DFI-Libros y Capítulos de libros
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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 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 Using a Virtual Learning Environment to Develop Lexical Competence: A Bank of Original Material(Joxman Multimedia, 2010) Pérez-Cañado, María Luisa; Ráez-Padilla, Juan; Lancaster, Nina Karen; Casas, Antonio VicenteEsta publicación está directamente relacionada con el proyecto titulado “Las TICs en el ECTS: El desarrollo de la competencia léxica a través de la enseñanza virtual”. Se trata de un valioso banco de material docente generado por medio de dicho proyecto. Incluye actividades y materiales para el desarrollo de la competencia léxica en inglés en el EEES, pues se ha evidenciado en nuestro análisis justificativo una llamativa carencia en el desarrollo de dicha competencia en la metodología tradicional.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.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 Translation problems in the translation of two film versions of Alice in Wonderland into Spanish. A cognitive-pragmatic approach(Peter Lang, 2019) Díaz-Pérez, Francisco JavierWhen a given text is lo be rendered in a different language, there are normally certain translation problems associated with language and culture that the translalor will have to face and find a solution to. In those cases in which the source text is an audiovisual text, those problems become more complex, as very often the relation between image and language will have to be taken into account. The purpose of this paper is to analyze the strategies used by the translators to tackle translation problems such as the translation of puns or the translation of cultural references in the Spanish sublitled and dubbed versions of two films based on Lewis Carroll's Alice's Adventures in Wonderland. The two films referred to are Tim Burton's (2010) Alice in Wonderland and the animated film with the same title directed by Clyde Geronimi, Wilfred Jackson, and Hamillon Luske in 1951, both of them produced by Walt Disney Pictures. The approach adopted in this study is a cognitive-pragmatic one. More specifically, Sperber and Wilson's (1986/1995) Relevance Theory has been used as the theoretical framework of this study. According to Relevance Theory, the relation between a translation and its source text is considered to be based on interpretive resemblance, rather than on equivalence (See Gutt 1998, 2000). The translator would try to seek optimal relevance, in such a way that s/he would use different strategies to try to recreate the cognitive effects intended by the source communicator with the lowest possible processing effort on the part of the target addressee.Ítem Translating humorous puns in Almodóvar’s films. A cognitive-pragmatic approach(Presses Universitaires du Septentrion, 2019) Díaz-Pérez, Francisco JavierThe use of language in dialogues is a paramount element in Almodóvar’s films, as highlighted more than once. The main purpose of the present chapter, in this sense, is to give a cognitive-pragmatic account of the translation solutions used by translators to render language-specific jokes in the English subtitles of Almodóvar’s films. More specifically, the translation of humorous puns is analysed from the perspective of Relevance Theory. Regarding the translation of puns in the corpus of this study, more often than not those cognitive effects associated with the processing of wordplay are also accessible to the target audience. Thus, in 66.3% of the cases the pragmatic scenario has been preserved, even if the semantic scenario had to be changed to a greater or lesser extent. In this way, the inferential strategies which made the derivation of humorous effects in the SL possible were preserved in the TT. The type of pun variable has been analysed and has been found to affect the choice of translation solution. In this sense, a polysemic pun is much more likely to be maintained in the TT if translated literally than a phonologic pun. Therefore, whereas punning correspondence is the most frequent solution for phonologic puns, in the case of idomatic puns the most common solution was change of pun, which also was, together with direct copy, the preferred one for puns rooted in phonology.Ítem Discriminación de fake news desde bachillerato hasta postgrado: estrategias interdisciplinares para el desarrollo del pensamiento crítico(Tirant Lo Blanch, 2020) Caballero Aceituno, Yolanda; Machado Jiménez, Almudena; Orrequia Barea, Aroa; Ráez Padilla, JuanEl presente capítulo contiene un estudio cuyo origen está en la fase inicial de ejecución del proyecto de innovación docente "Generando redes de pensamiento crítico: materiales y herramientas para el análisis de la realidad y sus discursos", financiado por la Universidad de Jaén, un proyecto guiado por el deseo de restaurar en el alumnado roles activos en cuanto a la adopción de posturas crítico-creativas personales y de llevarlo a desentrañar, a través de estrategias de análisis reflexivo, la anatomía de los discursos que condicionan nuestra percepción de la realidad y nuestra (des)movilización a la hora de promover iniciativas transformadoras que contribuyan a desestabilizar la homogenización de pensamiento. La cultura que promueve el pensamiento en serie quiere trazar un destino social único y encuentra en los medios de comunicación y en las redes sociales un medio de difusión óptimo. Para contrarrestarla, proponemos estrategias que configuren como posibles otros destinos que confluyan en el trabajo por el bien común.Ítem You Speak Newspeak: Linguistic Strategies to Fight Orwellian Dystopia in the Classroom(Dykinson, 2020) Machado Jiménez, AlmudenaThe Orwellian dystopia depicted in 1984 is well known for the suffocating use of surveillance technology and the deification of Big Brother’s iconography. These manipulative techniques only control the environment and actions of the citizens, who eventually find shelter in their minds. Hence, language becomes a dwelling for dissidence, a space of resistance. To prevent this potential form of transgression, the Ingsoc regime creates Newspeak, based on linguistic reductionism and doublethink. The use of this artificial language aims to condition the discourse of future generations according to the ideological stance of the government. Orwell’s critic on the notion of doublespeak can be extrapolated to current political campaigns or the news media, whose biased discourse distorts the message and persuades the audience. This paper aims to present connections between Newspeak of 1984 and contemporary tactics of misinformation using doublespeak. Particularly, linguistic strategies are designed in the classroom to help students detect common patterns of manipulation and overcome possible dystopian scenarios. To convey this research, I recur to theories of linguistic relativity that expose the influence of language on reality. Furthermore, I articulate how the use of literary criticism can be used as a tool to deconstruct the correlations between language and thought. The design of activities that test students’ knowledge on doublespeak (e.g. strategic use of euphemisms, ambiguous constructions, etc.) exemplifies the parallelism between our contemporary society and the Orwellian dystopia, as well as it invites learners to reflect about their personal perception of the world through language. Students’ awareness of the linguistic impact on global politics makes them understand that philology is not only a subject of study but it is also a space for critical thinking and global competence, in which they can build promising utopias.Ítem Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology: A Proposal for In-Service Training(IGI Global, 2020-02) Mendez García, Maria del Carmen; Luque Agulló, GloriaThere has recently been an increase in English as a medium of instruction (EMI) in higher education (HE). The growth of EMI has led to a proliferation of descriptive research on teachers' linguistic competence, learners' and teachers' perceptions of and attitudes toward EMI, the methodology implemented in English as a medium of instruction, and the support and training provided to EMI teaching staff. However, to date, this rise in EMI has not been accompanied by a plethora of research on pedagogical and linguistic considerations. This chapter sheds light on some of these factors, with a focus on lecturers' teaching methodology. Focus group interviews and case study analyses were conducted involving EMI lecturers from a university in southern Spain. The data obtained in this study have been used to establish a pedagogical proposal for in-service EMI teacher training.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 Bleak Bodies: Genetically Engineered Women in Louise O'Neill's (Anti-)Utopian Patriarchal Satire Only Ever Yours(Peter Lang, 2021) Machado Jiménez, AlmudenaIn the latest years, Louise O’Neill (1985-) has drawn in the reading community with her novels, which depict the stark reality of rape culture in our contemporary society. Particularly, her debut masterpiece Only Ever Yours (2014) makes use of a feminist dystopian scenario to explore the origins of female brainwashing and subjugation that stigmatize women’s nature. The community of O’Neill’s novel brilliantly pushes to the limit the nightmarish day-to-day of young girls and their pressure to become compliant patriarchal women, by immersing them since their creation in an educational centre until they reach seventeen. For this, the author presents a two-fold method of feminine conditioning: pre-natus, with the aid of genetic engineering and artificial birth, and post-natus, since girls undergo isolation and strict indoctrination of the patriarchal standards in female educational centres. After this period of internment, their destinies are fixed for the rest of their lives, either as companions or as concubines, but always silenced and ready to give pleasure to men. This community of eves ironically reflects the phenomenon of ‘sorority without solidarity’, persistent in the creation of patriarchal utopias and that turns as an obstacle for the understanding of what feminism should be. Only Ever Yours necessarily disturbs the mind of the reader and denounces the need to understand feminism not as a homogeneous bloc, but as unity in diversity and mutual understanding, in order to fight back against patriarchy from within.Ítem CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts(Palgrave Macmillan, 2021-05-19) Pérez Cañado, María LuisaÍtem 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 #GameIsNotOver: Gamification applied to `Technology, Programming, and Robotics´. An overview of a CLIL proposal(Dykinson, 2022) Ballesteros Aceituno, Beatriz; Casas Pedrosa, Antonio VicenteNowadays teachers face difficulties to motivate and stimulate students in the classroom. New tendencies such as student-centered methodologies have arisen in order to confront these difficulties. In addition, European countries and especially Spain, have bet for an improvement in foreign language teaching. CLIL has invaded Spanish schools, but it may be complicated to teach through this approach, at least at the beginning. Probably, hundreds of teachers are wondering how to develop a lesson plan that not only motivates, but also stimulates their students, in which students are the protagonists of their own learning process and in which both content and a foreign language are integrated. This paper is aimed at trying to answer those questions by developing a gamification project for a CLIL class of the subject “Technology, Programming and Robotics” designed for 2nd CSE students in Madrid (Spain) called “#GameIsNotOver”.Ítem English as a Foreign Language materials: The case of textbooks(Síntesis, 2022) Luque Agullo, GloriaChoosing the right materials for students can be a difficult task, particularly if the teacher lacks experience. Nowadays the choice is enormous, making the selection task even more challenging. What would be the most appropriate materials for a given group of learners? There is no easy answer. One of those materials, the textbook, constitutes one of the most widely used teaching/learning resources, as they provide a set of guidelines and materials that facilitate the teaching task, give a sense of security to the learners and follow educational guidelines. However, choosing a suitable textbook is deemed to be one of the most challenging tasks that EFL teachers often face. To get a good picture of the suitability of a textbook, a careful analysis of the material aspects of the text needs to be undertaken, which should then be followed by an evaluation of that text for a particular teaching/learning context. This chapter suggests a procedure to help teachers decide whether a textbook is appropriate for his/her classroom. Once this decision has been made, there are some examples of how to adapt the text, to adjust it to your needs and those of your classroom.Ítem Thomas Lodge’s ‘Supple Muse’: Imitation, Inspiration and Imagination in Phillis(Edinburgh University Press, 2023) Zunino-Garrido, CintaÍtem A Checklist Proposal for Assessing the Potential of Language Teaching Apps(Springer, 2023-05) Luque-Agulló, Gloria; Almazán-Ruiz, EncarnaciónThe use of mobile applications for English as a Foreign Language (EFL) teaching and learning has become widespread at all educational levels, increasing the difficulty in identifying the most technically and pedagogically suitable application for a specific teaching context. Although digital skills should be a central component in (prospective) FL teachers’ qualifications as one of their twenty-first-century skills, teachers may be inadequately prepared to select, evaluate, and use some of the newer technologies, namely mobile apps, to improve the language learning process within their teaching frameworks. Although there is a growing body of research on the evaluation of apps using checklists, very few studies focus on easily applicable, hands-on criteria for selecting and evaluating apps specifically for TEFL. Therefore, this chapter aims to provide a functional, accessible checklist to evaluate apps, enabling prospective and novice teachers to incorporate them into their instruction. The checklist considers technical, methodological, and linguistic features but maintains a focus on pedagogically relevant criteria.Ítem ANALYSING THE CEFR/CV IN UNIVERSITY LANGUAGE CENTRES IN SPAIN: THE RATERS' PERSPECTIVE(IGI Global, 2023-08) Díez Bedmar, Belén; Luque Agulló, GloriaAlthough the use of the CEFR and CV in language assessment has been extensively discussed, there is little information regarding the actual raters' viewpoint. Thus, the objective of this chapter is to analyse how the raters perceive the documents, their level of knowledge of the CEFR/CV, their opinions on the documents' effectiveness, clarity and impact, and the degree of implementation of the CEFR and the CV in the evaluation of candidates in University Language Centres in Spain. To do so, data was elicited by means of a previously expert-validated 38-item questionnaire distributed to University Language Centres accredited by ACLES in Spain. The results confirm that the raters in this study are familiar with the CEFR and, to a lesser extent, the CV. However, the findings also highlight the need for continuous training to focus on some communicative language competences, the use of descriptors in rubrics, mediation and the action-oriented approach.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.