DIGILEC: Revista Internacional de Lenguas y Culturas
DIGILEC: Revista Internacional de Lenguas y Culturas publishes original research articles related to the areas of Didactics of Languages and Literatures and Social Sciences. Published annually, it also welcomes scientific contributions from the areas of Specific and Interdisciplinary Didactics, Applied Linguistics and reviews of interest to the academic community. DIGILEC was conceived by the members of the research group DILEC at the University of A Coruña, located in the Department of Specific Didactics and Research and Diagnostic Methods in Education at the Faculty of Education. It is hosted by the Publication Service of the University of A Coruña and welcomes original articles mainly written in: Spanish, Galician, English and French. One of the main objectives of this journal is to bring together the studies and didactic experiences of different research groups and professionals working both at universities and in other educational levels.
Authors who publish in DIGILEC accept the following conditions: A. Authors retain the copyright and grant the right of the first publication to the journal. The article is registered under a Creative Commons CC BY-SA 4.0 attribution license, which allows third parties to use the published content as long as they mention its authorship and its first publication in this joournal, while disseminating it under this same license. B. Authors can sign additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g, for its inclusion in an institutional repository or its publication in a book), provided that they clearly indicate that the article was first published in this journal. C. Digilec allows and recommends authors to publish their article on the Internet (e.g. on institutional or personal webpages) before and during the review and publication process, as it promotes productive exchanges and a greater and faster dissemination of the published article (see The Effect of Open Access).
Review of Mujer y entretenimiento en el hogar victoriano
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Musical Improvisation in the Context of Jazz. A Study in Primary Education
This study examines the evolution of primary school students’ emotions and perceptions during an educational project focused on musical improvisation within the context of jazz. The specialised literature has highlighted the scarcity of research addressing jazz and improvisation learning at this educational stage, as well as the need to incorporate students’ perspectives in these processes (Fisk, 2014; West, 2015; Black, 2023). The study implemented a pedagogical intervention grounded in active methodologies and creative approaches, designed to provide a safe and accessible space in which 98 students aged 10 to 12 could engage in improvisation, despite having no prior experience in jazz or improvisation. The intervention was conducted in a public primary school in Spain. The methodological design adopted a mixed-methods approach. Qualitative data were collected through open-ended questionnaires, focus groups, field journals, and participant observation. Quantitative data were derived from a multiple-choice questionnaire administered at the end of the project. The results indicate a significant emotional development in relation to improvisation. In addition, improvements were observed in creativity, perceived self-efficacy, and a positive disposition towards error as part of the learning process. The group dimension played a key role in this development, enhancing both motivation and active participation. This study contributes to educational research by providing empirical evidence on how improvisation within the framework of jazz can generate meaningful and emotionally positive musical experiences in primary education.
Music as a nonverbal communication language. Methodological review grounded in experiential observation
I participated in the Erasmus+STT training mobility programme at the University of Coruña, as a guest of Dr. Rocío Chao Fernández. The contact was established through a series of music development games and tests from a scientific point of view. As a music educator and music therapist, I undertook this mobility in order to experience and discuss research methodologies and alternative approaches in music education. The music session I observed on site was a sound installation. Free instrumental improvisation and various forms of sound production can elicit complex motor, affective and behavioural responses. In music therapy sessions, musical instruments provide means of communication that can be integrated with social components, among others. They precede, complement or accompany speech, and emotionally reinforce the information conveyed during the session (Konta, 2010; Szabadi, 2021, 24). The role of instruments in the teaching process is also increasing, as they can serve as supportive and illustrative tools. They are also means of stimulating interest and motivation. When introducing basic musical forms, playing an instrument can function both as a method and as an object of observation. From a research-methodological perspective, emphasis is placed on the possibilities offered by musical play sequences, measurement tools, and test recordings (Gallego et al., 1999; Chao-Fernandez, Gisbert-Caudeli & Vázquez-Sánchez, 2020).
The cultural bias in the textbooks of French as a foreign language
This study aims to examine the treatment of culture in French as a Foreign Language (FFL) textbooks used in Secondary Education in Spain in order to identify cultural biases and assess their alignment with the guidelines set forth by the Common European Framework of Reference for Languages (CEFR) and the Spanish education law LOMLOE. Based on the analysis of a corpus consisting of five widely used FFL teaching methods, 153 cultural occurrences were categorized and evaluated according to the CEFR’s taxonomy, distinguishing between «knowledge of the world», «sociocultural knowledge», and the development of «intercultural awareness». The results reveal a dominant focus on metropolitan French culture, with limited representation of other Francophone realities and a fragmentation of cultural content into specific sections, restricting its integration into linguistic learning. Additionally, a noticeable exoticizing bias is observed in the selection of non-metropolitan manifestations, which not only prioritize the picturesque and folkloric but also perpetuate a static view of culture, neglecting its evolution in the context of globalization. The study further identifies the absence of non-institutionalized cultural expressions, such as countercultural and subcultural phenomena, as well as sociolinguistic variations, reinforcing a normative and patrimonialist representation of the Francophone world. From a pedagogical perspective, the methods analyzed show differences in the integration of cultural components. While some emphasize transversal integration and include activities promoting comparison and intercultural reflection, others isolate cultural content in separate sections, limiting its pedagogical impact. The study concludes with recommendations to overcome the Eurocentric bias in the textbooks and promote a more equitable and dynamic representation of Francophone diversity in FFL teaching.
Poetry as a medium for the ethics of care and conviviality
This article proposes the incorporation of deontological models created by the ethics of care to put poetry at the service of society. It proposes and shows how poetry can serve as an object in itself but also as a research instrument to help promoting new modes of conviviality, seeking to help reconnect and strengthen the social fabric of our multicultural societies, systematically harassed by prejudice and discrimination in their various manifestations and, ultimately, by inequality. Thus, the text, of a mostly descriptive nature, begins with a review of the assumptions of the ethics of care and the concept of conviviality, two theoretical paradigms that in recent years have gained credit in the social and human sciences, with the proposal of using both backgrounds and their different implications in relation to the treatment of diversity in multicultural societies, promoting poetry as a cohesive element. While referring to what Hanauer (2003) termed as the “unique moments” propitiated by poetry, the article concludes with the incorporation of several examples from genre which can be used for our purpose –the promotion of an ethics of care and of conviviality–, as well as some suggestions for classroom or group practice. Chosen from several anthologies and collections, the samples are purposefully diverse, tackling several topics which deserve, it is our claim, urgent attention in contemporary multicultural societies.
The subject of theatre and musical expression in upper secondary education: a teaching experience
In this essay, we present a teaching experience carried out at the Eduardo Blanco Amor Secondary School in Culleredo, with a group of first-year high school students during the 2016-2017 academic year. As a novel initiative at the aforementioned school, and under the heading “Teatro y Expresión Musical” ("Theatre and Musical Expression”), we offered our students the opportunity to choose a Free Configuration subject as a complement to their education; and at the same time, as a practical and interdisciplinary learning proposal. We present the theoretical framework for the article in an introductory section, which we complete in a new section, based on the subject's teaching program and based on five aspects: core competencies, general aims, content (sequenced by trimester), assessment (based on a four-criteria model), and a brief explanation of the methodology used. Below, we outline the general development of the subject, focusing on a specific topic as an example. We introduce it schematically, organized according to the specific aims of the topic and the activities we designed for its implementation in the classroom. After offering some considerations on theatre and education, we briefly present the results of the experience, which we obtained from an end-of-second-term survey. These results are complemented by an objective presentation of the data collected in an appendix.
Cultural violence and transmodalization in a corpus of fanfiction on heritage narrative in secondary education
This ethnoliterary-oriented educational research analyzes a hypertextual corpus of fanfiction produced by secondary school students from an epistemic perspective on reading and writing didactics. This corpus combines creative and critical strategies, updating the heritage of traditional stories in new narrative spaces of popular cyber-affinity. Since the field of ethnoliterature allows for the exploration of this hypertextual praxis in its mixtures and anthropological journeys between tradition and avant-garde, and argues that its imagery expresses cultural problems and ethical solutions, the narrative symbolism of this corpus, referring to the relevance of the theme of violence in human experience, has been deciphered. Specifically, it has been analyzed according to Wladimir Propp's functions, focused on stereotypes of violence and their connection to the narrative transmodalization carried out. The corpus chosen comes from a purposive sample of 41 Spanish secondary school students, based on realistic criteria, and a qualitative content analysis methodology was used, implementing two structural specification matrices. The discussion of the results reveals the students' tendency to significantly invent their fanfic, choosing only hypotexts popularized by the media industry and intensifying the direct and cultural violence that normalizes sexism and punishment in dystopias without redemption. Therefore, the conclusion emphasizes the importance of educationally strengthening civic prosumption by resorting to the critical-creative spaces of fandom.
Inclusive education, a challenge to be taken up in the Cameroonian education system
The objective of this study is to unveil or highlight the challenges faced by the Cameroonian educational system with respect to inclusive education from pedagogical perspectives, in cooperative learning, quality of education, social ethics and school development in our different regions. Based on the principle of equal opportunity and the human values of equity and respect for differences, inclusive education focuses on ‘how to transform education systems and improve the quality of education at all levels and in all contexts in order to accommodate the diversity of learners and promote learning achievement’ (UNESCO, 2008). It is prescribed as an international mandate whatever the context, and implies a paradigm shift in which the conditions for success depend on the school's ability to adapt to the diversity of the public it serves (Dyson et al., 1999, Plaisance et al., 2007). The current situation leads us to question its appropriation and to reflect on the mechanisms defined and put in place to welcome and support pupils with disabilities in their schooling in Cameroon. This study aims to highlight the challenges (The challenge of resources, challenge of attitudes, beliefs and perceptions, educational challenge...) faced by the Cameroonian educational system in the context of the inclusive school. This study is exploratory and uses quantitative and qualitative (mixed) data. The analytical approach is constructivist are grouped around a pedagogic approach to education and use various data collection methods, all within a qualitative and quantitative paradigm.
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Bridging the gap: challenges and opportunities in implementing formative assessment in EFL classrooms in Arabic-speaking schools
Formative assessment serves as a vital guide for teachers and students, supporting progress through continuous adjustments during learning. Unlike summative assessments that measure outcomes at the end, it emphasizes growth, understanding, and deeper engagement. However, its implementation in EFL classrooms in Arab schools in Israel poses significant challenges. To explore these challenges, this study employed a qualitative exploratory design, using a validated open-ended questionnaire to collect rich, detailed data from 20 Arab female English teachers with 5 to 33 years of experience in northern Israel. This approach allowed teachers to express their perceptions and experiences with formative assessment strategies, capturing the complex personal and contextual factors that shape practice. The findings revealed varied attitudes toward different formative strategies. Sharing learning aims and questioning were seen as effective and feasible, while self-assessment and peer assessment were limited by insufficient class time and lack of student readiness. Providing meaningful feedback was identified as the most difficult due to large class sizes and the pressure of a summative-focused curriculum. Veteran teachers found it challenging to shift from traditional routines, whereas newer teachers, although more open to innovation, struggled with classroom management. The study underscores the need for professional development to enhance teachers’ skills in formative assessment and calls for systemic curriculum reforms that prioritize formative, student-centered learning. Collaboration among policymakers, school leaders, and educators is essential to create supportive environments that enable successful implementation of formative assessment in EFL classrooms.
Cognitive Social Emotional Learning (CSEL) as an integrated tool to improve linguistic mother tongue and literacy among children in elmentary schools
The El Hasade approach (Precision, Articulation, Conception, Enhancing vocabulary; PACE in English) represents a comprehensive methodology integrating cognitive, emotional, and social dimensions to enhance linguistic literacy among elementary school students. This multidimensional approach provides foundational skills that support both academic achievement and personal development. Study findings highlight the critical importance of early-age learning experiences in determining students' future educational outcomes. The Cognitive, Social, and Emotional Learning (CSEL) intervention demonstrated significant effectiveness in fostering student independence, adaptability in learning approaches, and improved coping mechanisms. PACE methodology acknowledges the insufficiency of social-emotional learning (SEL) alone for maximizing classroom academic performance. While SEL remains widespread throughout American and European educational systems, PACE introduces an innovative dimension—metacognition—that guides student in effective learning strategies, alternative thinking patterns, and higher-order thinking skills. This metacognitive emphasis distinguishes PACE from traditional SEL approaches by equipping students with comprehensive cognitive capabilities essential for academic success. Research confirms emotional intelligence as a fundamental determinant of academic achievement. Social learning components, including cooperative activities and group projects, have proven instrumental in developing interpersonal competencies and fostering positive classroom environments. Concurrently, cognitive learning incorporating sensory-motor activities has demonstrably enhanced students' mental capabilities, particularly in language acquisition and literacy development. The El Hasade approach aligns with established literature while providing a holistic framework for elementary language acquisition. Although current findings support PACE effectiveness, expanded research encompassing larger populations across diverse grade levels would provide additional validation and deeper insights.
Pygmalion in the classroom: the translation of a literary work as a resource in l2 teaching in secondary education
Translation as a pedagogical tool for the teaching of the second language is flourishing again in the classrooms of secondary education as another didactic tool, adapted to the needs of the current students, becoming another teaching tool. In this article, we are going to present a proposal of tasks, based on literary translation as a source of pedagogical translation (PT) and didactic audiovisual translation (DAT). The tasks are intended for all the courses of compulsory secondary education, and are based on the current legislation. The objective is to provide both teachers and students with new blendings of tools for the L2 classes. Methodologically, the tasks consist on the translation of extracts from the play Pygmalion, and its translation into Spanish, Pigmalión, by George Bernad Shaw, which students must perform in the classroom in a traditional way or related with the new technologies. The proposal has not yet been implemented, but we trust in its possibilities, as it roots in the current legislation and recent research shows that this type of tasks is motivating.
The subject of music: a comparative study of the opinions of students in public and private schools
This research focuses on a context characterized by a constant legislative evolution that has led to a decrease in the teaching load of music at primary school level. This situation raises significant questions about the relevance and pertinence of maintaining music as an integral component of the school curriculum. In this context, the fundamental purpose of this study lies in the in-depth understanding of students' assessment and level of satisfaction with music lessons. It is crucial to underline that this research is not limited to the teachers' perspective, but focuses on the direct perception of the students themselves. To achieve this, 584 students in the third cycle of primary education from both public and private schools in the town of Marbella (Málaga) were considered, with the aim of identifying possible similarities and differences in the way these institutions approach the subject of music. The research methodology is based on data triangulation, which involves the collection of information through various sources and techniques. The findings of this research will not only enrich the understanding of students' perceptions of music in the educational context, but will also provide valuable data for music education specialists. Through these findings, the aim is to promote a more effective and meaningful teaching-learning process in the field of music, adapted to students' motivations and preferences, thus ensuring the continuity of music as an essential component of educational training in primary education.
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Initial training of secondary education pre-service teachers: reading habits and reading motivation
This paper aims at analysing the initial training received by pre-service teachers in the Masters’ Degree in Teaching in Secondary Schools, Vocational Training and Language Centres in Spain to develop reading habits and reading motivation in schools. To this end, this research analyses the curriculum and teaching guides in the speciality of Spanish Language and Literature from 10 Spanish universities with the highest score in the educational field in accordance with Shanghai and THES-The Times international rankings in 2023. As it comes out from the results, developing reading habits requires improvement and the design of specific strategies to allow pre-service teachers to promote reading habits in Secondary schools.
Field recordings for music of Galician oral tradition
This article will address the field recordings made in Galicia around oral tradition music within the phenomenon known as recollidas. Taking as a basis the compilation and phonographic tradition since the 20th century, the recollidas will be defined and their recordings will be characterized, using interviews with people participating in the process that complement the fully academic information. The recollidas had their moment of maximum diffusion in the 90s, when groups linked to urban cultural associations carried out non-specialized field work in different rural areas of the Galician geography to learn about and document aspects related to music and dance of oral tradition. As a result of this process, numerous private archives have been created that contain recordings marked by very limited techniques, methods and resources but that, at the same time, are an interesting element of study that allow access to a socio-musical process practically lost today and, at the same time, observe the transformation in the communicative process of oral transmission. They are therefore products with enormous heritage value that, in addition, have an important weight as didactic elements when taking into account the disappearance of oral transmission as a natural method of dissemination of this music and being the educational context, both in formal and non-formal, the one that collects the witness of its disclosure.
Digital devices, as languages, are items of communication and cooperation. We use digital devices to communicate, share information and collaborate in different contexts, and these resources have been enhanced for learning reasons during the COVID- 19 for learning reasons. As a matter of fact, the digital competence of students and teachers has been one of the most investigated aspects. For this reason, a group (n= 30) from the 3rd year of Compulsory Secondary Education located in the south of Tenerife (Canary Islands, Spain) belonging to a Content and Language Integrated Learning program has been selected in order introduce and investigate an intervention about the first civilizations in the discipline of History and Geography. This discipline, like others such as Plastic and Visual Education, Music and Biology, belongs to the center's CLIL program, and, after including teaching-learning aspects in relation to the digital subject, the students have carried out a final task working with the digital content creation area of the Digital Teaching Competence Framework (2017). The results obtained focus on the effectiveness of including learning in digital competence in a bilingual educational program, the use of active methodologies in such integration, as well as the perspective of the students in their own learning process, among the most relevant.
Linguistic columnism as didactic material in the Baccalaureate classroom
This article constitutes a well-founded proposal for the use of the Columns on Language (CSL) in the Spanish Language and Literature classroom at Baccalaureate level. The aim is for students to acquire new knowledge about the current state of the language, to reflect metalinguistically and critically, and to access sources of information in order to keep abreast of what is happening daily in the society in which they are immersed, using this material which has hardly been studied and exploited didactically. The corpus of work consists of six articles published in www.elpais.com and www.eldiario.es by Álex Grijelmo, Elena Álvarez Mellado and Lola Pons. In these texts, the aforementioned authors argue for or against the use of certain neologisms: fake news, streaming, rider, hembrismo and sororidad. Based on the reading and analysis of the selected columns, it is proposed that the students, in a collaborative way, create a multimodal dictionary of neologisms made up of images, written reflections and videos compiled in a blog (https://neologismoscsl.blogspot.com). The results of the proposal, carried out in a group of second-year Baccalaureate students, corroborate the acquisition of certain linguistic knowledge by the students and the development of a more critical attitude towards the current use of language. This demonstrates the didactic effectiveness of the use of CSL in the Spanish language classroom.
Navigating the ethical frontier: online education in the era of technological advancement
The evolution of the educational sector, profoundly influenced by technological progress, has ushered in a new era of online learning, which warrants extensive academic exploration. This document adopts a narrative research approach to dissect the nuanced relationship between technological innovation and ethical considerations within online educational frameworks. It meticulously examines the experiences of educators who are at the forefront of this digital revolution, paying close attention to the ethical quandaries and adaptations they face in this modern educational landscape. The research method involves semi-structured interviews, which facilitate a deep and nuanced understanding of the multifaceted challenges and prospects that technological advancements in education bring forth (Clandinin & Connelly, 1990; Riessman, 2008). The findings of this study illuminate the continuous and complex negotiation process that educators undergo in aligning their professional conduct and ethical standards with the ever-evolving demands of technological advancements in education. This negotiation is crucial in shaping their identity and practice within the digital realm. The study not only sheds light on the dynamic interplay between technology and ethics in online education but also contributes to the broader academic discourse on the subject. It emphasizes the urgent need for a heightened ethical consciousness and integrity in navigating the digital educational landscape, underscoring the importance of these values in ensuring a responsible and equitable educational environment in the age of technology.
Social and emotional competence and teachers’ self efficacy in Spain
This study aimed to explore the relationships between social and emotional competence and teachers' self-efficacy in the Spanish educational context, as understanding these dynamics is essential for enhancing teachers’ ability oversee classrooms effectively, foster favorable student outcomes and advance overall wellbeing in educational environments. The quantitative approach and descriptive correlational study were used to conduct the investigation. The data was gathered from 212 primary school teachers who were selected using a non-probabilistic sampling method in Cordoba. Participants completed three questionnaires- emotional intelligence questionnaire, which assess emotional competence; interpersonal competence questionnaire, which evaluates social competence; and self-efficacy questionnaire, which measures teachers’ beliefs in their ability to successfully manage teaching tasks. Descriptive analysis was employed to summarize the characteristics of the variables, while correlation analysis explored the relationships between them. According to the results of these analyses social and emotional competence and dimensions of teachers’ self-efficacy were positively correlated with each other according to Pearson correlation. Additionally, t-tests were used to discover possible differences in these variables based on democratic characteristics like gender and teaching experience. Considering gender, it was determined that there were not any differences in most variables. Additionally, there was not a significant association between teachers' experience and any of the self-efficacy subscales.
Learning Spanish as a foreign language in the digital era: the mobile learning in the Cameroonian context
One of the fundamental objectives of foreign language teaching/learning is the development of learners' communicative competence. However, this objective is not always achieved. In reality, learning and speaking a foreign language fluently is a considerable challenge, especially when the learner is not immersed in a language immersion context and most of his or her interactions with the language tend to take place in the classroom. Today, thanks to the rise of new information and communication technologies (NICTs), the sources of input and output have diversified and multiplied significantly. The new technologies force us to reconsider our conception of teaching and learning. In relation to this, we are nowadays talking about new concepts and theories linked to learning, such as mobile learning, connectivism, the virtual learning environment (VLE), the learner 2.0, etc. Due to this new ecosystem, it is necessary to accompany our students towards these new paths that condition language learning and the development of communicative competence. Based on a survey of 153 Cameroonian learners of Spanish as a foreign language, we analysed their relationship with mobile learning. We identified the mobile resources they use to promote effective learning of Spanish. From the perspective of working on learning to learn, this work proposes guidelines for action that seek to make better use of mobile resources in order to ensure more effective autonomous learning.
The absence of agreement on certain orthotypographic rules often results in minimal attention being paid to the proper writing of translated documents. This lack of consensus regarding some aspects of correct writing practices frequently leads to a disregard for the accurate presentation of translated texts. Whilst considerable attention has been given to terminological and thematic aspects in Translation Studies, the formal elements that contribute to the proper coherence and cohesion of translated texts have been largely neglected in scholarly works. These elements, which are crucial for ensuring that the target audience can comprehend the translated content, have not received adequate focus in the existing literature. To provide knowledge in this respect, we have selected ten aspects of writing in the French-Spanish language combination that may pose difficulties for both writing and translation, as well as some pitfalls due to interference from the source text. This study targets both educators and researchers, as both groups frequently work with written materials where proper writing is essential. Emphasising correct writing practices inevitably leads to enhanced quality and improved comprehension of the final document, benefiting the entire academic and scientific community.
Artist’s book in spanish language teaching and in multiple literacies in multilingual and multicultural context
This paper aims to highlight the potential of the arts in the integral development of people and as a transversal tool in the curriculum, its contribution to training in multiple literacies, to the understanding and use of different codes and its possibilities for approaching the learning of a new language. The theoretical framework includes contributions from the postmodern discourse and its repercussions on arts education and educational epistemology. Interrelationships are established between the arts, album-books, the artist's book and cultural references exemplified, especially, in female artists and also in three male artists, who express in their work diversity, possibilities of individual and collective transformation, different codes, including the word and the alphabet, collaborative creations, self-portraits and appropriationism. Finally, a proposal is made for an interdisciplinary didactic intervention based on arts for teaching Spanish in a multicultural school context of Secondary Education: the creation of an artist's book related to the self-portrait. It is articulated in a language and creation project in which a book-album is read, its links with the arts are explored and it is nourished by proposals from the selected artists to capture knowledge and experiences in the final creation of the artist's book. As final considerations we can point out that the realisation of the project made it possible for the students to find sources and channels to develop their creativity, to represent aspects of their identity and experience, as well as to learn a new language and the intercultural encounter between people of different languages and cultures.
Literacy development through game-based learning and gamification in EFL in primary education: a comparative study
This paper explores the integration of games into foreign language teaching through Game-Based Learning (GBL) and Gamification within the English as a Foreign Language (EFL) classroom at a public Primary School in Valencia, Spain. The study analyses the benefits of these approaches, emphasizing their unique contributions to language learning. To this end, both methodologies were implemented separately in two parallel classrooms using the same curricular contents and following the tenets of the Pedagogy of Multiliteracies (New London group, 1996). The primary objective was to foster students’ literacy development and empower them as meaning-makers in a second language through engaging game-based activities. Employing a qualitative approach, the study observed significant positive impacts on literacy development across conceptual, personal, sociocultural and aesthetic dimensions. A complementary quantitative analysis revealed a marked increase in student motivation, with most participants expressing high levels of excitement and satisfaction averages in both classes. The findings suggest that GBL and Gamification not only enhance student motivation and engagement in EFL but also promote cooperative learning through group activities. However, the results caution that these methodologies should not be seen as standalone solutions for effective teaching and learning. Rather than being opposing strategies, GBL and Gamification are complementary, each serving distinct purposes that can be harmoniously integrated within the classroom. Consequently, educators are encouraged to integrate both methodologies concurrently to optimize language learning outcomes.
Mary Magdalene in “the three wise men vision” by Emilia Pardo Bazán.
“La vision de los Reyes Magos” by Emilia Pardo Bazán addresses the theme of spiritual redemption and redefines the historiographic image of Mary Magdalene with a revindication of women. This article analyses its symbolism and enigmatic allusions to Magdalene making an impartial review of the canonical and apocryphal gospels. Moreover, it establishes a feminist connection with the pictorial and literary metaphorical imagery.
Aside from the learner and the instructor, the textbook is indispensable because it can influence the effectiveness of foreign language teaching. Nowadays, there are many choices of textbooks, and departments must choose those that align with their teaching goals and methodologies. Therefore, language programmes would benefit from studies guiding them effectively. This study aims to analyse the representation of the task-based approach in textbooks used in university-level Spanish as a foreign language according to the criteria of a task suggested by Ellis (2009) and the task-component theory proposed by Nunan (1989). The results of the qualitative analysis indicated that more than half of the tasks in the textbooks met the requirements of a task. Regarding components, texts with dialogues were slightly more dominant. At the same time, a preference was noted for group and communication-related tasks. Culture, problem-solving and audiovisual tasks were less represented. The study demonstrated the use of task criteria and components theory to assess the representation of task-based learning activities in textbooks.
Application of the textual transpodidactic model to an ecuatorian folktale of oral tradition
This study is framed within the teaching and learning of languages and cultures in educational contexts, with a global and integrative approach. The main objective was to demonstrate the effectiveness of the theoretical-practical model of textual transpodidactics (TTM) in developing linguistic competencies in an innovative way. To achieve this, an empirical proposal was designed, contextualized in the canton of El Carmen, in the province of Manabí, Ecuador, and applied to a sixth-grade class in Basic Education. Using action research as the methodology, the project worked with a local oral tradition story, “El angelito en pena” (“The Little Angel in Pain”). The process was developed following the four phases of the model: selection of the initial text, the transpodidactic process, creation of the final text, and staging. The results showed that TTM facilitates meaningful and contextualized learning, promotes creative writing, collaborative learning, and cognitive development, and contributes to the preservation of cultural heritage. Students positively valued the model for its ability to foster creativity and improve linguistic skills, highlighting motivation and participation in the classroom.
Through the looking glass: benefits of the lesson study for compulsory education teachers and students
The literature on cooperative learning is unanimous in the advantages it offers for the development of essential skills for the 21st century citizen. Lesson Studies (LS) are “not only a means of improving the skills and knowledge of teachers, but also a way to improve the knowledge base of the teaching profession” (Stigler, 2004: ix). The two main objectives of this study are: i. To analyse and compare the impact of two rounds of LS implementation (175 students) in the framework of the project Dispositifs Inclusifs de Cooperation - DICO+ (2018-1-FR01-KA201-047904); and ii. To analyse the impact on training of LS among teaching staff. The Mixed Methods Research approach was used for this analysis. The quantitative results of this study revealed interesting comparisons of students’ preferences when working under the LS paradigm, while the qualitative data indicate that the LS has contributed significantly to the improvement of teachers’ training and teaching practice. Our conclusions indicate that students recognize the social benefits of the implementation of the LS, and suggest that teachers should learn more about and implement the LS more often, because structuring cooperative work prior to implementation benefits learning (Sulfemi & Kamalia, 2020) and can contribute to improving teachers’ training (both pre- and in-service), as well as their readiness to adopt adaptive techniques in the classroom.
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Teaching and learning drama: Las brujas by Agustín Moreto on stage
In this article, the short play Las brujas by Agustín Moreto is rescued, as it offers the possibility of taking it to the language classroom for teaching and learning Drama, particularly through its staging. In the first part, a series of characteristics of Moreto's entremés are offered and its didactic potential is studied, and secondly, the complete text is included, with explanatory footnotes, for anyone who wants to use it with educational purposes.
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