those captions, thus increasing their saliency. This study explores the effects of regular and enhanced captions on incidental vocabulary acquisition by L1-Spanish/Catalan learners of English through short exposure to a documentary. It also analyses how vocabulary learning might be affected by previous vocabulary knowledge and language learning aptitude. Two randomly distributed groups were formed. One was provided with regular captions, and the other with enhanced captions (target words in yellow and bold). Vocabulary gains were assessed through pre- and post-tests that tapped into meaning recall, meaning recognition and form recognition knowledge. The results showed that the difference between the pre-test and the post-test was greater in the students with enhanced subtitles, but the difference was not significant between the two groups in the post-test. Vocabulary size emerged as the most significant predictor, but not aptitude. Retrospective questionnaires on participants’ focus of attention reported an emphasis on captions and comprehension. Analyses indicate that paying attention to the enhanced items might have positively affected acquisition and retention. This study has provided new evidence that shows the potential advantage of multimodal input as an accessible pedagogical tool for acquiring languages.
Family language policies of non-native parents raising bilingual children in monolingual contexts
(Universidad de Sevilla, UNED, 2023-12-15) García López, María Elena
Non-Native Bilingual Parenting (NNBP) is an emergent type of bilingual family setting where parents decide to raise their children bilingually in their second language, despite living in monolingual communities where their native language is spoken. However, research into family bilingualism has not yet given it much attention aside from a few published case studies. The present survey study aimed to shed light on the complex landscape of NNBP by exploring the Family Language Policy (FLP) of NNB families and the key factors that shape their attitudes and linguistic practices; specifically the parents’ competence in the target language. Data were collected in April 2021 by means of a parental self-report questionnaire and processed using IBM SPSS statistics software. The final sample included 62 families. Descriptive statistics revealed that One Parent One Language (OPOL) was the most common interaction strategy and that most parents used majority language with each other. Besides, the most frequent language socialization practices for this group were identified as well as their common ideologies. Most notably, low reported rates of code-mixing, a very strong impact belief and moderate concern about their non-native model. Non-parametric tests found that the parents’ level of competence in the target language affected some of their attitudes and practices. These insights invite further exploration of the field of family bilingualism.

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