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.
La formación inicial del profesorado se encuentra inmersa en un proceso de transformación constante, impulsada por la necesidad de responder a sistemas educativos cada vez más complejos, con aulas diversas que exigen nuevas capacidades y a nuevas demandas sociales. En este sentido, el prácticum no puede considerarse como un mero apéndice para la aplicación de la teoría aprendida durante los grados, o para la asimilación de modelos por imitación, sino que debe considerarse como un espacio formativo propio, clave en la profesionalización de los docentes noveles. En modelos tradicionales, las estancias en los centros escolares corrían el riesgo de limitarse a la reproducción acrítica de modelos observados o a una inmersión experiencial desprovista de análisis sistemático. Sin embargo, la literatura actual y las experiencias recogidas en este monográfico coinciden en que la simple estancia en las aulas no es suficiente para desarrollar este conocimiento. Al contrario, es necesario crear espacios donde la teoría universitaria y práctica escolar se imbriquen, transitando hacia modelos que superen esta brecha entre instituciones. Solo así, las prácticas servirán para avanzar en la construcción de una identidad docente sólida y reflexiva, capaz de gestionar la incertidumbre y responder a los desafíos de una sociedad cambiante.
Dossier. Building the teaching profession from practice: new horizons in initial teacher education
Copyright (c) 2026 María Napal Fraile, Maite López-Flamarique https://creativecommons.org/licenses/by-nc-nd/4.0
Practicum for professional learning. A proposal based on joint reflection on practical situations and collaboration between schools and universities
Practicum is a highly valuable educational environment in initial teacher training, due to their potential to link educational theory and practice and develop collaborative reflective processes between schools and universities that help build professional knowledge. However, it is not easy to develop proposals that effectively harness this potential. This article presents a practicum proposal in which student learning is approached as a process of reflective and professional inquiry, organised around a system of collaborative mentoring between schools and universities, and structured around joint reflection between mentors and students focused on the articulation of theory and practice. This proposal has been developed over several years in the context of a series of projects to improve initial teacher training.
Copyright (c) 2026 Anna Ginesta Fontserè, Rosa Colomina Álvarez, Teresa Mauri Majós, Javier Onrubia Goñi https://creativecommons.org/licenses/by-nc-nd/4.0
Descriptive study of language teachers’ beliefs about grammar teaching
In this article, we present an exploratory quantitative study that examines the beliefs of practising teachers of first, second, and foreign languages regarding the teaching and learning of grammar. The main objective is to provide a comprehensive overview of the conceptions and beliefs of elementary and secondary school teachers regarding theoretical knowledge of grammar, preferred methodological approaches in language classrooms, and teaching practices most commonly employed. This will allow for a better understanding of their pedagogical practice, enable the proposal of improvements, and train future teachers accordingly. The study consists of a descriptive statistical analysis of the responses of 70 participants to an online questionnaire comprising more than thirty questions. In general, the results point to a commitment to the explicit teaching of grammar, in which reflection and comparison with other languages in the curriculum are promoted. Teachers agree that language instruction goes beyond the mere explanation of sentence grammar, and that this knowledge must be consolidated through the analysis and production of written and oral texts. Likewise, they advocate moving away from outof-context manipulation exercises and instead focus on working with the students’ own examples. Nor are they advocates of rote memorization; instead, they propose activities that apply what was covered in class and encourage reflection on issues observed in the students’ own work.
Copyright (c) 2026 Raquel Sanz Moreno, Theodora Marin Ciocan https://creativecommons.org/licenses/by-nc-nd/4.0
Towards comprehensive, active and reflective training in teacher practicum internships
This article analyses a Teaching Innovation Project (2021–2023) that transformed the practicum of the Education degree programs and MUPES at Public University of Navarre (UPNA), with the aim of moving toward a critical and reflective perspective on teaching practice. The intervention consisted of three phases: reorganization of the contents of each of the internship periods, creation of scaffolding materials (guidelines and rubrics), and piloting and evaluation of the instruments. Among the innovations, the implementation of extended internship experiences in MUPES and the organization of critical reflection seminars stand out. The results show the potential of the practicum as a space for consolidating teachers’ professional identity, and a positive impact of the introduced changes is observed: faculty valued the unification of criteria and the improvement of school–university coordination, while students consider that they achieved the intended competencies. However, challenges remain, such as the need to improve recognition of mentoring work and the specific training of the faculty who coordinate the seminars.
Copyright (c) 2026 María Napal Fraile, Magdalena Romera Ciria, Maite López Flamarique, Camino Bueno Alastuey, Gabriel María Rubio https://creativecommons.org/licenses/by-nc-nd/4.0
The practicum as a transformative axis: alternation, reflection and mentoring in initial teacher education
This article analyses the prácticum model for Early Childhood and Primary Education degrees at Mondragon University, a model characterised by its interdisciplinary modular structure, the alternance-based learning development and reflection on practice. It describes the principles underpinning the programme’s architecture, as well as the progressive integration of personal development processes, school practice and the preparation of the end-of-degree project as situated educational research. The text examines the emerging lessons from the model, especially in relation to profesional autonomy and the construction of teaching identity, and addresses the main difficulties and challenges detected in its implementation: interaction with the educational community, the complexity of support and mentoring, the need to strengthen training mechanisms linked to practice, the management of reflection processes, and the consolidation of stable institutional networks between universities and schools.
Copyright (c) 2026 Olatz Aramendia Etxeberria, Arantza Ozaeta https://creativecommons.org/licenses/by-nc-nd/4.0
Clinical Analysis of Critical Incidents: A Hybrid Formative Research Model
The contribution proposes a formative research model for undergraduate Teaching students that allows them to reflect on their own teaching practice and the gestures of the teacher. This model is based on clinical methodologies of didactics and proposes planning teaching interventions, recording them with audiovisual media, and selecting relevant critical incidents to extract pedagogical ingenuity from them. It is a proposal to enhance the research competence of future teachers, adaptable to service-learning projects, practicums, and end-of-degree projects. The article summarises the theoretical foundation of the proposal, presents it in detail, and provides usage examples in third-year projects of the Early Childhood Education degree and the double degree in Early Childhood and Primary Education, which demonstrate how they facilitate reflection on teaching intervention.
Copyright (c) 2026 Mariona Masgrau-Juanola, Christian Arenas-Delgado, Muntsa Calbó-Angrill, Margarida Falgàs-Isern, Karo Kunde https://creativecommons.org/licenses/by-nc-nd/4.0
The practicum as a relational space: relationships, agency and shared critique in teacher education
This work analyses the prácticum as a key formative space in the construction of teacher identity and in the development of a horizontal relational culture among the actors involved. To this end, a case study is presented aimed at understanding how relationships between university and school are configured, the roles played by the different agents (students of the Bachelor’s degree in Primary Education, schoolteachers, and university faculty), and the explicit and implicit learning that emerges during this period. The study focuses on a project in the fourth-year practicum of the Bachelor’s degree in Primary Education at the University of Alcalá, in collaboration with two public schools. The participants were 10 students of the Bachelor’s degree in Teaching, 8 school mentors and 3 university tutors. The results show how horizontality, mutual support, and constructive criticism enrich the formative experience and foster the creation of collaborative learning communities, as well as the development of a critical and committed profesional identity. These findings provide transferable knowledge for other groups and universities seeking to strengthen university-school collaboration and to build horizontal relational cultures in the practicum. It is concluded that the prácticum constitutes a territory of pedagogical, emotional, and political negotiation that challenges both training institutions and collaborating schools.
Copyright (c) 2026 Yolanda Muñoz Martínez, Nicolás Benesh Fernández-Miranda, Claudia Guiral Borruel, Susana Domínguez Santos https://creativecommons.org/licenses/by-nc-nd/4.0
Alternating practicum at the University Jaume I: key features of the initial education model for early childhood and primary education teachers
The article describes the organization of school placements for teaching degrees at the University Jaume I. The program is based on an alternating practicum model, which combines hands-on experience in schools with pedagogical reflection seminars. The text details the structure of each practicum, including its specific objectives and the tasks involved in the seminars. It also explains the evaluation process, emphasizing the importance of feedback and reflective syntheses as key learning tools for students. Furthermore, the article addresses organizational aspects such as agreements with schools, the management of training projects, legal requirements, and the coordination between university and school tutors. The conclusion of the article analyses the lessons learned, challenges, and difficulties of the program since its implementation in 2018.
Copyright (c) 2026 Aida Sanahuja Ribés, Rosa Mateu Pérez, Lucía Sánchez-Tarazaga, Paola Ruiz-Bernardo https://creativecommons.org/licenses/by-nc-nd/4.0
Reseña de la publicación Enseñar y aprender gramática en contextos multilingües
Copyright (c) 2026 Marta Milian Gubern https://creativecommons.org/licenses/by-nc-nd/4.0
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