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Trabalho na velhice: um desafio para a Terapia Ocupacional e os estudos da ocupação
Get PDFThe article addresses work in old age as a complex phenomenon, looking to enrich the conversation about this subject in Occupational Therapy andstudies on occupation. It focuses on the importance of work as an occupation and reflects on the inequalities that are constructed around work in older people. Proposing an interdisciplinary dialogue with the life course perspective, the relationship between work trajectories and the historical contexts in which these are embedded are highlighted. The text emphasizes the importance of the topic for Occupational Therapy, the need to understand work in old age, and to question the individualizing gaze that the disciplinary studies tend to use. This implies revitalizing the classic theories of Occupational Therapy so that they transcend the clinical approaches centered on the prevention and treatment of diseases in elderly people and question themselves about the political, economic and social systems in which the work of this population is framed.El artículo aborda el trabajo remunerado en la vejez como fenómeno complejo, para enriquecer la discusión de la Terapia Ocupacional y los estudios sobre la ocupación acerca del tema. Se detiene en la relevancia del trabajo como ocupación y reflexiona sobre las desigualdades que se construyen en torno al trabajo de las personas mayores. Al proponer un diálogo interdisciplinario con la perspectiva del curso de la vida, destaca la relación entre las trayectorias laborales y los contextos históricos en los que estas se insertan. El texto resalta la importancia del tema para la Terapia Ocupacional, la necesidad de comprender el trabajo en la vejez y de cuestionar la mirada individualizadora que tienden a usar los estudios disciplinares sobre el asunto. Esto implica dinamizar las teorías clásicas de la Terapia Ocupacional, de manera que trasciendan los enfoques clínicos centrados en la prevención y el tratamiento de las enfermedades de las personas mayores, y se interroguen por los sistemas políticos, económicos y sociales en los que se enmarca el trabajo de esta población.O artigo aborda o trabalho remunerado na velhice como um fenômeno complexo, visando enriquecer a discussão sobre o assunto na Terapia Ocupacional e nos estudos sobre ocupação. Explora-se a relevância do trabalho como ocupação e reflete-se sobre as desigualdades no trabalho para as pessoas idosas. No diálogo interdisciplinar com a perspectiva do curso de vida proposto, destaca-se a relação entre as trajetórias laborais e os contextos históricos nos quais elas estão inseridas. O texto destaca a importância do tema para a Terapia Ocupacional, realçando a necessidade de compreender o trabalho na velhice e de questionar a abordagem individualizadora do assunto, comum nos estudos disciplinares. Isso leva à revitalização das teorias clássicas da Terapia Ocupacional, transcendendo os enfoques clínicos centrados na prevenção e tratamento de doenças nas pessoas idosas, bem como ao questionamento dos sistemas políticos, econômicos e sociais, nos quais o trabalho dessa população está inserido
So Easy to Write a Story with a Mind Map: An Experimental Study
Get PDFThis study aimed to determine the effect of mind mapping on story writing skills of the students.A pre-test, a post-test, and a semi-experimental research design were used in this study. The study group consisted of a total of 86 third-grade students; 33 students from the experimental group, 23 students from the control 1 group, and 30 students from the control 2 groups. Stories were written by the students in the experimental group by using the mind map method during 18 lesson hours. In the control 1 group, story topics were given to the students, and they were asked to write stories about them as homework during one lesson hour for 9 weeks. In thecontrol 2 group, the researcher did not intervene in their lessons during the term. As a result of the research, there was an increase in the post-test writing skill scores of the experimental and control 1 groups. The mind map method and story writing with homework exercises improved students’ writing skills.Este estudio tiene como objetivo determinar el efecto del método de mapas mentales en las habilidades de escritura de cuentos de los estudiantes. En este estudio se utilizó el diseño de investigación pre-test, post-test y semi-experimental. El grupo de estudio está conformado por un total de 86 estudiantes de tercer grado; 33 estudiantes del grupo experimental, 23 estudiantes del grupo control 1 y 30 estudiantes del grupo control 2. Las historias se escribieron a los estudiantes del grupo experimental utilizando el método de mapas mentales durante 18 horas lectivas. En el grupo de control 1, se les dieron temas de cuentos a los estudiantes y se les pidió que escribieran historias sobre ellos como tarea durante una hora de lección durante 9 semanas. En el grupo control 2, el investigador no intervino en sus lecciones durante el trimestre. Como resultado de la investigación, se concluyó que el uso de un mapa mental antes de escribir mejoró las habilidades de escritura de cuentos de los estudiantes
Book review: Bilingualism
Get PDFThis review delves into Mahootian’s (2020) comprehensive textbook on bilingualism. The text is praised for its systematic exploration of the topic, addressing various facets of bilingualism across five distinct chapters, culminating in a final chapter that ties together and reiterates the main points from each prior section. Particularly lauded is the author’s emphasis on the future of research in the fields of psycholinguistics and neurolinguistics. Mahootian’s exceptional integration of complex theories, paired with her accessible writing style, marks the textbook as a valuable resource for the academic community
An Experimental Study on the Impact of Collaborative and Active Learning on Vocational Students\u27 Learning Achievement and Self-Motivation
Get PDFThe study examines a blended instructional approach combining collaborative and active learning to improve vocational students\u27 learning achievement and self-motivation. An experimental design was utilized, dividing vocational students into control and experiment groups. The experiment group participated in a one-month collaborative and active learning intervention, while the control group received traditional instruction. The experiment group achieved significant gains in academic achievement, with pre-test and post-test means rising from 79.63 to 86.15 (t=19.72, p<0.05) and self-motivation scores increasing from 37.82 to 42.74 (t=19.71, p<0.05). In contrast, the control group exhibited lower post-test scores in both academic achievement (mean=80.16, t=3.67, p<0.05) and self-motivation (mean=38.4, t=5.31, p<0.05). These results indicate that integrating collaborative and active learning strategies significantly impacts learning achievement and self-motivation in vocational education. This suggests that this instructional approach is highly effective in improving student outcomes.
El Uso de Inglés Global para Mejorar la Comprensión Auditiva de Estudiantes Nivel Pre-intermedion
No full textThis qualitative case study examined the impact of listening to Global Englishes on the development of listening comprehension in pre-intermediate English students at Universidad Nacional, Costa Rica. Using questionnaires, focus groups, and observations, the research explored students\u27 perceptions of various English speakers from different nationalities and their overall experience with exposure to diverse global varieties. The findings indicated that students found English spoken by people from the United States, Mexico, and Venezuela easier to understand due to clarity and familiarity, while British, Australian, and Scottish variants presented the greatest challenges, particularly due to pronunciation. Students stated that the listening activities expanded their vocabulary and improved their comprehension skills by providing real-world exposure to English spoken in different regions. The results indicated the need for a shift in language teaching approaches in Costa Rica, emphasizing the inclusion of Global Englishes in curricula to better prepare students for international communication. Further research is recommended to investigate the long-term impact of this approach and its potential benefits in improving aural and oral skills.
Este estudio de caso examinó el impacto que escuchar variedades del inglés global tuvo en el desarrollo de la comprensión auditiva en estudiantes de inglés pre-intermedio de la Universidad Nacional, Campus Pérez Zeledón, Costa Rica. Utilizando cuestionarios, grupos focales y entrevistas, la investigación exploró las percepciones de los estudiantes sobre varios acentos del inglés y su experiencia general con su exposición a diversas variedades globales. Los resultados indicaron que los estudiantes encontraron que acentos como el inglés de Estados Unidos, mexicano y venezolano eran más fáciles de entender debido a su claridad y familiaridad, mientras que los acentos británico, australiano y escocés presentaban los mayores desafíos, particularmente en la pronunciación. Los estudiantes afirmaron que las actividades auditivas ampliaron su vocabulario y mejoraron sus habilidades de comprensión al brindarles exposición en el mundo real al inglés hablado en diferentes regiones. Los resultados indicaron la necesidad de un cambio en los enfoques de enseñanza de idiomas en Costa Rica, enfatizando la inclusión del inglés global en planes de estudios para preparar mejor a los estudiantes para la comunicación internacional. Se recomienda realizar más investigaciones para inquirir el impacto a largo plazo de este enfoque y sus posibles beneficios para mejorar las habilidades auditivas y orales.
Palabras clave: comprensión auditiva, inglés global, estudio de caso, lengua franca
Participação das famílias na educação de estudantes com deficiência: desafios e oportunidades para a inclusão e a equidade
Get PDFIn Colombia, Decree 1421 of 2017 recognizes the family as a fundamental stakeholder in facilitating the meaningful participation of students with disabilities. This article offers insightful considerations regarding the challenges families face in fulfilling the obligations outlined by this regulation, and several strategies to enhance their engagement. The attitudinal, physical, communicative, and social barriers they encounter significantly impede children and adolescents with disabilities’ academic success. In specific regions of the country, poor recognition of linguistic diversity, geography and armed conflict minimize the presence of students with disabilities and their families in school settings. Furthermore, the unidirectional approach focused on the student’s limitations makes participating and fulfilling school obligations in some educational establishments difficult. The creation of territorial-focused policies that bring regional needs to the forefront and promote linguistic differences, coupled with fostering awareness, psychosocial support, collaborative work, and the development of empowering spaces from a rights-based perspective, may favor the role of families in achieving inclusion and equity in education.En Colombia, el Decreto 1421 de 2017 reconoce a la familia como actor esencial en la participación efectiva del estudiantado con discapacidad. Se ofrece una reflexión sobre las barreras que las familias enfrentan al tratar de cumplir con las obligaciones enunciadas en esta normativa, y se proponen estrategias para incrementar su involucramiento. Las barreras actitudinales, físicas, comunicativas y sociales que afrontan las familias dificultan el éxito escolar de niños, niñas y adolescentes con discapacidad. Asimismo, el escaso reconocimiento de la diversidad lingüística, la geografía y el conflicto armado minimizan la presencia de estudiantes con discapacidad y sus familias en entornos escolares de algunas regiones del país. De otra parte, el enfoque unidireccional y centrado en las limitaciones del estudiante dificulta la participación y cumplimiento de las obligaciones escolares en algunos establecimientos educativos. La generación de políticas con enfoque territorial que visibilicen las necesidades regionales y promuevan las diferencias lingüísticas y culturales, así como la toma de conciencia, el acompañamiento psicosocial, el trabajo colaborativo y la generación de espacios de em-poderamiento, desde una perspectiva de derechos, pueden favorecer el rol de las familias para el logro de la inclusión y la equidad en la educación.Na Colômbia, o Decreto 1421 do 2017 reconhece a família como ator essencial na participação efetiva de estudantes com deficiência. Este artigo oferece uma reflexão sobre as barreiras que as famílias enfrentam no cumprimento das obrigações estabelecidas por esta normativa e propõe algumas estratégias para aumentar sua participação. As barreiras atitudinais, físicas, comunicativas e sociais que as famílias enfrentam dificultam o sucesso escolar de crianças e adolescentes com deficiência. Em algumas regiões, a falta de reconhecimento da diversidade linguística, a geografia e o conflito armado minimizam a presença de estudantes com deficiência e suas famílias nos ambientes escolares. Por outro lado, a perspectiva unidirecional, focada nas limitações dos estudantes, dificulta a participação e o cumprimento das obrigações escolares em algumas instituições educacionais. A geração de políticas com enfoque territorial, que visibilizem as necessidades regionais e promovam as diferenças linguísticas, bem como a conscientização, o acompanhamento psicossocial, o trabalho colaborativo e a geração de espaços de empoderamento, desde uma perspectiva de direitos, podem favorecer o papel das famílias para alcançar a inclusão e a equidade na educação
Reviewers
Get PDFGist would like to thank the following reviewers for their valuable comments and thoughtful revision:
Adriana Castañeda, Universidad Nacional de Colombia, Colombia
Angela Castro, Universidad del Cauca, Colombia
Carolyn Peterson, University of Massachusetts Amherst, United States of America
Catalina Jaramillo, Universidad del Valle, Colombia
Claudia Cárdenas, Universidad de Nariño, Colombia
Cristina Leon, Fundación Universitaria Juan N Corpas, Colombia
Daniela Sanchez, Universidad Del Bosque, Colombia
Diana Bernal, Universität Bielefeld, Alemania
Enrique Ves, Universidad Veracruzana, Mexico
Francisco Pérez, Institución Universitaria Colombo Americana, Colombia
Jaime Correa, Deerfield Academy, United States of America
Jair Ayala, ETS Global, Colombia
Jessica Bohorquez, University of London, Colombia
Jonathan Delgado, Institución Universitaria Colombo Americana, Colombia
Keiby Giovanni Caro Oviedo, Universidad del Atlántico, Colombia
Martha Inés Gómez, INEM, Colombia
Mayra Daniel, Northern Illinois University, United States of America
Nayibe Rosado, Universidad del Norte, Colombia
Ricardo León, Universidad de Antioquia, Colombia
Ronald Alejandro García Vargas, Universidad del Rosario, Colombia
Victor Pavón, Universidad de Córdoba, España 
Teachers Prepare to Infuse Social-Emotional Learning in English as a Foreign Language Classes in Uruguay
Get PDFThis qualitative case study examined teachers’ views on integrating Social-Emotional Learning (SEL) and its role in supporting Culturally Responsive Pedagogy (CRP). A total of 32 K-5th grade English as a Foreign Language (EFL) Uruguayan teachers completed a three-week online asynchronous professional development. Participants’ training focused on SEL principles, practices, and strategies for the English as a foreign language classroom. During the training, a three-scale rubric (0 - 3 points) served to formatively assess and provide feedback to the participants on completing weekly tasks. The evaluation examined the content of the teachers’ reflection and applications to practice. Feedback focused on how well teachers grasped the theoretical content and its integration. Once the training was completed, participants answered four open-ended questions in an online repository questionnaire. Findings document that after the intervention, the teachers perceived that students benefitted from learning about SEL and its implementation, and they came to believe that SEL principles need to become an integral part of instructional planning in Uruguay’s EFL classrooms.
Este estudio cualitativo examina la comprensión del ASE de 32 maestros de inglés como idioma extranjero. Docentes de niveles kinder al quinto grado participaron en tres semanas de talleres presentados en línea. El entrenamiento se enfocó en los principios, prácticas y estrategias del ASE. Los resultados documentan la evolución de los conocimientos de los participantes y su percepción que los docentes Uruguayos promoverán respeto para la diversidad del aula cuando el ASE se convierte en parte integra de la pedagogía maestral
Social Media Strategies for EFL Students: Enhancing Speaking Proficiency
Get PDFSocial media is a communication tool that facilitates EFL students to improve their speaking proficiency as it enables them to fully engage in oral communication, exchange information, and form long-term bonds in this modern era. This study intended to investigate EFL students’ social media as speaking strategies used vis-a-vis their speaking proficiency. A descriptive correlational design was used in this study. The participants were 70 English major students (second year and third year) at Wolkite University. To this end, data were collected using a questionnaire, the IELTS speaking proficiency test, and an interview to obtain reliable information. The findings showed that Facebook and YouTube were the most frequently used social media by learners, even though they felt less confident, more anxious, and less willing to communicate in English. The results also indicated that learners lacked awareness of how to purposefully use social media to address their speaking challenges. Conversely, the findings of this study showed that there was a positive correlation between the students’ use of social media and their speaking proficiency (r=0.461, p=.000, p>0.05). However, the students’ speaking proficiency was very poor because learners didn’t use social media for educational purposes, especially speaking skills. This might be because the learners did not use social networks effectively to promote their speaking proficiency. Therefore, it is suggested that in the learning of speaking skills, more attention should be paid to investigating the use of social media as a speaking strategy.