DFI-Libros y Capítulos de libros
URI permanente para esta colecciónhttps://hdl.handle.net/10953/207
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Examinando DFI-Libros y Capítulos de libros por Autor "Casas Pedrosa, Antonio Vicente"
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Ítem Bringing humour into the English class: Is it possible?(Adhara, 2004) Casas Pedrosa, Antonio VicenteThis paper focuses on the implementation of humour in TEFL. More specifically, it is aimed at designing a number of activities including humour as a key element within a given lesson plan. This proposal can be adapted to a number of educational contexts including the English classroom not only in Compulsory Secondary Education, but also in Vocational Training as well as in Official Language Schools. According to research, humour will increase the students' motivation as well as make lessons more enjoyable.Ítem Characterising representative CLIL practices: An Andalusian case study(Springer, 2021) Rascón Moreno, Diego Jesús; Casas Pedrosa, Antonio VicenteThe characterisation of Content and Language Integrated Learning (CLIL) has recently come to the forefront and acquired a new significance. Both their conceptualisation and pedagogical implementation have of late started to be questioned and are considered as excessively vague and ambiguous, since CLIL is held to encompass too broad an array of possible programme alternatives, thus making its exact limits very difficult to pin down. Thus, we need to characterise representative CLIL practices and to know exactly what it looks like in practice. This chapter reports on the outcomes of two governmentally funded R&D projects (FFI2012-32221 and P12-HUM-2348), within which an observation protocol has been designed, validated, and applied in 53 public, private, and charter schools in 12 provinces belonging to Andalusia, the Canary Islands, and Extremadura. English as a Foreign Language and Non-Linguistic Area subjects taught in English with a CLIL methodology have been observed and the linguistic, methodological, and organisational traits of CLIL are here described with a representative sample in the provinces of Jaén and Granada vis-à-vis the seven main fields of interest which have been canvassed: foreign language use in class, discursive functions, competence development, methodology and types of groupings, materials and resources, coordination and organisation, and evaluation. The results allow us to paint a clearer picture of what CLIL looks like at the grassroots level and to thereby make headway in characterising representative pedagogical CLIL practices which will hopefully contribute to honing and fine-tuning its characterisation.Ítem Claves para la adaptación de la enseñanza de lenguas al EEES: Un estudio europeo(Síntesis, 2010) Pérez Cañado, María Luisa; Casas Pedrosa, Antonio Vicente; Ráez Padilla, Juan; Rascón Moreno, DiegoEste libro ofrece los resultados de un estudio llevado a cabo en Europa acerca del proceso de adaptación de la enseñanza de lenguas al Espacio Europeo de Educación Superior. El estudio es especialmente relevante por tres motivos principales. En primer lugar, ha supuesto la creación de unos instrumentos válidos y fiables que previamente no existían y que permiten diagnosticar el funcionamiento del sistema ECTS no sólo en estudios lingüísticos, sino en el resto de las disciplinas científicas. Además, ha aportado un valioso y amplio banco de información con todas las universidades que están en proceso de aplicación del crédito europeo en materia lingüística en nuestro continente. Por último, ha realizado un diagnóstico pormenorizado del estado actual de la aplicación del sistema ECTS a la enseñanza de lenguas e identificado sus principales debilidades y fortalezas. Estos resultados son especialmente útiles para tomar futuras decisiones en este campo, fundamentadas en datos empíricos. La finalidad de todo ello es mejorar el funcionamiento del sistema ECTS, garantizar que las decisiones tomadas en relación con las nuevas enseñanzas universitarias oficiales se basen en estudios como el que aquí se presenta y en referentes tanto nacionales como internacionales, y contribuir a resolver el déficit actual de nuestro país en materia de aprendizaje de lenguas.Ítem EFL vocabulary learning and teaching. A preliminary overview of collocations and idioms in CSE in Andalusia(Peter Lang, 2024) Casas Pedrosa, Antonio Vicente; Lendínez Carrillo de Albornoz, MartaThis paper reflects on TEFL in Andalusian secondary schools. More specifically, it focuses on vocabulary learning and teaching from a communicative approach. For the development of this topic, the context in which English is studied has been considered (namely, a public bilingual high school in the province of Málaga, Spain). More specifically, this project is aimed at 4th year of CSE students, with an average of a B1 level, who are 15– 16 years old. Thus, this research is aimed at covering effective methods to enhance students’ communicative competence in English and helping them expand their vocabulary in this language, analysing activities, routines, and techniques to be promoted in class to improve learners’ motivation, as well as suggesting general measures and a suitable method to cater for mixed abilities and respond to the learners’ real needs and interests. Each of them will be discussed in the literature review. Moreover, other ideas will be considered, including the fact that words group together to belong to more complex structures, such as collocations and idioms. In addition, a wide range of approaches and techniques to teach vocabulary in the EFL context will be detailed. To conclude, vocabulary learning will be achieved through situations in which students will see how native speakers use English. Learning them will help them increase their range of English vocabulary.Ítem Mathematics through CLIL: A comprehensive literature review and a didactic proposal to introduce CLIL in an Ecuadorian monolingual school(IATED Academy, 2022) Velarde Orozco, Myriam Tatiana; Casas Pedrosa, Antonio VicenteContent and Language Integrated Learning (CLIL) as a new educational model aspiring to improve foreign language competencies involves overcoming several barriers to achieve significant learning outcomes in both language and contents. Based on this premise, the main purpose of this paper is to analyse the different components involved in this innovative process and to determine the impact of CLIL on science, particularly on mathematics learning, and its effectiveness, comprising each aspect required in order to successfully fulfil the CLIL criteria and the curricular objectives of the subject. The implications of teaching mathematics through CLIL are studied by means of an extensive literature review, starting from the general features of CLIL and the context of mathematics teaching in mainstream education. Bearing in mind these general notions, an exhaustive analysis of mathematics teaching by using English as the vehicular language is carried out taking into account pivotal aspects such as the importance of the language of instruction, the development of communication skills, the role of scaffolding to attain the expected learning outcomes, methodologies, materials and ICT, challenges, engagement, and the impact of learning mathematics through a second language. Furthermore, the parameters required to design a practical and effectual lesson plan are established and exemplified on how to introduce CLIL in a specific context (Compulsory Secondary Education) at an Ecuadorian monolingual school (“San Felipe Neri”, in Riobamba), adapting CLIL to the background of the target group (tenth grade in Ecuador, equivalent to the third level of CSE in Spain) by using student-centred methodologies as well as the support of ICT. Both the literature review and the lesson plan implementation will allow us to draw a number of conclusions which may prove of use for educators in similar educational contexts and/or for teachers from a different background who may consider these ideas of interest for their own teaching-learning processes. In fact, due to the current lack of materials (especially in the case of subjects such as mathematics and of certain countries), it may also be possible to benefit from them by adapting the activities included in the above-mentioned lesson plan to any teacher’s own context.Ítem Pedagogical innovation through the ILIAS virtual platform in the area of English Studies(IATED, 2013) Ráez Padilla, Juan; Casas Pedrosa, Antonio VicenteThis proposal presents the results of a qualitative study about a pedagogical innovation with the ILIAS virtual platform in the subject “Advanced English” of the second year of the joint degree in English Philology and Tourism at the University of Jaén (Spain). The study will endeavour to outline and comment on the different resources and online teaching materials implemented within this virtual environment for its exploitation in the area of English Studies, with a view to meeting the needs of autonomous and collaborative learning in the new European Higher Education Area and to assisting students with materials specifically designed for self-work, considering that the second year of the aforementioned degree went extinct, as for face-to-face teaching, in the academic year 2010-11, and students will only have the right to sit the final exam in the next three academic years (2011-12, 2012-13 and 2013-14). Finally, it will offer the results of a student survey on the usefulness of this platform for the subject, and some other teaching action will be suggested to make up for the deficiencies pointed out by students.Ítem The use of prepositions by Spanish learners of English at university level: A longitudinal analysis(Peter Lang, 2011) Díez Bedmar, María Belén; Casas Pedrosa, Antonio VicentePrepositions are a fuzzy word class dueto their morphological, syntactic and semantic characteristics. They are difficult to use by foreign learners of English al all levels, as reported by various scholars using dijferent methodological approaches which are not always comparable. In order to find out which prepositions pose problems to Spanish university students, a four-year longitudinal learner corpus was analysed a posteriori following Granger's lntegrated Contrastive Model. Our findings show four patterns of development in the use of prepositions, and reveal the role of the mother tangue. These results lead to some suggestions to improve the design of EFL materials for Spanish university students.