Soft skills development through linguistic mediation in Higher Education
Soft skills development through linguistic mediation in Higher Education
This presentation offers a new vision of how linguistic mediation can be implemented in the classroom and help students not only gain language proficiency, but also acquire other skills they will need in their future professional lives.
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Enseñanza y aprendizaje de español como herramienta de empleabilidad en Irán. Actualidad y futuro2019 •
UCO Press
Competencia escrita en inglés mediante Blogging en AICLE: Análisis del proceso de escritura2021 •
El objetivo de este trabajo es verificar si el blogging ayuda a mejorar la calidad del inglés en el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras mediante un análisis exhaustivo del proceso de escritura. Para ello, se implementó un experimento con el alumnado de la asignatura de Geografía en inglés de 3º curso de Educación Secundaria Obligatoria durante el curso académico 2017-2018. Un grupo de 11 estudiantes participaron en modalidad experimental mediante el blogging mientras un segundo grupo de 11 estudiantes participaron en modalidad control mediante Google Docs. Para evaluar esta experiencia, en el caso del grupo experimental, el alumnado realizó 4 actividades de competencia escrita mediante el blogging y, en el caso del grupo control, los estudiantes realizaron 4 tareas a través del Google Docs. Los resultados indicaron que hubo una mejoría significativa con respecto al grupo experimental mientras, por otro lado, estos empeorarían notablemente en el grupo control. A modo de conclusión, este trabajo podría derivar en futuras líneas de investigación centradas en el blogging como herramienta de aprendizaje del inglés en el AICLE para fomentar otras destrezas, no solo la producción escrita en la Educación Secundaria.
The linguistic expression of sentiment, understood as the polarity of an opinion, is known to be domain-specific to a certain extent (Aue & Gamon, 2005; Choi et al., 2009). Even though many words and expressions convey the same evaluation across domains (e.g., “excellent”, “terrible”), many others acquire a more precise semantic orientation within a specific domain. For example, features such as size or location (and the lexical expressions that are used to express them) may or may not convey semantic orientation depending on the topic. In Sentiment Analysis (SA), it is critical that domain-specific expressions of sentiment be accounted for (Tan et al., 2007) if the system is to be useful to those who wish to explore the polarity of texts belonging in that domain. The software tool Lingmotif (Moreno-Ortiz, 2016) will be used to explore a corpus of hotel reviews in the English language. Lingmotif is a lexicon-based, linguistically-motivated, user-friendly, GUI-enabled, multi-platform, Sentiment Analysis desktop application. Lingmotif can perform SA on any type of input texts, regardless of size and topic. The analysis is based on the identification of sentiment-laden words and phrases contained in the application's rich core lexicons, and employs context rules to account for sentiment shifters. It offers easy-to-interpret visual representations of quantitative data (text polarity, sentiment intensity, sentiment profile), as well as a detailed, qualitative analysis of the text in terms of its sentiment. Lingmotif can also take user-provided plugin lexicons in order to account for domain-specific sentiment expression. In this paper, we describe our procedure to identify domain-specific lexical cues for the domain of user reviews of Spanish hotels. We made use of a recently compiled corpus of reviews from the online travel agency booking site booking.com. This corpus was analyzed entirely with Lingmotif using only its core (i.e., general-language lexicon), and then manually analyzed the results to find errors and omissions produced by the lack of specialized language cues. We then encoded the identified lexical cues as a Lingmotif plugin lexicon and reran the analysis with it. This methodology allowed us, first, to obtain a very concrete description of the expression of sentiment in this domain, and, from a practical perspective, to precisely measure to what extent this expression is domain-dependent.
En lo que a idiomas se refiere, La Educación Primaria contribuirá a desarrollar en los niños y niñas las capacidades que les permitan adquirir la competencia comunicativa básica para poder expresar y comprender mensajes sencillos y desenvolverse en situaciones cotidianas. A pesar de que uno de los objetivos de la LOMCE es favorecer la competencia comunicativa en al menos una lengua extranjera, el conjunto de contenidos y criterios de evaluación incluidos en este documento regulador dificulta en muchas ocasiones que las destrezas productivas se trabajen de forma efectiva en el aula. Pretendemos proporcionar a al docente una serie de referencias para poder programar en competencias, y cómo llevar ese diseño curricular a la práctica. Mostraremos un caso práctico de desarrollo de una unidad didáctica cuyo objetivo es favorecer las destrezas productivas. De este modo intentaremos demostrar cómo a pesar de las limitaciones curriculares, es posible conseguir que el alumno mejore su capacidad de expresarse en una lengua extranjera. Veremos cómo es primordial ofrecer al alumnado un patrón de conversación que puedan copiar y aplicar en diferentes ocasiones y para favorecer la comprensión, y como el uso de gestos debe acompañar siempre al discurso. Por último, veremos recursos para la mejora de la expresión con los medios a su alcance promoviendo la participación en clase y la evaluación entre pares. Palabras clave: plurilingüismo, segunda lengua, competencias Abstract: As far as languages are concerned, Primary Education will contribute to the development in children of the abilities that allow them to acquire the basic communicative competence in order to express and understand simple messages and to develop in everyday situations. Although one of LOMCE's objectives is to promote communicative competence in at least one foreign language, the set of contents and evaluation criteria included in this regulatory document often makes it difficult for productive skills to work effectively in the classroom. We intend to provide the teacher with a series of references to be able to plan in competences, and how to bring that curricular design into practice. We will show a practical case of development of a didactic unit whose objective is to favor the productive skills. In this way we will try to demonstrate how in spite of the curricular limitations, it is possible to get the student to improve his ability to express himself in a foreign language. We will see how it is essential to offer students a pattern of conversation that they can copy and apply on different occasions and to promote understanding, and how the use of gestures should always accompany speech. Finally, we will see resources for improving expression with the means at its disposal promoting class participation and peer evaluation. Key words: plurilingualism, second language, competencies.
Bilingual education under debate. Practice, research and Teacher Education
Bilingual education under debate. Practice, research and Teacher Education. Educación bilingüe a debate PRÁCTICA, INVESTIGACIÓN Y FORMACIÓN DEL PROFESORADO2019 •
This edited volume contains a selection of papers presented at the V International Conference on Bilingual Education in Educational Institutions, which was held on October 19-21, 2018 at the University of Extremadura, Spain. This conference was organised by the University of Extremadura together with the Spanish Association for Bilingual ducation. These proceedings include the revised versions of the 18 papers that were selected according to a set of well-established quality criteria.
The aim of this contribution is to present the principles which have guided us in the design of a parallel (English, Spanish, Basque) corpus of Basque hotel websites for lexicological, phraseological and translation purposes. After a thorough examination of the 311 hospitality websites listed in turismo.euskadi.eus (run by the Basque government), only 83 of them ended up being eligible for the corpus since they housed a version in all the three languages. Since our study involves a relatively small language (Basque) and a focus on a narrow field (hotel websites), one cannot expect to obtain a very large corpus, at least not in the sense the word “large” has acquired these days in corpus linguistics. Our corpus (compiled between 2015 and 2016) comprises a total of 184,033 words. We believe that its size and the number of websites which are part of our database are sufficient for a preliminary approach to the study of tourism discourse in Basque. Firstly, our presentation will describe the resulting corpus and the steps followed in the compilation process. For categorization purposes, we have followed the classification suggested by Fernandes (2006). Secondly, we need to discuss the phraseological component. Fuster (2014) claims “that the discourse of hotel websites has developed its own phraseological choices which are idiosyncratic and not widely shared with conversation, academic or other specialised registers.” Although that appears to be clear in the case of lexical bundles and phrase frames on British hotel websites, it might not be so in the case of Basque, a language in which, perhaps due to historical, structural and sociolinguistic reasons, genre-specific recurrent sequences might not be as abundant or easily identifiable as in English or Spanish. In fact, that is one of the hypothesis we hope to show by contrasting Basque and English to see the differences and similarities in the use of lexical bundles. And thirdly, our discussion needs to look at the very nature of the parallel corpora of such hotel websites. In this regard, a relevant issue might be whether or to what extent they do represent, for example, processes of localization or transcreation (cf. Brown-Hoekstra, 2014), where, as a global strategy, hotel website writers tailor their messages to get maximum efficiency in each of the three targeted languages, having different addressees in mind. In this presentation we hope to show some of our results at a preliminary stage.
Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura.
Propuesta de evaluación de las metodologías AICLE y EPI en el aprendizaje de los conectores en la L2Uno de los apartados que mejor evidencia el grado de dominio de una lengua extranjera por parte del alumnado es su dominio de los conectores discursivos. El presente estudio ofrece una propuesta de evaluación de los niveles de eficacia de los modelos AICLE y EPI (enfoque plurilingüe integrador) en cuanto a la enseñanza-aprendizaje de dichos conectores. Así, se analizar y se valoran los resultados obtenidos en la praxis del aula de dos grupos de estudiantes tras poner en la práctica dos secuencias didácticas usando sendas metodologías. Los datos que arroja la evaluación por rúbrica, parecen sugerir que los aprendices se apropian con mayor facilidad de los pormenores de la práctica lingüística de los conectores con el enfoque EPI que con el modelo AICLE.
Documento de trabajo que recoge buenas prácticas en formación inicial de profesorado y las ponencias presentadas en el Seminario sobre Formación inicial del profesorado