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Estrategias formales para recuperar una memoria familiar incómoda de la Guerra Civil en la narrativa española contemporánea
Full text linkIn recent Spanish fiction, various writers have addressed the story of the experiences of a relative who participated in the Civil War on the opposing side to that which the authors, their descendants, defend in the present narrative. The aim of this article is to analyse various formal strategies—the use of autofiction and metafiction, or the conception of the novel as a process of research—detectable in these novels to understand the way in which the writers have dealt with this uncomfortable family memory. Finally, two novels are examined from a comparative point of view to explore the above in depth: La estrategia del koala (David Roas, 2013) and El monarca de las sombras (Javier Cercas, 2017).
Supporting Agencies
This article is part of a research project funded by the Ministry of Science and Innovation of the Government of Spain [Project code: PID2020-113720GB-I0].En la novelística española reciente, diferentes escritores han afrontado el relato de las vivencias protagonizadas por un familiar que participó en la Guerra Civil en el bando contrario al que los autores, sus descendientes, defienden en el presente narrativo. El objetivo de este artículo es analizar diversas estrategias formales —el empleo de la autoficción y la metaficción, o la concepción de la novela como un proceso de investigación— detectables en estas novelas para entender el modo en que los escritores han lidiado con esta incómoda memoria familiar. Por último, se examinan, desde una óptica comparada, dos novelas para profundizar en lo expuesto: La estrategia del koala (David Roas, 2013) y El monarca de las sombras (Javier Cercas, 2017).
Agencias de apoyo
Este artículo se enmarca en un proyecto de investigación financiado por el Ministerio de Ciencia e Innovación del Gobierno de España [Ref. del proyecto: PID2020-113720GB-I0].Dans les romans espagnols récents, différents écrivains ont abordé l’histoire des expériences d’un parent qui a participé à la guerre civile dans le camp opposé à celui des auteurs, défendent les auteurs dans le présent récit. L’objectif de cet article est d’analyser diverses stratégies formelles — l’utilisation de l’autofiction et de la métafiction, ou la conception du roman comme un processus de recherche — détectables dans ces romans afin de comprendre la manière dont les écrivains ont traité cette mémoire familiale ennuyeuse. Enfin, deux romans sont examinés d’un point de vue comparatif afin d’approfondir ce qu’on vient d’exposer: La estrategia del koala (David Roas, 2013) et El monarca de las sombras (Javier Cercas, 2017).
Organismes de soutien
Cet article fait partie d’un projet de recherche financé par le Ministère de la Science et de l’Innovation du gouvernement espagnol [Code du projet : PID2020-113720GB-I0]
Addressing challenges of evaluating learners in an ESP course at a tertiary level
No full textEvaluating learners’ performance in an English for Specific Purposes (ESP) course at a tertiary level presents several challenges. These challenges include the diverse needs of learners, the difficulty of developing valid and reliable assessments, and the need to balance formative and summative assessments. Learners in ESP courses often come from different academic and professional backgrounds, which can make it challenging to design assessments that are fair and relevant to all learners. Since evaluation is one of the four main pillars of ESP, assessing language proficiency in specific fields requires specialized knowledge, training and resources. Developing valid and reliable assessments that accurately measure the desired outcomes of the course can also be a significant challenge for teachers, especially in a context where ESP has been introduced recently and uses a teacher-centered approach.
Therefore, this study focuses on evaluating learners of ESP courses at two universities, UBT in Kosovo and SEEU in North Macedonia. Namely, the sample comprised 20 English language university professors and 60 EFL students from both universities. The research methods used are teacher surveys and student questionnaires. Data reveals that both groups of respondents, teachers and students, identified potential factors posing challenges in assessing students in ESP courses mainly related to their previous education, inclusion of technology in teaching and a variety of continuous assessment methods used by their professors. The overall study suggests that addressing these challenges requires careful planning, collaboration among educators, and ongoing evaluation of assessment practices. Therefore, it proposes the best assessment tools that can effectively measure learners’ performance in ESP courses at the tertiary level. Evaluating learners’ performance in an English for Specific Purposes (ESP) course at a tertiary level presents several challenges. These challenges include the diverse needs of learners, the difficulty of developing valid and reliable assessments, and the need to balance formative and summative assessments. Learners in ESP courses often come from different academic and professional backgrounds, which can make it challenging to design assessments that are fair and relevant to all learners. Since evaluation is one of the four main pillars of ESP, assessing language proficiency in specific fields requires specialized knowledge, training and resources. Developing valid and reliable assessments that accurately measure the desired outcomes of the course can also be a significant challenge for teachers, especially in a context where ESP has been introduced recently and uses a teacher-centered approach.
Therefore, this study focuses on evaluating learners of ESP courses at two universities, UBT in Kosovo and SEEU in North Macedonia. Namely, the sample comprised 20 English language university professors and 60 EFL students from both universities. The research methods used are teacher surveys and student questionnaires. Data reveals that both groups of respondents, teachers and students, identified potential factors posing challenges in assessing students in ESP courses mainly related to their previous education, inclusion of technology in teaching and a variety of continuous assessment methods used by their professors. The overall study suggests that addressing these challenges requires careful planning, collaboration among educators, and ongoing evaluation of assessment practices. Therefore, it proposes the best assessment tools that can effectively measure learners’ performance in ESP courses at the tertiary level.
The Role of Instruction and Textbooks in Shaping EFL Learners’ Cultural Mental Lexicon
No full textThis study aims to: (i) explore the number and lexical category of cultural words in an EFL textbook used by 44 4th ESO students; (ii) analyse the number of types produced by these informants in response to a task based on three culturally framed stimulus words (Culture, Traditions, Celebrations); and (iii) investigate the relationship between textbook input and students\u27 word production at the start and end of the academic year. Results show alignment between student responses and textbook content, with increased production of cultural words by the end of the year. These findings suggest that their EFL textbooks and instruction influence learners\u27 cultural knowledge.
Supporting Agencies
This article is part of a research project funded by the Ministry of Science, Innovation and Universities of the Government of Spain and the European Union (FEDER funds) [Project code: PGC2018-095260-B-100].Este estudio tiene como objetivos: (i) explorar el número y la categoría de las palabras culturales que aparecen en un libro de texto de inglés utilizado por 44 estudiantes de 4.º de ESO; (ii) analizar el número de tipos producidos en respuesta a una tarea basada en tres palabras estímulo culturales (Cultura, Tradiciones, Celebraciones); (iii) investigar la relación entre el contenido del libro y la producción de palabras al inicio y al final del curso. Los resultados muestran una alineación entre las respuestas de los estudiantes y el contenido del libro, aumentando la producción de palabras culturales al final del año. Estos hallazgos sugieren que los libros de texto y la instrucción influyen en el conocimiento cultural de los estudiantes.
Agencias de apoyo
Este artículo se enmarca en un proyecto de investigación financiado por el Ministerio de Ciencia, Innovación y Universidades del Gobierno de España y la Unión Europea (fondos FEDER) [Ref. del proyecto: PGC2018-095260-B-100].Cette étude vise à : (i) explorer le nombre et la catégorie lexicale des mots culturels dans un manuel d’ALE utilisé par 44 étudiants du 4e Cours de la ESO (Éducation Secondaire Obligatoire) ; (ii) analyser le nombre de types produits par ces informateurs en réponse à une tâche PdLex basée sur des mots stimulus culturellement encadrés (Culture, Traditions, Célébrations) ; et (iii) étudier la relation entre l’apport des manuels scolaires et la production de mots des étudiants au début et à la fin de l’année scolaire. Les résultats montrent un alignement entre les réponses des élèves et le contenu des manuels scolaires, avec une augmentation de la production des mots culturels á la fin de l’année. Ces résultats suggèrent que les manuels et l’enseignement influencent les connaissances culturelles des apprenants.
Cette étude vise à : (i) ex
Organismes de soutien
Cet article fait partie d’un projet de recherche financé par le Ministère de la Science, de l’Innovation et des Universités du gouvernement espagnol et par l’Union européenne (fonds FEDER) [Code du projet : PGC2018-095260-B-100]
The impact of ODA flows on the international growth of firms
No full textThis article analyses the impact of Official Development Aid (ODA) flows on the international growth of private firms and explores the differentiated impact of bilateral and multilateral aid flows. Overall, the study shows a positive impact of ODA flows on the international growth of firms from donor countries, whether derived from direct engagement in aid-financed projects or from non-direct effects like reputational capital accrued by donor countries in recipient ones. Conversely, empirical evidence relative to the impact on firms from recipient nations is mixed and points to the existence of moderating factors, among them, the institutional strength in recipient countries.This article analyses the impact of Official Development Aid (ODA) flows on the international growth of private firms and explores the differentiated impact of bilateral and multilateral aid flows. Overall, the study shows a positive impact of ODA flows on the international growth of firms from donor countries, whether derived from direct engagement in aid-financed projects or from non-direct effects like reputational capital accrued by donor countries in recipient ones. Conversely, empirical evidence relative to the impact on firms from recipient nations is mixed and points to the existence of moderating factors, among them, the institutional strength in recipient countries
Are multinationals engaged in sustainability? An analysis based on their home-country progress toward the Sustainable Development Goals (SDGS)
Full text linkThe SDGs provide a comprehensive framework for global sustainability, adopted by both UN member states and MNEs. This study examines how MNEs engage with the SDGs, focusing on the impact of their home countries\u27 SDG performance. Using institutional theory, we test mimetic isomorphism and liability of origin by analyzing sustainability reports from 150 MNEs across 23 countries. Our results suggest that MNEs based in home countries with lower SDG progress engage more with the SDGs, indicating a liability of origin effect. However, at the individual SDG level, the picture is more complex, hence showing different patterns
Teaching English for Specific Purposes in Ukraine in the Context of International Integration: Problems and Solutions
Full text linkRapid globalization in all spheres of modern life enhances the role of international communication focused on global ties formation, especially for the countries which find themselves in situations of conflict, including war, civil war and/or occupation. For such countries the role of English as lingua franca plays an imperative role and thus further intensifies the need in well-trained human resources with a good command of foreign languages. Despite the national understanding and governmental support in developing the foreign language proficiency of Ukrainian higher educational establishments’ graduates, the ESP teaching and learning is presently facing numerous challenges in Ukraine. The present article deals with the analysis of the up-to-date ESP teaching and learning difficulties at tertiary level on the basis of some twenty years of the ESP teaching experience. The study shows that ESP teaching management, including program and syllabus compilation processes currently need universally agreed standards as the number of contact hours allocated, the selection of courses and their combination as well as the choice of themes under study within the scope of the same major differ significantly from university to university. There is a constant need to provide for teacher-training programs; requirement to supply modern and relevant textbooks; necessity to enhance students’ motivation and improve their communicative competences. Some possible solutions to achieve the educational results, to successfully satisfy the learners’ specific needs and to overcome the existing hardships in teaching English to non-English majors are offered.Rapid globalization in all spheres of modern life enhances the role of international communication focused on global ties formation, especially for the countries which find themselves in situations of conflict, including war, civil war and/or occupation. For such countries the role of English as lingua franca plays an imperative role and thus further intensifies the need in well-trained human resources with a good command of foreign languages. Despite the national understanding and governmental support in developing the foreign language proficiency of Ukrainian higher educational establishments’ graduates, the ESP teaching and learning is presently facing numerous challenges in Ukraine. The present article deals with the analysis of the up-to-date ESP teaching and learning difficulties at tertiary level on the basis of some twenty years of the ESP teaching experience. The study shows that ESP teaching management, including program and syllabus compilation processes currently need universally agreed standards as the number of contact hours allocated, the selection of courses and their combination as well as the choice of themes under study within the scope of the same major differ significantly from university to university. There is a constant need to provide for teacher-training programs; requirement to supply modern and relevant textbooks; necessity to enhance students’ motivation and improve their communicative competences. Some possible solutions to achieve the educational results, to successfully satisfy the learners’ specific needs and to overcome the existing hardships in teaching English to non-English majors are offered
Impacto del glosario gráfico en el aprendizaje y habilidades cognitivas en Biología. Impact of the Graphic Glossary on Learning and Cognitive Skills in Biology: https://doi.org/10.20420/ElGuiniguada.2025.803
No full textThe This study evaluated the impact of a graphic glossary on biology learning among first-year students at an Ecuadorian university. It aimed to determine how creating a graphic glossary influences the perception of usefulness and interest in learning complex concepts, as well as the development of cognitive and creative skills. Through a non-experimental descriptive study with a mixed-methods approach and data collection via questionnaires, it was found that students positively valued the creation of the glossary, highlighting its usefulness and innovation. Women and younger students reported more favorable perceptions and found the activity easier. Additionally, significant development was observed in skills such as creativity, imagination, and the ability to synthesize information. In conclusion, graphic glossaries are effective tools for improving the understanding and retention of concepts in biology, suggesting the need to adapt pedagogical strategies for different demographic groups.Este estudio evaluó el impacto de un glosario gráfico en el aprendizaje de biología entre estudiantes de primer ingreso en una universidad ecuatoriana. Se buscó determinar cómo la creación de un glosario gráfico influye en la percepción de utilidad e interés en el aprendizaje de conceptos complejos y en el desarrollo de habilidades cognitivas y creativas. Mediante un estudio descriptivo no experimental con enfoque mixto y recolección de datos a través de cuestionarios, se encontró que los estudiantes valoraron positivamente la creación del glosario, destacando su utilidad e innovación. Las mujeres y los estudiantes más jóvenes reportaron percepciones más favorables y encontraron más fácil la actividad. Además, se observó un desarrollo significativo de habilidades como la creatividad, la imaginación y la capacidad de síntesis de información. En conclusión, los glosarios gráficos son herramientas efectivas para mejorar la comprensión y retención de conceptos en biología, sugiriendo la adaptación de estrategias pedagógicas para diferentes grupos demográfico
Educación global y crítica desde autoras de la Edad de Plata española. Global and critical Education from authors of the Spanish Silver Age: https://doi.org/10.20420/ElGuiniguada.2025.799
No full textThis article analyses how to teach global competence to pre-university students using women\u27s literature from the Spanish Silver Age (1898-1936). It combines active methodologies, such as project-based learning and cooperative work, with digital tools, allowing students to explore topics such as cultural diversity, human rights and gender equality through authors such as María Zambrano or María Lejárraga. The activities include critical analysis, creation of opinion podcasts and digital products such as infographics, fostering critical, historical and intercultural skills. Finally, the results obtained with the proposal are shown, which reflect a deep and positive learning, also identifying challenges and needs generated. In short, this proposal develops the potential to integrate historical and literary perspectives with current issues, promoting critical and engaged global citizens.
El presente artículo analiza cómo enseñar la competencia global a estudiantes preuniversitarios utilizando la literatura femenina de la Edad de Plata española (1898-1936). Se combinan metodologías activas, como el aprendizaje basado en proyectos y el trabajo cooperativo, con herramientas digitales, permitiendo que los estudiantes exploren temas como la diversidad cultural, los derechos humanos y la igualdad de género a través de autoras como María Zambrano o María Lejárraga. Las actividades incluyen análisis crítico, creación de podcasts de opinión y productos digitales como infografías, fomentando habilidades críticas, históricas e interculturales. Finalmente, se muestran los resultados obtenidos con la propuesta, que reflejan un aprendizaje profundo y positivo, identificándose también desafíos y necesidades generadas. En definitiva, con esta propuesta se desarrolla el potencial de integrar perspectivas históricas y literarias con problemas actuales, promoviendo ciudadanos globales críticos y comprometidos
Descategorización y recategorización parcial o completa del marcador deverbal mira
Full text linkWith the aim of characterizing the synchronous functioning of the deverbal marker mira in samples belonging to colloquial European Spanish—extensible to standard Spanish—, this article examines the various discursive, grammatical, semantic, prosodic, and pragmatic properties based on the following criteria: acquired procedural meaning, existence/non-existence of verbal features, prosodic and syntactic dependence/independence, degree of fossilization, position, informational structure, type of intervention, alternation/non-alternation with the variant mire and paraphrasing with certain verbal markers—both fossilized and non-fossilized—or other conversational markers without that verbal origin. The results indicate that it is possible to distinguish between partial or complete grammaticalization. In the former, this process has not concluded, and the marker can act, in an intermediate phase, as an interactive connector, and, in a more advanced phase, as an intensifying connector. When this process is complete, mira sheds its verbal features and behaves as a response operator if it acquires an interjective value or as an intensifying operator when it functions as an external quantifier affecting the adjective.Con el objetivo de caracterizar el funcionamiento sincrónico del marcador deverbal mira en muestras pertenecientes al español coloquial europeo —extensibles al español estándar—, este artículo examina las distintas propiedades discursivas, gramaticales, semánticas, prosódicas y pragmáticas a partir de los siguientes criterios: significado procedimental adquirido, existencia/inexistencia de rasgos verbales, dependencia/independencia prosódica y sintáctica, grado de fosilización, posición, estructura informativa, tipo de intervención, alternancia/no alternancia con la variante mire y paráfrasis con ciertos marcadores verbales —fosilizados y no fosilizados— u otros conversacionales sin ese origen verbal. Los resultados indican que es posible distinguir una gramaticalización parcial o completa. En la primera, ese proceso no ha culminado y el marcador puede actuar, en una fase intermedia, como conector interactivo, y, en otra avanzada, como conector intensificativo. Cuando ese proceso se ha completado, mira se desprende de sus rasgos verbales y se comporta como un operador de respuesta si adquiere un valor interjectivo o como un operador intensificativo cuando ejerce la función de un cuantificador externo que incide sobre el adjetivo.Dans le but de caractériser le fonctionnement synchronique du marqueur déverbal mira dans des échantillons appartenant à l’espagnol colloquial européen — extensibles à l\u27espagnol standard —, cet article examine les différentes propriétés discursives, grammaticales, sémantiques, prosodiques et pragmatiques selon les critères suivants : signification procédurale acquise, existence/inexistence de traits verbaux, dépendance/indépendance prosodique et syntaxique, degré de fossilisation, position, structure informationnelle, type d’intervention, alternance/non-alternance avec la variante mire et paraphrase avec certains marqueurs verbaux — fossilisés et non fossilisés — ou d’autres marqueurs conversationnels sans cette origine verbale. Les résultats indiquent qu’il est possible de distinguer une grammaticalisation partielle ou complète. Dans le premier cas, ce processus n’est pas achevé et le marqueur peut agir, à un stade intermédiaire, comme un connecteur interactif, et, à un stade plus avancé, comme un connecteur intensificateur. Lorsque ce processus est complet, mira se dépouille de ses traits verbaux et se comporte comme un opérateur de réponse s’il acquiert une valeur interjective ou comme un opérateur intensificateur lorsqu’il exerce la fonction de quantificateur externe affectant l’adjectif