Huarte de San Juan. Filología y Didáctica de la Lengua
Huarte de San Juan. Filología y Didáctica de la Lengua is an anual journal that publishes research results and original work on linguistics, literature and their teaching, in the fields of Spanish, Basque, English and French. The Journal has a generalist view and aims to disseminate work belonging to different areas and with different approaches. It is edited by the Publishing Unit of the Public University of Navarre in collaboration with the Department of Humanities and Education. The articles may be published in Spanish, Basque, English or French.
All articles are published under a Creative Commons (BY-NC-ND 4.0) license. Each article will be assigned a DOI. Authors retain copyright of their work and grant the journal the right to the first publication. Authors can sign additional agreements to non-exclusive distribution of the published version of the article (for example, in an institutional repository) as long as appropriate attribution to the original publication is provided. Articles can be uploaded to institutional repositories immediately after publication. Electronic distribution of the articles (for example, academic social networks or personal webpages) is allowed and encouraged. The journal reserves the right to publicise the work in social networks and other electronic means.
Perceptions of Compulsory Secondary Education (ESO) Spanish Language and Literature Teachers towards Inclusive Language
This study examines the perceptions and attitudes of Spanish Language and Literature teachers in Compulsory Secondary Education (ESO) towards inclusive language in the Autonomous Community of Navarre. Based on a mixed approach, data were collected from teachers at three educational institutions with varying levels of participation in a co-education programme. The results reveal a polarisation of views: while a small minority defends a traditionalist perspective that considers language neutral and rejects inclusive modifications, the majority of participants recognise the transformative potential of inclusive language to highlight inequalities and promote equity. The participation in co-education programmes is highlighted as a positive influence on attitudes towards these practices, although challenges remain in their daily implementation. The study further emphasises the need for training to overcome resistance and consolidate inclusive language as both an educational tool and a means of social change.
Copyright (c) 2025 MAGDALENA ROMERA CIRIA, Rosa María Lezaun Beortegui https://creativecommons.org/licenses/by-nc-nd/4.0
From Grammatical Reflection to Textual Comprehension: On the Reading of a Micro-Story
This article stems from the need to integrate grammar and discourse in the development of metalinguistic competence, considering that contextualised linguistic reflection, undertaken with rigour, favours the performance of communicative competence. Methodologically, it is proposed that access to the analysis of grammar in context be grounded in the gramatical and discursive knowledge closest to the student: the meaning within grammatical structures and the contextual information within texts and discourse. Using a micro-story as an example of a literary subgenre, seven linguistic reflection activities are suggested, allowing for the recognition of contextual and discursive patterns through grammar and, in turn, verifying how contextual factors and discursive patterns are reflected in grammar. Thus, the contextualised metalinguistic exercise (applied in a micro-story, for example) is a strategy that generates deeper textual comprehension inferences.
Copyright (c) 2025 Santiago Urbano Sánchez Jiménez https://creativecommons.org/licenses/by-nc-nd/4.0
Didactic Audiovisual Translation. An Implementation of a Subtitling Task in a Classroom of Secondary Education
Research on the implementation of Didactic Audiovisual Translation (dat) and, more specifically, using subtitling tools in the language classroom is abundant; nevertheless, there is a dearth of studies exploring its use for acquiring grammar in Secondary Education (E.S.O.). In this study, we present the results of a project based on dat, the Subtitling News, which was implemented in a class of the second year of E.S.O. Students completed a subtitling task individually, and merged the individually subtitled pieces into one group project. After the completion of the subtitling, both groups answered a satisfaction questionnaire. The results, positive on both aspects, offer teachers insights into a new methodology to be carried out in their secondary education classes to improve grammar knowledge in a motivating way using subtitling tools.
Copyright (c) 2025 Edurne Goñi, Alba Azcona Magaña https://creativecommons.org/licenses/by-nc-nd/4.0
The topic of the warrior woman in 'El conde Partinuplés' by Ana Caro de Mallén
In this paper, the paradigms of the warrior woman in the palatine comedy El conde Partinuplés (1653) by Baroque playwright Ana Caro de Mallén (1590-1649) are studied. To do this, it will be essential to review not only the social formation of women in the 17th century, but also the constitution of the model of the warrior woman in the theatre of the time. After that, the study will focus on the construction of the female protagonists of this theatrical piece, women completely opposed to the sociocultural paradigm of the time. In this way, it will be shown that Rosaura and Lisbella are clear references to this literacy topic, who exhibit great strength and independence. Likewise, it can be seen that both distance themselves from the social conventions of women in the 17th century
Copyright (c) 2025 Álvaro Clavijo Corchero https://creativecommons.org/licenses/by-nc-nd/4.0
Introduction: L1 and L2 grammar instruction
Introduction to the monographic issue «L1 and L2 grammar instruction across different groups of learners, learning materials and educational settings»
Copyright (c) 2024 María Dolores García-Pastor https://creativecommons.org/licenses/by-nc-nd/4.0
Nom o verb? Grammatical reflection on the noun and the verb from an interlinguistic perspective in Primary Education
This article presents a case study in which a didactic grammar sequence entitled Nom o verb? (Noun or verb?) was used. The sequence is based on the Egramint model and aims to introduce the notion of verb to a group of 3rd grade of Primary Education students by means of the contrast of noun phrases and sentences in order to promote metalinguistic reflection. In this paper, we present the didactic sequence and we offer preliminary results related to the teaching and learning of the notion of verb after implementing the didactic sequence in the classroom. These findings allow for some remarks to be made: attending to linguistic forms based on the complexity of their usage contributes to the improvement of language use; interlinguistic contrast affects grammatical conceptualization; students resort to the discursive situation to support their statements about grammatical notions and demand metalanguage to share their reflections.
Copyright (c) 2024 Joan V. Sempere, Aina Reig, Carmen Rodríguez-Gonzalo https://creativecommons.org/licenses/by-nc-nd/4.0
The expression of obligation in language class: metalinguistic and interlinguistic reflection facilitated by oral interaction in a 1st year of Compulsory Secondary Education classroom
This article shows an research on the role that oral interaction plays in promoting metalinguistic and interlinguistic reflection in the didactic implementation of a gramar sequence linked to the Egramint project. This sequence addresses the study of the expresión of obligation in Spanish, Catalan and English and uses mainly the discursive genre of cooking recipes. It was implemented in a 1st year of Compulsory Secondary Education classroom in a high school in Catalonia. Based on the analysis of the students-teacher interventions carried out during a class session as well as a subsequent interview carried out with the latter, the results show that oral interaction is revealed as a basic mechanism in the promotion of metalinguistic and interlinguistic competence, through the so-called dialogic education (Mercer, 1997; Wegerif, 2013), the use of exploratory speech (Fontich, 2011) and speaking to learn (Milian and Ribas, 2016). In conclusion, the construction of knowledge based on dialogue is evident in a context in which the participants elaborate meanings based on joint reflection on the expression of the obligation in different languages, in many cases, due to the scaffolding provided by the teacher. [1] This work is part of the project The development of an interlinguistic school grammar: towards a reflective teaching of languages ​​in multilingual contexts (EGRAMINT) (PID2019-105298RB-I00 funded by the Ministry of Science and Innovation-State Research Agency). The Principal Investigator is Carmen Rodríguez Gonzalo, Language Teaching Research Group (GIEL) https://grupogiel.com/, University of Valencia (UV).
Copyright (c) 2024 Montserrat Pérez Giménez https://creativecommons.org/licenses/by-nc-nd/4.0
Reflexive and cross-linguistic grammar teaching in foreign languages: Curricular analysis for the design of two didactic grammar sequences on the expression of obligation
The reality of language teaching in Spain is still far from a reflexive and cross-linguistic grammar instruction, which is necessary to achieve language proficiency. This situation accounts for the need of methodological devices that facilitate the implementation of such instruction in the classroom. This paper addresses this issue through the analysis of the grammatical elements that students are required to know, and related discursive-cognitive operations that they are expected to perform in the Spanish foreign language curricula (English and French) of Secondary Education. The results showed that knowledge of modalization, the compound sentence, and deixis is relevant at this educational stage, as well as the discursive-cognitive operations of «remembering», «applying», «evaluating» and «creating». These results and previous research findings guided the design of two Egramint didactic grammar sequences (EDGS) in English and French, which followed curricular demands, and addressed curricular shortcomings with activities leading to metalinguistic awareness, and cross-linguistic transfer.
Copyright (c) 2024 María Dolores García-Pastor, Raquel Sanz-Moreno https://creativecommons.org/licenses/by-nc-nd/4.0
Metalinguistic reflection and grammatical systematization of secondary school students in a didactic grammar sequence on habituality
This study reports the results of the analysis of two groups of 1st of ESO students’ textual productions to examine to what extent metalinguistic awareness can improve language learning and written expression. The methodology we have used is qualitative and responds to action research. The productions analysed are of two types: drafts, revisions, and letters, in which the students use the grammatical elements under study; and summary documents and reports, in which they reflect on the grammatical elements they have used. The conclusions obtained enable us to affirm that the summary documents and the reports promote metalinguistic awareness and that understanding how language works is not always related to a mastery of metalanguage. These results also indicate that the contrast between languages favours their learning and that teachers play a fundamental role in the development of learners’ metalinguistic competence.
Copyright (c) 2024 Teresa Llamazares Prieto, Pilar Garcia Vidal https://creativecommons.org/licenses/by-nc-nd/4.0
The construction of knowledge based on the notion of obligation from a multilingual perspective in secondary school students
In this paper, we present the results of a classroom research study based on the implementation of a grammar teaching sequence, designed according to the Egramint’s model (SDGE), about the expression of obligation in a group of 3rd ESO-PMAR students. Our aim is threefold: a) to inquire into their prior knowledge, b) to discover how students proceed to recognise and understand the use of obligation in the three curricular languages, and c) to analyse how the SDGE can contribute to the construction of their grammatical knowledge. The results of the analysis of the students’ texts show that the SDGE helps them to link experiential and formal knowledge: the students have progressed from experiential to morphological anchoring, passing through semantic and discursive anchoring, and are more aware of the use of grammatical forms and of the similarities and differences between the different languages.
Copyright (c) 2024 Alícia Martí-Climent, Victoria Abad Beltrán https://creativecommons.org/licenses/by-nc-nd/4.0
Reflect on the language through Didactic Sequences. The Egramint model in the first years of Primary Education
This paper looks into the understanding of the noun through the design and implementation of a didactic sequence on grammar linked to the Egramint project. Various studies focused on initial literacy (0-8 years) address the teaching and learning of writing. However, few are focused on the relationship between discursive uses and grammatical reflection in this educational stage. This research represents a qualitative study that analyses the metalinguistic episodes produced during the implementation of a didactic sequence about the discursive genre «photo caption» in a group of 2nd year of Primary Education. More specifically, if focuses on the second phase, in which, through interaction, the notion of noun is explored. From the categorization of the data – that we obtained thanks to the audio recordings in the classroom – the results show how the girls and boys are building such grammatical notion. On the one hand, the obstacles faced by learners in understanding and representing the gramatical category noun are highlighted and, on the other hand, the development of the session shows the difficulties encountered in promoting metalinguistic reflection through the teacher’s pedagogical aids. Finally, the conclusions point to the need to integrate pedagogical grammar in the didactic and linguistic training of teachers to promote metalinguistic reflection in the classroom from a socio-constructivist perspective.
Copyright (c) 2024 Alícia Santolària Òrrios, Betlem Soler Pardo, Mariona Casas Deseures https://creativecommons.org/licenses/by-nc-nd/4.0
Instruction of Spanish Direct and Indirect Object Pronouns through Task-Supported Videoconferencing Instruction
Task-supported videoconferencing instruction emphasizes learner centeredness and experiential learning in Second Language Acquisition (SLA). Still, relatively few studies have addressed the use of specific linguistic structures in online courses from a task-based perspective. The present study examines the effects of an online task-supported module on the acquisition of direct and indirect object pronouns in Spanish. These pronouns are used very frequently by proficient Spanish speakers, but are less used by Spanish learners because of their morphological and syntactic complexity. The results of this study demonstrate the benefits of using an online task-supported module specially designed to promote the use of direct and indirect object pronouns in Spanish through videoconference. Participants used the target structures on many occasions without being prompted to do so. The results suggest that the task-supported module is a promising approach to the teaching of grammar.
Copyright (c) 2022 Alexandra Lopez Vera https://creativecommons.org/licenses/by-nc-nd/4.0
Why do English speakers incorrectly construct the sentence Por las tardes yo practicar deportes?
This paper presents the results of a classroom investigation whose data is extracted from the implementation in a group of 3rd ESO of a didactic grammar sequence (SDG) designed according to the model proposed by the Egramint project. Thus, it starts from the analysis and observation of linguistic uses from a multilingual perspective to promote interlinguistic reflection on the relationships between the subject and the verb in Spanish and English from the question: Why do English speakers incorrectly construct the sentence Por las tardes yo practicar deportes? Oral interaction during the implementation of the sequence and students written reflections on their learning process show that the integrated treatment of languages ​​enhances their metalinguistic awareness and that, when faced difficulties in constructing grammatical knowledge, they preferentially resort to context or meaning.
Copyright (c) 2022 Victoria Abad Beltrán https://creativecommons.org/licenses/by-nc-nd/4.0
'Nostalgia' as the poet’s commitment in Abelardo Linares’s 'Espejos' (1986-1991)
Abelardo Linares (1952) is the founder of the publishing house Renacimiento in 1977, which began three years earlier as an old bookshop established in the Santa Cruz district of Seville, enriched by the purchase of a million books from the collection of the New York bookseller Eliseo Torres. In addition to all this, his poetic work, the subject of this work, although it has not been his priority, is collected in four volumes with an anthological purpose that give an account of the prolixity of his verses: Mitos: Poesía reunida in 1979, Sombras in 1986, Espejos in 1991 and Y ningún otro cielo in 2010. The penultimate one from 1991, which is analysed today, won the Critics' Prize. In this paper we will study the poetry of Espejos and try to propose the component of nostalgia as fundamental for the transfer of commitment in the poetry of Abelardo Linares. We will try to conclude that it is precisely the nostalgic component that helps to transfer the commitment in Linares' poetry and how this is then constituted as one more sign of divergence, among the many that have already become evident in recent decades, with respect to the main lines of the so-called Generation of the 70s. With this analysis we are also recovering the work of a poet who has been partially removed from the canon of the generations in an attempt to renew interest in his poetry and to help its gradual inclusion in the discourse on the history of literature at the end of the last century.
Copyright (c) 2022 María Eugenia Alava Carrascal https://creativecommons.org/licenses/by-nc-nd/4.0
The aim of this article id to carried out a study about the different tales that are used in classrooms from 0 to 6 years old in Spain. The objective was to know the type of narrative text which are used according to the academic year, the type of centre (public, private, or subsided), and the perception of the usefulness of the academic education of teachers. The research has been developed through a qualitative associative study based on an online survey of 111 teachers. The main results show how teachers generally perceive that their academic education has influenced the use of certain types of tales such as classic stories. On the other hand, the specific education that teachers have about Children's and Youth Literature needs to be reinforced within the different study plans.
Copyright (c) 2022 Cristina V. Herranz Llácer, Ana Segovia Gordillo https://creativecommons.org/licenses/by-nc-nd/4.0
Zelda Fitzgerald has remained under Scott Fitzgerald’s shadow for too long. It was not until the seventies that scholars such as Nancy Milford started to focus on her life and works. Since then, interest in Zelda has done nothing but increase. Recent biographies, articles, and novels about Zelda represent the need to place her in the spotlight by focusing not only on her life and her tumultuous marriage to Scott Fitzgerald, but also on her artistic career as a writer, dancer, and painter. During her short life, Zelda tried to find her own voice, despite her husband’s opposition and her frequent hospitalizations in different mental institutions. This article seeks to explore Zelda’s growth from flapper to writer in order to highlight her self-determination to become a renowned and independent artist.
Copyright (c) 2022 Vanesa Vázquez Novo https://creativecommons.org/licenses/by-nc-nd/4.0
Microproject – 'Teaching identities and alphabets'
This article summarises the general lines of a microproject, Teaching identities and alphabets, which forms part of a teaching innovation project in initial training Constructing an interdisciplinary and intercultural approach through art in the initial training of teachers and pedagogues, made up of other microprojects, one of which is common to the subject Design of materials for education and training in the degree in Pedagogy. Among the objectives of the general innovation project are: to develop an interdisciplinary and intercultural methodology through the arts, favouring multi-literacy, favouring collaboration with the educational area of Museums, as a factor of innovation in the initial training of future teaching professionals. The project helps teachers in initial training to take into consideration the relevance of the teaching of Language Didactics and the role of multi-literacy. It facilitates communication with the arts and their symbols, the significance of interdisciplinarity, broadens the viewpoint and creativity. It also contributes to a critical exercise on the teaching identity and to turn experience into shared knowledge.
Copyright (c) 2022 Concepción Francos Maldonado https://creativecommons.org/licenses/by-nc-nd/4.0
This article, by analising different versions and adaptations of Lazarillo de Tormes from a transversal point of view, reflects —owing mainly to its teaching and didactic implications— on the generally simplified and adultered treatment of this novel´s prologue. As a result of this, a wrong interpretation of Lazarillo is frequent, since the reading keys basically rely on these initial lines, without which the novel is just seen as a folkloric adventures story.
Copyright (c) 2022 José Antonio Calzón García https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching Teaching and learning literature in the Master’s Degree in Secondary Education Teacher Training:
It is necessary to reconsider the Master's Degree in Teacher Training in Compulsory Secondary Education, Baccalaureate, Professional Education and Language Teaching (MAES), aimed at initial teacher training in the several curricular areas, in our case, the specialty of Catalan language, at the University of Valencia. To this end, we have developed semi-open-ended response questionnaires and open-ended response texts to evaluate the fulfilment of students’ expectations after their classes on literary education and their school practices, and hence, incorporate measures to promote and improve a more adequate training of future secondary school teachers. We study the diversity among students and their conception of literary education, children’s and young people’s literature and their contents, as well as how the necessary reflection on literary education can be generated and how the future teacher can apply different tools to increase the literary competence of secondary and baccalaureate students. An analysis of the results shows that, despite the efforts made, there are still aspects that can be improved, so more reflection on them is required, not only within each specialty but also on the relationships that these specialties establish with other sections of the master's degree (generic subjects, internships, etc.).
Copyright (c) 2022 Josep V Garcia Raffi, Anna Devís-Arbona https://creativecommons.org/licenses/by-nc-nd/4.0
Educación Literaria y Estética en la enseñanza primaria: propuesta didáctica para animar a leer desde la educación física
Expongo una experiencia de aula vinculada a la asignatura Educación Literaria y Estética en la enseñanza primaria (cuarto curso del Grado de Educación Primaria). Esta se ha desarrollado con alumnado de la mención de Educación Física. He conjugado la animación lectora con actividades relacionadas con el cuerpo y las emociones propiciando un enfoque competencial. El objetivo es integrar dos disciplinas aparentemente lejanas (Literatura y Educación Física) con propuestas que favorezcan la creación de actividades imaginativas, evitando la «parcelación» de los futuros docentes en compartimentos estancos. No se pretende dar a conocer libros de literatura relacionados con el deporte, sino propiciar dinámicas de aula que trabajen tanto el goce lector y estético como el desarrollo emocional, físico y creativo. Los resultados son positivos, pues se ha favorecido tanto una visión interdisciplinar y creativa de los futuros docentes como el trabajo en equipo. Todo ello redunda en un aprendizaje más abierto y participativo.
Copyright (c) 2022 Miguel Sanchez Garcia https://creativecommons.org/licenses/by-nc-nd/4.0
la PEDAGOGICAL TRANSLATION. A DIDACTIC UNIT IN EFL CLASSROOM TO TEACH GRAMMAR BY MEANS OF SUBTITLING
The application of translation in EFL classes has been subject of debate since the perspective of the second language learning (SLL) changed to a more communicative one thanks to methodologies like the Direct method or the Communicative approach. Nonetheless, it is now living a revival because of the increase of use of ICT. Some recent research has concluded that the use of translation or the L1 in general may be beneficial for the confidence of the students and accuracy. The specialty this work is going to focus on is subtitling. Taking the ClipFlair Project as example, many studies have shown that subtitling may improve the listening and writing skills of the students and make them acquire some elements of the second language. Research around subtitling also points the positive attitude of the students towards this kind of exercises. Nevertheless, most of the studies have been done with advanced or university participants and they were focused on the listening skill and the acquisition of vocabulary. The motivation of the students, even though it has been analysed, requires still further investigation. Therefore, the present work will try to fill this gap by answering to the following questions: (1) is subtitling (translation as a language contrasting tool) effective to improve the knowledge of 1st of ESO students on the past simple? And (2) Do subtitling (translation) tasks improve the motivation of students of 1st of ESO towards EFL classes? In order to do so, we are going to divide the participants of 1st of ESO in two groups (control and experimental group) and we will work on the past simple through a subtitling task. A pre-test and a post-test will be used to analyse the knowledge of the participants and to compare the groups. We will also use a questionnaire to collect data about attitude of the students towards the task. On the one hand, we expect both groups to have similar results on the tests. On the other hand, we expect the students to show positive attitude towards the task.
Copyright (c) 2022 Edurne Goñi, Eneko García Jaurena https://creativecommons.org/licenses/by-nc-nd/4.0
Lectura eficiente de un texto literario narrativo a partir de la metacognición en español como lengua no materna
Reading comprehension assessment for students is not limited to the question-and-answer strategies. In order to achieve an effective reading comprehension (RC) it is paramount to activate the conscious awareness and learning control strategies. In this context, literary texts are not only a source of linguistic and cultural knowledge, but they are also an optimal framework for communicative situation representation. This study focuses on the RC development in literary texts using metacognitive strategies for the Spanish as a foreign language (ELE) classroom. Our aim is to present the findings of a research carried out with C1 level university students and showcase its connection with the results of a previously conducted research with B2 level students in the same context. The used methodology entails a classroom-based research, both applied and descriptive, completed through a simple qualitative and quantitative data analysis.
Copyright (c) 2022 María Luisa Aznar Juan, Elena Gamazo Carretero https://creativecommons.org/licenses/by-nc-nd/4.0
Una gramática escolar interlingüística. Hacia una enseñanza reflexiva de las lenguas en contextos multilingües
The challenge of multilingual education requires the teaching of curricular languages, which promotes reflection on the use and transfer of language to develop students’ communicative competence. In this line of thinking, the Egramint project proposes the development of an interlinguistic school grammar as an instrument of teacher training and intervention in the classroom. Methodologically, it is a qualitative-ethnographic investigation in three phases. In the first phase, on which this article focus, we address the documentary analysis of the official curricula of the Spanish scope to delimit how school grammar is configured in them. The results show the predominance of identification over the manipulation or reflective use, as well as the links of the grammatical reflection with the comprehension and elaboration of texts, in aspects such as planning and revision. Interlinguistic treatment is also advocated, especially in territories with two first languages.
Copyright (c) 2022 Carmen Rodríguez-Gonzalo https://creativecommons.org/licenses/by-nc-nd/4.0
ABSTRACT The relationship between second language vocabulary and listening comprehension has been barely explored, and in most cases with inadequate instruments. This study intends to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. The vocabulary size of 284 learners of English was assessed with both an aural and a written vocabulary test. A standardized listening test was used to assess their listening ability. Data were analysed with the Rasch model to determine the participants’ abilities and the item difficulties. Evidence from data analyses supported the following findings: L2 vocabulary knowledge and listening comprehension are strongly and positively related. Aural and written vocabulary knowledge are two clearly different dimensions. Aural vocabulary knowledge predicts listening comprehension better than written vocabulary knowledge, especially among weaker listeners. Based on these results, more emphasis could be placed on learners’ aural vocabulary knowledge to improve their listening. KEYWORDS: EFL; second language teaching; L2 vocabulary; L2 listening; RESUMEN La relación entre el vocabulario y la comprensión oral en una segunda lengua ha sido poco explorada, y en la mayoría de los casos con instrumentos inadecuados. Este estudio pretende llenar esos vacíos investigando la contribución del tamaño del vocabulario de los estudiantes de lenguas en su capacidad de comprensión oral. El tamaño de vocabulario de 284 estudiantes de inglés como segunda lengua fue valorado tanto con una prueba oral de vocabulario como con una prueba escrita. Una prueba estandarizada de comprensión oral fue utilizada para valorar su capacidad de comprensión oral. Los datos fueron analizados con el modelo Rasch para determinar las capacidades de los participantes y las dificultades de los elementos de las pruebas. Las evidencias provenientes de los análisis de datos apoyaron los siguientes hallazgos: El conocimiento de vocabulario y la comprensión oral en una segunda lengua están relacionados de forma clara y positiva. El conocimiento de vocabulario oral y escrito son dos dimensiones claramente distintas. El conocimiento de vocabulario oral predice mejor la comprensión oral que el conocimiento de vocabulario escrito, particularmente entre quienes tienen peor comprensión oral. Con base en estos resultados, se podría poner un mayor énfasis en el conocimiento de vocabulario oral de quienes aprenden una segunda lengua para mejorar su comprensión oral. KEYWORDS: inglés como lengua extranjera; enseñanza de segunda lengua; vocabulario de segunda lengua; comprensión oral de segunda lengua;
Copyright (c) 2022 Martín Aoiz Pinillos https://creativecommons.org/licenses/by-nc-nd/4.0
La enseñanza del inglés a través del haiku
In the present paper we would like to show how the Japanese poetic modality known as Haiku can be very useful to work with linguistic, cultural and literary aspects in the teaching of second languages other than Japanese. Through this lyrical sample the teacher can develop various dynamics of attentive reading and creative writing, all of which can be developed in a second language due to the apparent ease that supports the reading and writing of a haiku. Starting from how analogic hermeneutics and the concept of retroprogression can provide us with an epistemo-methodological basis, we would like to see to what extent haikus are based on some of the main ideas related to them. Finally, some work possibilities in the language-literature-culture classroom will be made explicit, emphasizing the ability to understand the other when we teach a second language with literary materials for a third cultural domain.
Copyright (c) 2022 Francisco José Francisco Carrera https://creativecommons.org/licenses/by-nc-nd/4.0
"Los derechos de la infancia": una aproximación a las ciencias jurídicas a través de la literatura infantil y juvenil
This article addresses the synergies between didactics of language and literature and legal sciences through the design, planning and subsequent implementation of a teaching proposal based on a work on kids’ rights aimed at children. In this line of argument, the main objective of our research is to introduce students to legal aspects such as their rights through literature. In this respect, a didactic proposal designed and carried out in the health context of Covid-19 is shown. Thus, after the analysis of materials and the presentation of the sessions, the different results are analysed and discussed, which stress the need to make the aforementioned rights known to children through reading and the interdisciplinary activities that arise from it and which encourage the awakening of critical thinking, imagination and creativity.
Copyright (c) 2022 Rocío Domene Benito https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching Spanish as a Foreign Language in Latvia: sociolinguistic aspects
The study is based on the aspects of the language policy in Latvia in relation to the foreign language teaching, specifically, Spanish, in the public sector. The main objective is to draw attention to the problems related to the low presence of Spanish as a Foreign Language (S/FL) in this sector and its prospects for the future. The methods applied in the study are case study, survey, as well as the qualitative content analysis. The analysis of the current situation is based on the theory of language management of Bernard Spolsky (Spolsky, 2009). Changes in the language management can be expected when there is a change in the status of the Spanish language and, as a consequence, change in the attitude of language managers towards S/FL in the foreign language market in Latvia. Keywords: language policy, S/FL teaching, linguistic attitude, status, educational system
Copyright (c) 2022 Alla Placinska https://creativecommons.org/licenses/by-nc-nd/4.0
Reseña de: P. Urmeneta Purroy, Navarra ante el vascuence: actitudes y actuaciones (1876-1919). Pamplona: Gobierno de Navarra, Departamento de Educación y Cultura, 1997. 397 págs.
Copyright (c) 1997 Orreaga Ibarra Murillo
Reseña de: Orreaga Ibarra, El euskera popular de los valles de Ultzama, Anue, Atetz, Basaburu Nagusia, Imotz, Odieta y Lantz. Ultzamako hizkera. Pamplona: Pamiela, 1997, 1.159 pp.
Copyright (c) 1997 Juan Karlos Lopez-Mugartza Iriarte
Reseña de: Orrega Ibarra, Valle de Erro. Historia, lengua y costumbres. Pamplona: Gobierno de Navarra, Caja Rural de Navarra, 1997.