Team teaching in languages: a scoping review of approaches and practices in higher education

This paper aims at understanding the extent to which languages are taught collaboratively in higher education (HE), which team teaching (TT) models have been implemented, and what lessons were learnt from the experiences. Following the Arksey and O’Malley framework [2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32. https://doi.org/10.1080/1364557032000119616], a scoping review was conducted to map TT practices in HE language classrooms around the world. The review uses narrative analysis to describe those practices and provides an overview of the settings in which the studies were undertaken, the characteristics and models of TT applied, the outcomes and recommendations as well as the implications for practice in relation to language teaching and learning in HE. The results reveal that TT in this context is currently fluid, experimental, innovative and non-traditional, and therefore it is rather an ad-hoc strategy which is mostly practised to enrich teachers’ professional development or to enhance students’ language learning experience and cultural understanding. This study offers a comprehensive global picture of a collaborative experimental teaching practice in HE using a scoping review approach rare in the field of language teaching and learning but critical for identifying innovative practices

“La lengua como expresión de la identidad nacional en los emigrados constitucionales. Algunas consideraciones sobre Blanco White y Alcalá Galiano”

Activity related to the Spanish language in England (translation, publication of grammars, dictionaries and literary pieces) go back to the 16th and 17th centuries with the works of political and religious dissenters in exile who found in these activities a way to mitigate their nostalgia by maintaining links with their own culture, and to express their national identity while easing their feelings as outsiders as well as their financial situation in the country that gave them refuge. A large number of Spanish constitutional émigrés in England and more specifically in London in the XIX century followed this trend. Spanish Liberals, such as José M. Blanco White and Antonio Alcalá Galiano, who belonged to the intellectual elite of Spanish liberalism, embraced the concept of language as the essence of national identity and the Volkgeist, as portrayed by the Romantic Movement at the time. The linguistic nationalism which impregnates the Spanish Constitution of 1812 was at the essence of the nation-building process as language was considered the vehicle of culture and glory. However, the Spanish liberals were not a cohesive group and on the subject of national and linguistic identity, differences can be found in the interpretation of the concept of the role of language as according to individual ideologies. What is relevant to all of them is the enrichment brought by their contact during exile with socio-political, religious and philosophical ideologies prevailing in England in the first decades of the 19th century, essentially the ideology of the Romantic Movement and the nationalistic trends associated to it. This combination of factors undoubtedly had an impact on their linguistic and literary work which became an expression of their nationalism and their identity

Métodos para la enseñanza del español como lengua extranjera en Inglaterra en el S. XIX

Introducción ; El método de Nicholas Gouin Dufief, o La naturaleza mostrada en su modo de enseñar el lenguaje al hombre ; Características ; El método de Robertson ; Características ; El Nuevo Método para aprender español de Ollendorf ; Características ; Libros complementarios ; El Método de la Maestría (Mastery) de Prendergast ; Características ; Ediciones ; El Nuevo Método para aprender español de Hossfeld ; Características ; Libros complementarios ; La "Serie de Gramática Paralela" (Parallel Grammar Series) ; Características ; Libros complementarios ; Conclusione

La enseñanza del español en la universidad de Londres (University College)

Orígenes y desarrollo de la Universidad de Londres ; La enseñanza de las lenguas modernas en la Universidad de Londres (University College) ; La cátedra de español en University College ; Antonio Alcalá Galiano ; Los estudios de español en la Universidad de Londres (University College) ; Las clases de lengua española ; Las clases de literatura española ; La evaluación de los alumnos ; Conclusione