Becoming a techie and improving your English with audiovisual translation. The two-for-one formula offered by TRADILEX

Audiovisual translation (AVT) as a tool in the teaching/learning of a foreign language has increasingly attracted the attention of researchers in the latest years. The TRADILEX Project team is currently working on the pedagogic use of AVT in the teaching /learning of English as a Foreign language (EFL) in an online environment, in a good number of Spanish universities. This paper presents the results of the TRADILEX experience, carried out at the University of Zaragoza (Spain). The methodology designed and applied for that end has required the use of technological tools to guide students through different steps, from an Initial Test of Integrated Skills (ITIS) to a Final Test of Integrated Skills (FITIS), both designed by members of the team. On their way from the former to the latter, students were invited to carry out a series of B1-level tasks in five AVT modes. The materials previously designed and tested aimed at a progressive autonomy of the student in their advance in the lesson plans of each mode. The analysis of the results obtained in each of the AVT modes, as well as the comparative results between the ITIS and the FITIS will highlight the virtues of the methodology used

The use of Fortnite in the teaching of English as a foreign language

In recent years, the methodologies applied in the teaching of English are very diverse. The traditional way of teaching in which the teacher was the main source of information and the students were the receivers is losing followers, and more and more teachers are advocating a more active methodology in which the students are the protagonists. During the two internship periods at the CPRI-INPRISE Escuelas Pías, Escolapios, it was observed that there was little participation on the part of the students, both in the oral activities and when correcting the exercises. In order to meet this need,it was proposed to work on 21st century skills, such as creativity and collaboration, as well as to improve student motivation and participation by introducing a topic that was of interest to them.This approach has been combined with Task Based Learning framed within the Project Based Learning structure, and always taking into account the communicative approach. The proposed didactic unit called “Fortnite 'n' English'' is characterised by applying the aforementioned approaches with the aim of making students create a final project in which they change the game to their liking. In order to exploit the video game genre, a corpus has been carried out in which each of the characteristics and how they can be extrapolated to teaching were analysed in depth. Finally, to promote studentparticipation, most of the proposed activities are carried out in groups or pairs in which an atmosphere that facilitates student participation is created.<br /

The didactic use of the BBC's tv series. Sherlock for teaching English as a foreing language

The art of presenting a story in stand-alone instalments at regular intervals began in Victorian England with the popularization of serial literature. The beginning of the phenomenon of serial literature was marked by the stories of The Posthumous Papers of the Pickwick Club, a work that began to be published in sequential parts in April 1836, ending with the last delivery in November 1837. Charles Dickens presented a total of twenty part issues in which a series of adventures of a group of protagonists portrayed the life of the time with sense of humour and extravagant characters. The publication of a novel in instalments is the closest thing to the broadcast of episodes that forms the basis of a TV series as a narrative form. In the 19th century, the editors discovered that they could use serial fiction as a way to engage readers since they developed a fictional relationship with the story they were reading. That same discovery was made by television channels in the 20th century when they came to the conclusion that serial fiction created a commitment on viewers.Departamento de Didáctica de la Lengua y LiteraturaMáster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idioma

Developing communication and thinking skills in English as a Foreign Language Education undergraduate students: a proposal for a syllabus model

It is our aim to share a proposal for a new syllabus model and learner-centered methodology for English as a Foreign Language students in the Degree in Teaching in Primary Education at the Universidad de Zaragoza (Spain), presenting the theoretical tenets and analyzing samples of resources and materials that have been designed. In a context of great diversity of levels and learning profiles in the abovementioned educational setting, it is no longer valid to conceive this part of teacher training only in terms of language proficiency, but rather it is necessary to equip students with learning to learn tools and metacognitive strategies as well as materials and resources purposefully designed bearing in mind their context, professional interests and linguistic needs. As a result, throughout the three 6 ECTS courses in the Degree (English in Primary Education I, II and III, for ist, 2nd and 4th year students respectively) we seek to implement active methodologies and make use of a variety of resources following Communicative Language Teaching and Task-based Instruction principles, such as the following: (i) Deep Learning (Clark, 2009a, 2009b) and Scaffolded, Visible Thinking (Ritchhart, Church, and Morrison, 2011); (ii) Cooperative Learning (Kagan and Kagan, 1994); (iii) ICTs and EdTech; (iv) reflective learning, promoting self-assessment and peer-assessment, and (v) Project Based Learning (BIE, 2003). Overall, the teaching proposal designed has enabled us to partially respond to heterogeneity in our large classes and make our students'' learning of a language relevant and meaningful

EACHING ENGLISH IN ACCELERATED CLASSROOMS IN ELEMENTARY SCHOOLS USING ICT.

El objetivo de la monografía es proponer una alternativa de enseñanza del inglés como lengua extranjera en las aulas de aprendizaje acelerado en primaria mediante el uso de las TIC,aunque se sabe que en Colombia muchas escuelas públicas y privadas implementan el plan de aceleración para niños y jóvenes que se encuentran en desfase por edad-grado académico debido a muchas circunstancias adversas que les han impedido desarrollar su aprendizaje y continuidad educativa, por lo que se busca que estos alumnos puedan nivelarse rápidamente para su integración al sistema educativo, sin embargo el plan de aceleración académica ha dejado de lado la asignatura de inglés, siendo esta una asignatura de suma importancia que debe ser incluida en el plan de aceleración académica para que los estudiantes puedan tener los conocimientos básicos necesarios sobre el inglés como lengua extranjera al momento de la re integraciónal sistema educativo normal según el Ministerio de EducaciónNacional. La propuesta pedagógica se basa en el uso de las TIC para la creación, implementación y exposición del material didácticoen inglés de manera sincrónica y asincrónica, de manera que los estudiantes puedan dedicar el tiempo necesario al aprendizaje del idioma inglés desde un lugar diferente a las aulas de la institución educativa sin tener que estar sujeto al espacio - tiempo, que muchas veces es uno de los impedimentos, que no permite que el alumno acceda a la información de forma continua y por lo que su aprendizaje es incompleto.The monograph aim proposes a teaching English alternative as a foreign language in primary-school accelerated learning classrooms using ICT, although it is known, in Colombia many public and private schools implement the acceleration plan for children who are in a disaffected age-academic grade due to many adverse circumstances that have prevented them from developing their learning and educational continuity, so it is sought that these students can be leveled quickly for integration into the education system. However, he academic acceleration planhas set aside the English subject, this being an important subject of paramount that must be included in the academic acceleration plan in order students can have the necessary basic knowledge about English as a foreign language at the time of reinvestment to the normal education system according to the Education Ministry. The pedagogical proposal is based on the use of ICTs for the creation, implementation, and exposure of English teaching material in a synchronous and asynchronous manner, so students can devote the necessary time to learn the Englishlanguage from a different place to the educational institution classrooms, without must be subject to space-time that is often one of the impediments do not allow the student to access information on an ongoing basis and so their learning is incomplete

Цифровая гуманистическая педагогика: актуальные проблемы педагогических исследований в области использования ИКТ в образовании

In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT) training spaces (environments) are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal) is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.У статті схарактеризовано теоретико-методологічні засади цифрової гуманістичної педагогіки – науки про закономірності створення позитивної інтегрованої педагогічної реальності за умови конвергенції фізичного та віртуального (створеного за допомогою ІКТ) навчальних просторів (середовищ) На основі використання сучасних ІКТ навчальна діяльність (формальна, неформальна та інформальна) відбувається на перетині двох світів: реального і віртуального. Звертається увага на те, що методологія й методи педагогічних досліджень класичної педагогіки потребують перегляду й удосконалення в контексті сучасних реалій навчально-виховного процесу, потреб та інтересів усіх його суб’єктів. У статті проаналізовано розвиток цифрової гуманістики у міжнародному освітньому просторі, окреслено зміст нової галузі педагогічного знання як складової цифрових гуманістичних досліджень, визначено методи й актуальні напрями наукового пошуку.В статье охарактеризованы теоретико-методологические основы цифровой гуманистической педагогики – науки о закономерностях создания положительной интегрированной педагогической реальности при конвергенции физического и виртуального (созданного с помощью ИКТ) учебных пространств (сред). На основе использования современных ИКТ учебная деятельность (формальная, неформальная и информальная) происходит на пересечении двух миров: реального и виртуального. Сконцентрировано внимание на том, что методология и методы педагогических исследований классической педагогики требуют пересмотра и совершенствования в контексте современных реалий учебно-воспитательного процесса, потребностей и интересов всех его субъектов. В статье проанализировано развитие цифровой гуманистики в международном образовательном пространстве, определено содержание новой отрасли педагогического знания как составляющей цифровых гуманистических исследований, определены методы и актуальные направления научного поиска

The use of ICT in EFL classes: What would be the ideal situation?

Information and communication technologies, broadly known as ITCs, have undergone several changes to become the powerful tools that are today. Their impact on every area and domain is undeniable, especially within the field of education regarding the teaching and learning of English as a Foreign Language (EFL). The benefits of using such technologies in Secondary schools as an improvement for the traditional skills in the subject of English, as well as their drawbacks and impediments, are thoroughly discussed in the following dissertation. The portrayal of how should be an ideal situation to work with ICTs within an academic environment, particularly in English classes, is contrasted with the real, not so idealistic circumstances. Furthermore, a practical case that took place at a Secondary school with students of Bachillerato, is also explained in detail with the purpose of observing students’ participation, motivation, and engagement with the subject using the available ICTs.Las tecnologías de la información y la comunicación, ampliamente conocidas como TICs, han sufrido varios cambios para convertirse en las poderosas herramientas que son hoy en día. Su impacto en cada área y dominio es innegable, especialmente dentro del campo de la educación en la enseñanza y el aprendizaje del inglés como Lengua Extranjera (EFL). Los beneficios de usar estas tecnologías en los institutos de Educación Secundaria como una mejora de las destrezas tradicionales conocidas en inglés, así como sus inconvenientes e impedimentos, se discuten a fondo en el siguiente trabajo. La representación de cómo debe ser una situación ideal para trabajar con las TICs dentro de un entorno académico, concretamente en las clases de inglés, se contrasta con las circunstancias reales, no tan idealistas. Asimismo, se explica en detalle un caso práctico llevado a cabo en un instituto de Secundaria con estudiantes de Bachillerato, con el propósito de observar la participación del alumnado, la motivación, y el compromiso con la materia utilizando las TICs que había disponibles

La integración de la traducción audiovisual y las nuevas tecnologías en el aprendizaje basado en proyectos: un caso experimental en IFE para ingeniería y arquitectura

Methodological approaches like project-based learning, the didactic use of audiovisual translation and the use of Information and Communication Technology (ICT) have attracted the attention of researchers in recent years. These are the three pillars on which the current article rests. It presents an experimental study within the context of project-based learning in which students of engineering and architecture undertake a project to build and sell a sustainable house. In order to succeed in the project, the students have to progress from one stage to the next by completing various tasks that require the didactic use of the audiovisual translation modes of dubbing and subtitling as well as the use of mobile applications and new technologies. This research aims to show how the implementation of the project can contribute to the development of productive and receptive linguistic skills and even be considered an option to provide the framework for the design of the whole syllabus in an English for Specific Purposes subject. The study was carried out in a transversal subject of technical English in which students from different degrees of engineering and architecture converge.&nbsp; As a pilot study, it was proposed to the students as an alternative to replace the part of the subject that focuses on written and oral production in English language. The results will reveal a high motivating component in the activities, achieving the consolidation of knowledge through meaningful learning and a lowering of the levels of anxiety in the affective filter.Los enfoques metodológicos como el aprendizaje basado en proyectos, el uso didáctico de la traducción audiovisual y el uso de las Tecnologías de la Información y la Comunicación (TIC) han atraído la atención de los investigadores en los últimos años. Estos son los tres pilares sobre los que se sustenta esta investigación. El artículo presenta un estudio experimental en el contexto del aprendizaje basado en proyectos donde los estudiantes de ingeniería y arquitectura se enfrentan a un proyecto en el que tienen que diseñar la construcción y preparar la venta de una casa sostenible. Para ello tienen que superar progresivamente etapas completando diversas tareas que requieren el uso didáctico del doblaje y la subtitulación, así como el uso de las nuevas TIC. Se pretende mostrar cómo la puesta en práctica del proyecto puede contribuir al desarrollo de las competencias lingüísticas productivas y receptivas e incluso considerarse una opción para diseñar el programa completo de una asignatura de inglés con fines específicos. El estudio se llevó a cabo en una asignatura transversal de inglés técnico en la que confluyen estudiantes de distintas titulaciones de ingeniería y arquitectura.&nbsp; El estudio piloto, se propuso a los alumnos como alternativa para sustituir la parte de la asignatura centrada en la producción escrita y oral en lengua inglesa. Los resultados revelarán un alto componente motivador en las actividades consiguiendo que los conocimientos se consoliden mediante un aprendizaje significativo y una reducción de los niveles de ansiedad en el filtro afectivo

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

La enseñanza del español como lengua extranjera en una clase de Reception Year

This Final Degree Project shows the work carried out in a Reception Year classroom in England on the teaching of Spanish as a foreign language. To this end, a search of sources and authors on the teaching of a foreign language in Early Years Education is conducted, which allows us to select a series of methodologies and strategies to be used during the classes to be carried out. Subsequently, the experience of designing this didactic proposal is documented to observe the progress of the pupils in the Spanish language and the success of the proposal in order, finally, to make an evaluation and draw some conclusions and lines of improvement on its implementation.El presente Trabajo de Fin de Grado muestra el trabajo realizado en un aula de Reception Year en Inglaterra sobre la enseñanza del español como lengua extranjera. Para ello se realiza una búsqueda de fuentes y autores en torno a la enseñanza de una lengua extranjera en la Educación Infantil, que permite seleccionar una serie de metodologías y estrategias para emplearlas durante las clases que se llevarán a cabo. Posteriormente se documenta la experiencia de diseñar esta propuesta didáctica con la finalidad de observar el progreso de los alumnos en el idioma español y el éxito de la propuesta para, finalmente, realizar una evaluación y concretar unas conclusiones y unas líneas de mejora sobre su ejecución.Grado en Educación Infanti