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DON QUIXOTE TO THE RHYTHM OF ROCK AND ROLL: SPANISH ROCK MUSIC AS A DIDACTIC RESOURCE IN HIGH SCHOOL LITERATURE LESSONS
Get PDFEste artículo busca exponer las posibilidades didácticas que nos ofrece la música metal española actual y presentarla como una aliada con la que se puede trabajar desde esta perspectiva en las clases de Literatura de E.S.O. Para ello, tras abordar la relación del heavy metal con la literatura y los prejuicios a los que ha sido sometida esta unión, se comienza analizando todas aquellas canciones que se adscriben a este género musical que toman la obra del Quijote como vena compositiva y se concluye con su aplicación en una propuesta didáctica.This article aims to expose the didactic possibilities in contemporary Spanish rock music and introduce it as an ally to work with in High School Literature lessons. Therefore, after addressing the relationship between rock music and Literature, as well as the prejudices arisen by this union, the essay focuses in the analysis of those songs belonging to this music genre that take don Quixote as their source. Finally, all this is applied in a teaching proposal
Las voces de los agentes dinamizadores en la implementación de un PLC como clave para la transformación de un centro educativo / The voices of the dynamizer agents in the implementation of a CLP as a key to the transformation of an educational center
No full textThis work corresponds to a case study carried out in a high school situated in the province of Cádiz. This school has chosen, after an internal diagnosis process, for the implementation of a Linguistic Center Project (LCP) as a systemic strategy in order to face a need of change seen is the low academic level of the students and the negative view that the school projected in the educational environment. In order to get to understand the studied context, a mixed methodology was designed combining quantitative instruments –proficiency tests of students' language competence–, and qualitative ones –semi-structured interviews– to give voice to the dynamizing agents of the transformation: the coordinator of the educational inspection team assigned to the center, the head teacher of the high school, and its permanent training adviser. The results showed that the LCP became a key strategy to change the school culture in order to achieve the educational excellence, understood as the addition between quality and equity.Este trabajo se corresponde con un estudio de caso levado a cabo en un centro de Educación Secundaria Obligatoria de la provincia de Cádiz que opta, tras un proceso interno de diagnóstico, por la implementación de un Proyecto Lingüístico de Centro (PLC) como estrategia sistémica para afrontar una necesidad de cambio ante el bajo rendimiento escolar que presentaban sus estudiantes y la imagen negativa que proyectaba en el entorno educativo. Para comprender la realidad que se convirtió en objeto de estudio, se diseñó una metodología mixta, que combinó instrumentos cuantitativos –pruebas de dominio de la competencia lingüística de los estudiantes–, y cualitativos –entrevistas semiestruc-turadas– para dar voz a los agentes dinamizadores de la transformación: el coordinador del equipo de inspección educativa asignado al centro, la directora del IES y su asesora de formación permanente. Los resultaros evidenciaron que el PLC se convirtió en una estrategia clave de cambio en la cultura de centro en pos de una excelencia educativa, entendida como la suma de la calidad y la equidad.
Abstract
This work corresponds to a case study carried out in a high school situated in the province of Cádiz. This school has chosen, after an internal diagnosis process, for the implementation of a Linguistic Center Project (LCP) as a systemic strategy in order to face a need of change seen in the low academic level of the students and the negative view that the school projected in the educational environment. In order to get to understand the studied context, a mixed methodology was designed combining quantitative instruments – proficiency tests of students' language competence–, and qualitative ones –semi-structured interviews– to give voice to the dynamizing agents of the transformation: the coordinator of the educational inspection team assigned to the center, the head teacher of the high school, and its permanent training adviser. The results showed that the LCP became a key strategy to change the school culture in order to achieve the educational excellence, understood as the addition between quality and equity. Keywords: Linguistic Competence; Linguistic Center Projects; Permanent Teacher Training; Educational Innovation
American Literature for Millennial and Centennial Undergraduates: Reflections upon an Eclectic Teaching Model / La literatura norteamericana para universitarios millennials y centennials: : Reflexiones en torno a un modelo ecléctico de enseñanza
No full text La cuestión del canon en aula de literatura norteamericana de la universidad española ha estado, con toda lógica, influida por las denominadas ‘Guerras Culturales’ que desde los años noventa del siglo pasado se han librado en Estados Unidos entre los partidarios de mantener una tradición próxima al pensamiento dominante y los que han intercedido por la apertura de esa tradición a voces obliteradas. Partiendo de la definición de lo literario frente a lo no literario, este trabajo se adentra en las distintas corrientes que han determinado el canon literario de ese país y las que lo han rechazado por dejar sin voz a determinados grupos (mujeres, inmigrantes, clase trabajadora, o minorías étnicas, raciales o de orientación sexual). Ante los desafíos que representan una nueva generación de alumnos universitarios españoles, los denominados millennials y centennials, mucho más receptivos a las creaciones del ‘Otro’ -independientemente de si esas creaciones son distintivas, por su origen o por su carácter formal, de lo entendido como literario,- reflexionamos sobre la necesidad de abogar por una aproximación docente de corte ecléctica a la creación artísticas estadounidense, conjugando el requisito de conocer las obras canónicas con estudiar también en nuestras aulas aquellas que la tradición ha denostado.
Abstract
The question of the canon in American Literature classroom of Spanish universities is influenced by the ‘Cultural Wars’ that, since the 1990s, have been fought in the United States between the supporters of maintaining a tradition close to the dominant thought, and those that have defended the opening of the canon to obliterated voices. Starting from the definition of literary versus non-literary, this work delves into the tendencies that have determined the literary canon of the US, and those which have rejected it for its concealment of the voices of important segments of the American population (women, immigrants, and class, ethnic, racial or sexual-oriented groups). Acknowledging that today’s teachers face the challenges posed by a new generation of university students, the so-called Millennials and Centennials, who are much more receptive to the creations of the ‘Other’ -regardless of whether these creations are distinctive, by their origin or by their formal character, of what is understood as literary,- we ponder upon the need to advocate an eclectic teaching approach to American artistic creations, combining the requirement to know the canonical works with the study of those pieces of work that the tradition has reviled.
Keywords: American Literature; Canon; Teaching; Cultural Diversity.La cuestión del canon en aula de literatura norteamericana de la universidad española ha estado, con toda lógica, influida por las denominadas ‘Guerras Culturales’ que desde los años noventa del siglo pasado se han librado en Estados Unidos entre los partidarios de mantener una tradición próxima al pensamiento dominante y los que han intercedido por la apertura de esa tradición a voces obliteradas. Partiendo de la definición de lo literario frente a lo no literario, este trabajo se adentra en las distintas corrientes que han determinado el canon literario de ese país y las que lo han rechazado por dejar sin voz a determinados grupos (mujeres, inmigrantes, clase trabajadora, o minorías étnicas, raciales o de orientación sexual). Ante los desafíos que representan una nueva generación de alumnos universitarios españoles, los denominados millennials y centennials, mucho más receptivos a las creaciones del ‘Otro’ -independientemente de si esas creaciones son distintivas, por su origen o por su carácter formal, de lo entendido como literario,- reflexionamos sobre la necesidad de abogar por una aproximación docente de corte ecléctica a la creación artísticas estadounidense, conjugando el requisito de conocer las obras canónicas con estudiar también en nuestras aulas aquellas que la tradición ha denostado.
Abstract
The question of the canon in American Literature classroom of Spanish universities is influenced by the ‘Cultural Wars’ that, since the 1990s, have been fought in the United States between the supporters of maintaining a tradition close to the dominant thought, and those that have defended the opening of the canon to obliterated voices. Starting from the definition of literary versus non-literary, this work delves into the tendencies that have determined the literary canon of the US, and those which have rejected it for its concealment of the voices of important segments of the American population (women, immigrants, and class, ethnic, racial or sexual-oriented groups). Acknowledging that today’s teachers face the challenges posed by a new generation of university students, the so-called Millennials and Centennials, who are much more receptive to the creations of the ‘Other’ -regardless of whether these creations are distinctive, by their origin or by their formal character, of what is understood as literary,- we ponder upon the need to advocate an eclectic teaching approach to American artistic creations, combining the requirement to know the canonical works with the study of those pieces of work that the tradition has reviled.
Keywords: American Literature; Canon; Teaching; Cultural Diversity
Evaluation of the Views of Turkish Language Teachers on the Place of Traditional Turkish Drama in Education
No full textAbstract
Traditional Turkish drama, which reflects the Turkish culture in the best manner and ensures that this culture is transferred to the next generation, helps the transfer of customs and traditions, as well as many elements such as language and religion which belong to the Turkish culture, in a humoristic and entertaining manner. In order to save cultural values from being forgotten and ensuring that the new generation adopts these values, it is beneficial to teach the features and works of traditional Turkish drama to the new generation. The purpose of this study is to determine whether the traditional Turkish drama is given adequate place in Turkish language curriculum and, on the other hand, the extent to which Turkish language teachers cover the characteristics and works of traditional Turkish drama in their classes. Our study group consists of 40 Turkish language teachers with minimum 10 years of experience at secondary schools in Turkish Republic of Northern Cyprus. An interview for consisting of 5 questions was used in order to collect data. The data acquired in the end of the study were analyzed using content analysis, frequency and percentage. As a result of the findings, it has been found out that a majority of Turkish language teachers stated that information and application related to traditional Turkish drama were given inadequate place in Turkish language curriculum and that they agreed that all genres related to this drama, namely Karagöz, encomiast, puppets, light comedy, country theatrical lays should be taught to the students.Traditional Turkish drama, which reflects the Turkish culture in the best manner and ensures that this culture is transferred to the next generation, helps the transfer of customs and traditions, as well as many elements such as language and religion which belong to the Turkish culture, in a humoristic and entertaining manner. In order to save cultural values from being forgotten and ensuring that the new generation adopts these values, it is beneficial to teach the features and works of traditional Turkish drama to the new generation. The purpose of this study is to determine whether the traditional Turkish drama is given adequate place in Turkish language curriculum and, on the other hand, the extent to which Turkish language teachers cover the characteristics and works of traditional Turkish drama in their classes. Our study group consists of 40 Turkish language teachers with minimum 10 years of experience at secondary schools in Turkish Republic of Northern Cyprus. An interview for consisting of 5 questions was used in order to collect data. The data acquired in the end of the study were analyzed using content analysis, frequency and percentage. As a result of the findings, it has been found out that a majority of Turkish language teachers stated that information and application related to traditional Turkish drama were given inadequate place in Turkish language curriculum and that they agreed that all genres related to this drama, namely Karagöz, encomiast, puppets, light comedy, country theatrical lays should be taught to the students.
Keywords: Turkish; Drama; Traditional; Culture; Teacher
Time planning and evaluation in the online training of teachers in content and language integrated learning
No full textLos objetivos de este análisis son, en primer lugar, identificar las pautas para realizar una adecuada planificación temporal de las asignaturas online diseñadas para la formación de profesorado para impartir clases con el método de aprendizaje integrado de contenido y lengua (AICLE), en segundo lugar, proponer la evaluación adecuada para poder medir los conocimientos adquiridos y, finalmente, presentar los aspectos metodológicos que ayuden a los docentes en el diseño de asignaturas online. Para cumplir estos objetivos, se identificaron los pasos que se proponen en las distintas asignaturas del título de Experto Universitario con Competencia Profesional para la Enseñanza en Valenciano que se ha impartido en la Universitat Politècnica de València en los cursos 2016-17 y 2017-18 a un total de 1.200 alumnos. A continuación, se detectaron y analizaron las pautas de la planificación temporal que realizan los docentes de las distintas asignaturas del título propio, así como los distintos tipos de la evaluación realizada. A partir de este análisis, se comparó la planificación temporal y la evaluación con las notas de los alumnos obtenidas en estas asignaturas, así como con las encuestas de satisfacción de las asignaturas online. Una vez extraídos los resultados, los datos se comentaron, estableciendo recomendaciones a seguir y finalmente se contestaron los objetivos en las conclusiones.
Abstract
The objectives of this analysis are, in the first place, to show the steps to design an adequate time planning of the online subjects designed to train teachers in Content and Language Integrated Learning (CLIL). In the second place, to propose the specific kind of evaluation that allows us to assess the knowledge acquired by online students and, finally, to propose the criteria that may follow lecturers in the time planning design and evaluation of online subjects. In order to attain these objectives, we identified the steps that are proposed in the different subjects of the diploma University Expert with Professional Competence for Teaching in Valencian that was taught at Universitat Politècnica de València during the academic years 2016-17 and 2017-18 to a total of 1,000 students. Then, we analysed and spotted the different parts of the time planning designed by the teachers of the subjects taught in the diploma and the different types of evaluation proposed. From this analysis, the time planning and evaluation were compared with the marks obtained in the subjects as well as the subjects’ questionnaires to know the efficacy of the time planning and evaluation carried out in the online subjects. Keywords: Content and Language Integrated Learning; Teacher Training; Online Subject; Time Planning; Evaluation.The objectives of this analysis are, in the first place, to identify the steps to design an adequate time planning of the online subjects designed to train teachers in Content and Language Integrated Learning (CLIL). In the second place, to propose the specific kind of evaluation that allows us to assess the knowledge acquired by online students and, finally, to show the methodological aspects that may benefit lecturers in the design of online subjects. In order to attain these objectives, we identified the steps that are proposed in the different subjects of the diploma University Expert with Professional Competence for Teaching in Valencian that was taught at Universitat Politècnica de València during the academic years 2016-17 and 2017-18 to a total of 1,200 students. Then, we analysed and spotted the different parts of the time planning designed by the teachers of the subjects taught in the diploma and the different types of evaluation proposed. From this analysis, the time planning and evaluation were compared with the marks obtained in the subjects as well as the subjects’ questionnaires to know the efficacy of the time planning and evaluation carried out in the online subjects. When the results were extracted, the data were discussed and some recommendations were given to the teachers of online subjects. Finally, conclusions were drawn.  
Self-regulation of Arabic Reading Comprehension of upper Elementary Students
No full textEste estudio examina los procesos de autorregulación de la comprensión lectora en árabe de los estudiantes libaneses en la escuela primaria superior que tienen un rendimiento deficiente solo en este idioma. La atención se centra en las estrategias cognitivas y metacognitivas que utilizan estos estudiantes y en los componentes motivacionales de la autorregulación. Un cuestionario y dos entrevistas semiestructuradas diferentes se administraron a quince estudiantes de primaria y a sus profesores de árabe en una escuela francófona en Beirut. Los participantes no autorregulan de manera eficiente su comprensión de lectura en árabe y tienden a usar rara vez estrategias de aprendizaje cognitivo. Los procesos de autorregulación se predicen por la falta de motivación de los participantes, que se manifiesta principalmente a través de percepciones de moderada autoeficacia del desempeño y bajas expectativas de éxito. Este es el primer paso hacia la comprensión de los procesos de aprendizaje de los estudiantes con bajo rendimiento en lectura árabe. Puede proporcionar medios que ayudarán a los estudiantes a aplicar el aprendizaje de contenido autorregulado no solo de textos en árabe, sino también de lecturas en general.
Abstract
This study examines the self-regulation processes of reading comprehension in Arabic of Lebanese students in upper elementary who perform poorly only in this language. The focus is on the cognitive and metacognitive strategies these students use, and on the motivational components of self-regulation. A questionnaire and two different semi-structured interviews were administered to fifteen elementary students and to their Arabic teachers, in a French-speaking school in Beirut. Participants do not self-regulate efficiently their Arabic reading comprehension and they tend to seldom use cognitive learning strategies. Self-regulatory processes are predicted by participants’ lack of motivation that manifests itself mostly through perceptions of moderate self-efficacy of performance and low expectations of success. This is the first step towards understanding the learning processes of students poorly performing in Arabic reading. It can provide means that will help students in applying self-regulated content learning of not only texts in Arabic but readings in general.
Keywords: Reading comprehension; SRL; Cognitive strategies; Self-efficacyEste estudio examina los procesos de autorregulación de la comprensión lectora en árabe de los estudiantes libaneses en la escuela primaria superior que tienen un rendimiento deficiente solo en este idioma. La atención se centra en las estrategias cognitivas y metacognitivas que utilizan estos estudiantes y en los componentes motivacionales de la autorregulación. Un cuestionario y dos entrevistas semiestructuradas diferentes se administraron a quince estudiantes de primaria y a sus profesores de árabe en una escuela francófona en Beirut. Los participantes no autorregulan de manera eficiente su comprensión de lectura en árabe y tienden a usar rara vez estrategias de aprendizaje cognitivo. Los procesos de autorregulación se predicen por la falta de motivación de los participantes, que se manifiesta principalmente a través de percepciones de moderada autoeficacia del desempeño y bajas expectativas de éxito. Este es el primer paso hacia la comprensión de los procesos de aprendizaje de los estudiantes con bajo rendimiento en lectura árabe. Puede proporcionar medios que ayudarán a los estudiantes a aplicar el aprendizaje de contenido autorregulado no solo de textos en árabe, sino también de lecturas en general.
Abstract
This study examines the self-regulation processes of reading comprehension in Arabic of Lebanese students in upper elementary who perform poorly only in this language. The focus is on the cognitive and metacognitive strategies these students use, and on the motivational components of self-regulation. A questionnaire and two different semi-structured interviews were administered to fifteen elementary students and to their Arabic teachers, in a French-speaking school in Beirut. Participants do not self-regulate efficiently their Arabic reading comprehension and they tend to seldom use cognitive learning strategies. Self-regulatory processes are predicted by participants’ lack of motivation that manifests itself mostly through perceptions of moderate self-efficacy of performance and low expectations of success. This is the first step towards understanding the learning processes of students poorly performing in Arabic reading. It can provide means that will help students in applying self-regulated content learning of not only texts in Arabic but readings in general.
Keywords: Reading comprehension; SRL; Cognitive strategies; Self-efficac
Jaime Ibáñez Quintana. Reseña de [Encabo, E.; Urraco, M. y Martos, A. (Eds.). Sagas, distopías y transmedia: ensayos sobre ficción fantástica. Universidad de León, León, 2016. 459 páginas. ISBN: 978-84-9773-775-3]
No full textEl potencial del aprendizaje cooperativo y la educación para la paz para promover competencias sociales en la educación superior
Get PDFThis article offers a proposal to teach in a foreign language subject using some cooperative activities that promote the principles of peace education and the acquisition of social competences at tertiary education. Cooperative learning has been successfully implemented in the last 60 years for teaching at different educational levels including the Higher Education studies due to its solid theoretical foundation, the principles it proposes and its practical applications. Working in small groups in order to accomplish the different cooperative activities proposed implies the promotion of communication and conflict solving as social competences. Moreover, this paper will highlight the importance of managing conflicts in a peaceful way and respecting the different opinions, which are basic principles in peace education. We propose the establishment of cooperative activities which enhance peace as an example to work on social issues in University education so that students improve their critical capacity when reflecting on issues such as poverty, war, globalization, gender, human rights or racism. Finally, a survey was conducted in order to establish students’ opinions about the cooperative activities designed and the social competences they acquired in doing them. Students’ answers show that they are aware of the importance of learning social competences for life.Este artículo ofrece una propuesta para enseñar en una lengua extranjera usando algunas actividades cooperativas que promuevan los principios de la educación para la paz y la adquisición de competencias sociales en la educación superior. El aprendizaje cooperativo se ha estado implementando de manera satisfactoria en los últimos 60 años en todos los niveles educativos incluida la Universidad debido a su sólida fundamentación teórica, los principios que propone y sus aplicaciones prácticas. Trabajar en pequeños grupos con el fin de realizar las distintas actividades cooperativas que se proponen implica promover la comunicación y la resolución de conflictos como competencias sociales. Además, este artículo destacará la importancia de gestionar los conflictos de forma pacífica y respetando las diversas opiniones, que son los principios básicos de la educación para la paz. Proponemos la realización de actividades cooperativas que potencian la paz como ejemplo para trabajar temas sociales en la enseñanza universitaria de modo que el alumnado mejore su capacidad crítica al reflexionar sobre temas como la pobreza, la guerra, la globalización, el género, los derechos humanos o el racismo. Finalmente, se preparó una encuesta con el fin de conocer la opinión del alumnado sobre las actividades cooperativas diseñadas y las competencias sociales que se adquieren al realizarla. Las respuestas del alumnado muestran que son conscientes de la importancia se aprender competencias sociales para la vida
Entre la sumisión y la crítica: las representaciones de estudiantes de Bogotá sobre política y democracia
Get PDFThe following article aims to present the results of the research work developed in 2018 with the Autonomous University of Barcelona, which sought to describe and explain that young people from two public institutions in the town of Suba in Bogotá-Colombia are represented by political participation, democracy and citizenship, typifying the way in which they participate and exercise their citizenship and democratic rights. Studies of this type are of great importance, since it is from the conceptions of the students and their political and democratic behavior that we can, as teachers and researchers, make proposals for the formation of critical citizenships.El siguiente artículo tiene como finalidad presentar los resultados del trabajo de investigación desarrollado en el año 2018 con la Universidad Autónoma de Barcelona, el cual buscó describir y explicar que se representan los jóvenes de dos instituciones públicas de la localidad de Suba en Bogotá-Colombia por participación política, democracia y ciudadanía, tipificando la forma en que participan y ejercen su ciudadanía y derechos democráticos. Estudios de este tipo son de suma importancia, pues es a partir de las concepciones de los estudiantes y sus comportamientos políticos y democráticos, que podemos, como docentes e investigadores, realizar propuestas para la formación de ciudadanías críticas
Ciudadanía global y enseñanza de las Ciencias Sociales: retos y posibilidades para el futuro
Get PDFIn education, we often get carried away by certain tendencies that believe that changing names changes things. Surely, this works in the markets. It is part of the neoliberal logic that invades us. But we know, from experience and research, that it does not work in education, much less when we refer to the curriculum and teaching of the social sciences and their disciplines. The continuity of contents and methodologies outperforms changes and innovations. Despite the tenacity with which some insist again and again on the need for change, innovation and teacher training in line with our desire to foster reflective practice and critical teaching staff. We have made small, slow, very slow advances that predispose us to move forward despite resistance and misunderstanding.En educación muy a menudo nos dejamos llevar por ciertas tendencias que consideran que cambiando los nombres cambian las cosas. Con toda seguridad esto funciona en los mercados. Forma parte de la lógica neoliberal que nos invade. Pero sabemos, por la experiencia y por la investigación, que no funciona en educación y mucho menos cuando nos referimos al currículo y a la enseñanza de las ciencias sociales y de sus disciplinas. La continuidad de contenidos y de metodologías supera por goleada a los cambios y a las innovaciones. A pesar del tesón con que algunos insistimos una y otra vez en la necesidad del cambio, de la innovación y de una formación del profesorado en consonancia con nuestros deseos de fomentar una práctica reflexiva y un profesorado crítico. Hemos hecho pequeños avances, lentos, muy lentos que nos predisponen a seguir adelante a pesar de las resistencias y de las incomprensiones