L’influence linguistique de l’espagnol et du français lors de l’apprentissage de l’anglais

This article aims at reporting the results of a quantitative investigation about the linguistic influence of Spanish-French in the learning of English, in consecutive bilinguals of an early immersion French program. The results of this study show that Spanish and French have an influence in the learning of English; on the one side, the French structure has a positive influence in the English structure due to a positive correlation found between these two languages; in the case of Spanish, it is demonstrated a negative transferdue to the low linguistic repertoire of le learners.El presente artículo tiene como objetivo analizar los resultados de una investigación cuantitativa sobre la influencia lingüística del español-francés en el aprendizaje del inglés, en estudiantes bilingües consecutivos, en un contexto por inmersión precoz parcial en francés. Los resultados revelan que ambas lenguas tienen una influencia en el aprendizaje del inglés. Por un lado, la estructura del francés tiene una influencia positiva en la estructura del inglés puesto que se halló una correlación positiva entre ambas lenguas; por otro lado,en el caso del español, se demostró que hay un traspaso negativo ya que se evidencia el bajo repertorio lingüístico de los aprendientes en la le

Desarrollo de la memoria de trabajo en la competencia escrita bilingüe

El presente artículo de revisión realizado a través de la metodología Prisma tuvo como objetivo principal revisar las tendencias investigativas en el campo de la memoria de trabajo y su relación con la competencia escrita bilingüe. Teniendo en cuenta las bases de datos EBSCOhost, ScienceDirect, y algunos criterios de inclusión para la revisión sistemática tales como el contexto universitario, el periodo de publicación de los estudios (2008-2021), y la lengua estudiada (Español e inglés), entre otros, fue posible la identificación, evaluación y análisis de estudios que centraron su atención en la memoria de trabajo y su relación con la competencia escrita bilingüe. De modo general, se puede observar que el 100% de los estudios se encuentran en síntesis cuantitativa, y que la tendencia investigativa en este campo en Latinoamérica es menor que en países europeos, asiáticos y africanos. De igual manera, la mayoría de los estudios concluyen que la memoria de trabajo afecta positivamente la escritura bilingüe y que los docentes deberían incluir propuestas pedagógicas que ayuden a fomentar este tipo de memoria en las aulas de clases para un mayor desarrollo en los procesos bilingües

Influencia Lingüística De La Lengua Materna (Español) Y La Segunda Lengua (Francés) En La Producción Escrita En Tercera Lengua (Inglés) De Estudiantes Bilingües En Un Contexto Escolar De Inmersión Precoz Parcial

This research is based on the analysis of the first and second language linguistic influence on the written production of 14 learners of English as a third language whose first and second language is Spanish and French respectively. The main goal of the present no experimental, transactional descriptive study is to examine L3 linguistic influence and, at the same time, determine to which language this influence is attributed. The outcomes suggest that both languages (Spanish and French) influence differently in the acquisition of English as a third language: the Spanish language is present when lexical linguistic transfers are evident; this situation is attributed to the fact that Spanish is the most used language in the different contexts were students are involved; thus, there will be an easy access to the linguistic information of this language; French, on the other hand, influences positively in the syntactic field due to a correlation between both languages in that aspect that determined a close relationship between French and English syntax.Este proyecto de investigación se basó en el análisis de la influencia lingüística de la L1 y la L2 en la producción escrita en L3 de 14 estudiantes de inglés como tercera lengua cuya primera y segunda lengua son el español y el francés, respectivamente. El objetivo principal de este estudio no experimental, transeccional descriptivo fue examinar la influencia lingüística sobre la producción escrita en L3 y así mismo, determinar cuál es la lengua a la que se atribuye dicha influencia. Los resultados sugieren que ambas lenguas (español y francés) influyen en la adquisición del inglés como tercera lengua de manera diferente: el español se hace presente en las transferencias lingüísticas lexicales; esto se atribuye al hecho de que es esta lengua la que más se utiliza en los diferentes contextos donde se desenvuelven los estudiantes y, por tanto, hay más fácil acceso a la información lingüística de esta lengua; por su parte, el francés influye de manera positiva en el campo sintáctico ya que se halló una correlación entre ambas lenguas en dicho aspecto que determina una mayor cercanía entre la sintaxis del francés y el inglés.IntroducciónJustificaciónCapítulo I: Estado del ArteMaestríaOtr

Acceptance and Use of Mobile-Assisted Language Learning by Higher Education Language Teachers

peer reviewedMobile-assisted language learning (MALL) is increasingly gaining attention from educational stakeholders. This quantitative study implements the Unified Theory of Acceptance and Use of Technology (UTAUT) model with the added variable of attitude. The participants were 89 Colombian higher education language teachers who shared their views on MALL via an online questionnaire. The results indicate that teachers’ behavioral intention is influenced by their attitude, social influence and facilitating conditions. The study also highlights the importance of including use behavior in the measurement model: teachers who scarcely use MALL express stronger intentions to use it when compared to teachers with high MALL use, resulting in a negative correlation between behavioral intention and use behavior

Fortalecimiento del aprendizaje autónomo de estudiantes de licenciatura en lenguas extranjeras colombianos a partir de la teoría de los estilos de aprendizaje, las TIC y el aula invertida

The present action research shows a didactic strategy mediated by the educational platform EDMODO and designed based on the learning styles and the flipped classroom methodology. This strategy was implemented with university students from two academic courses of theoretical and practical nature in order to enhance their autonomous learning. The results show that the students of both courses have different learning styles that present a balance between dimensions, which allows a greater cognitive flexibility that enables them to learn with different strategies; hence the importance of the constructivist approach to autonomy adopted in this research. Likewise, it was possible to show that the participants of this study are at a level of intermediate autonomy of research-intervention, which suggests, as it is contemplated from the psychological-evolutionary approach of autonomy, that it is not constructed in a certain moment, but rather that it is a process that develops throughout the learning experiences, hence the importance of continuing in the search for strategies to strengthen the critical and research spirit of students and the appropriate use of ICT in educational processes.La presente investigación-acción da cuenta de una estrategia didáctica mediada por la plataforma educativa EDMODO y diseñada a partir de los estilos de aprendizaje y la metodología aula invertida. Dicha estrategia fue implementada con estudiantes universitarios de dos espacios académicos de naturaleza teórico-práctica con el fin de potenciar su aprendizaje autónomo. Los resultados encontrados permiten evidenciar que los estudiantes de ambos cursos cuentan con estilos de aprendizaje diversos que presentan un equilibrio entre dimensiones, lo que permite una mayor flexibilidad cognitiva que les posibilita aprender con diferentes estrategias; de allí la importancia del enfoque constructivista de la autonomía adoptado en esta investigación. De igual modo, fue posible evidenciar que los participantes de este estudio se encuentran en un nivel de autonomía intermedio de investigación-intervención, lo que sugiere, tal como se contempla desde el enfoque psicológico-evolutivo de la autonomía, que ésta no se construye en un determinado momento, sino más bien que es un proceso que se va desarrollando a lo largo de las experiencias de aprendizaje, de allí la importancia de continuar en la búsqueda de estrategias para el fortalecimiento del espíritu crítico e investigativo de los estudiantes y el uso apropiado de las TIC en los procesos educativos

Dos visiones del currículo en la formación bilingüe

This reflection article develops two conceptions (economic and socio-critical) of curriculum that underlie current teaching and research practices in the field of education. The former, at the beginning of the last century, responds to economic and technocratic considerations. The latter, to which the authors adhere, answers to social, historical, cultural and political considerations of socio-critical trends, which is making its way since the 1970s in an attempt to humanize the school as an institution, and transcend an economistic approach to education widespread in the globalized society of today. The positions argued about these two opposing curricular views are taken from our position of language teachers, from how we understand the socio-critical vision of curriculum in our academic field (bilingualism and bilingual education) and how this approach permeates our job.El presente artículo de reflexión desarrolla dos concepciones del currículo que subyacen las prácticas docentes e investigativas actuales en el campo de la educación. La primera, de comienzos del siglo pasado, responde a consideraciones económicas y tecnocráticas. La segunda, a la cual adherimos las autoras de este artículo, surgida de consideraciones sociales, históricas, culturales y políticas de tendencias sociocríticas, viene abriéndose paso desde los años 70 en un intento por humanizar la escuela como institución, y trascender un enfoque economicista de la educación, muy difundido en la sociedad globalizada de nuestros días. Las posiciones argumentadas acerca de estas dos visiones curriculares opuestas se toman desde nuestra posición de docentes de lenguas, desde cómo entendemos la visión curricular sociocrítica en nuestro campo académico (bilingüismo y formación bilingüe) y cómo este enfoque permea nuestro quehacer

Effects of pre-operative isolation on postoperative pulmonary complications after elective surgery: an international prospective cohort study an international prospective cohort study

We aimed to determine the impact of pre-operative isolation on postoperative pulmonary complications after elective surgery during the global SARS-CoV-2 pandemic. We performed an international prospective cohort study including patients undergoing elective surgery in October 2020. Isolation was defined as the period before surgery during which patients did not leave their house or receive visitors from outside their household. The primary outcome was postoperative pulmonary complications, adjusted in multivariable models for measured confounders. Pre-defined sub-group analyses were performed for the primary outcome. A total of 96,454 patients from 114 countries were included and overall, 26,948 (27.9%) patients isolated before surgery. Postoperative pulmonary complications were recorded in 1947 (2.0%) patients of which 227 (11.7%) were associated with SARS-CoV-2 infection. Patients who isolated pre-operatively were older, had more respiratory comorbidities and were more commonly from areas of high SARS-CoV-2 incidence and high-income countries. Although the overall rates of postoperative pulmonary complications were similar in those that isolated and those that did not (2.1% vs 2.0%, respectively), isolation was associated with higher rates of postoperative pulmonary complications after adjustment (adjusted OR 1.20, 95%CI 1.05–1.36, p = 0.005). Sensitivity analyses revealed no further differences when patients were categorised by: pre-operative testing; use of COVID-19-free pathways; or community SARS-CoV-2 prevalence. The rate of postoperative pulmonary complications increased with periods of isolation longer than 3 days, with an OR (95%CI) at 4–7 days or ≥ 8 days of 1.25 (1.04–1.48), p = 0.015 and 1.31 (1.11–1.55), p = 0.001, respectively. Isolation before elective surgery might be associated with a small but clinically important increased risk of postoperative pulmonary complications. Longer periods of isolation showed no reduction in the risk of postoperative pulmonary complications. These findings have significant implications for global provision of elective surgical care. We aimed to determine the impact of pre-operative isolation on postoperative pulmonary complications after elective surgery during the global SARS-CoV-2 pandemic. We performed an international prospective cohort study including patients undergoing elective surgery in October 2020. Isolation was defined as the period before surgery during which patients did not leave their house or receive visitors from outside their household. The primary outcome was postoperative pulmonary complications, adjusted in multivariable models for measured confounders. Pre-defined sub-group analyses were performed for the primary outcome. A total of 96,454 patients from 114 countries were included and overall, 26,948 (27.9%) patients isolated before surgery. Postoperative pulmonary complications were recorded in 1947 (2.0%) patients of which 227 (11.7%) were associated with SARS-CoV-2 infection. Patients who isolated pre-operatively were older, had more respiratory comorbidities and were more commonly from areas of high SARS-CoV-2 incidence and high-income countries. Although the overall rates of postoperative pulmonary complications were similar in those that isolated and those that did not (2.1% vs 2.0%, respectively), isolation was associated with higher rates of postoperative pulmonary complications after adjustment (adjusted OR 1.20, 95%CI 1.05–1.36, p = 0.005). Sensitivity analyses revealed no further differences when patients were categorised by: pre-operative testing; use of COVID-19-free pathways; or community SARS-CoV-2 prevalence. The rate of postoperative pulmonary complications increased with periods of isolation longer than 3 days, with an OR (95%CI) at 4–7 days or ≥ 8 days of 1.25 (1.04–1.48), p = 0.015 and 1.31 (1.11–1.55), p = 0.001, respectively. Isolation before elective surgery might be associated with a small but clinically important increased risk of postoperative pulmonary complications. Longer periods of isolation showed no reduction in the risk of postoperative pulmonary complications. These findings have significant implications for global provision of elective surgical care

Global economic burden of unmet surgical need for appendicitis

Background There is a substantial gap in provision of adequate surgical care in many low- and middle-income countries. This study aimed to identify the economic burden of unmet surgical need for the common condition of appendicitis. Methods Data on the incidence of appendicitis from 170 countries and two different approaches were used to estimate numbers of patients who do not receive surgery: as a fixed proportion of the total unmet surgical need per country (approach 1); and based on country income status (approach 2). Indirect costs with current levels of access and local quality, and those if quality were at the standards of high-income countries, were estimated. A human capital approach was applied, focusing on the economic burden resulting from premature death and absenteeism. Results Excess mortality was 4185 per 100 000 cases of appendicitis using approach 1 and 3448 per 100 000 using approach 2. The economic burden of continuing current levels of access and local quality was US $92 492 million using approach 1 and$73 141 million using approach 2. The economic burden of not providing surgical care to the standards of high-income countries was $95 004 million using approach 1 and$75 666 million using approach 2. The largest share of these costs resulted from premature death (97.7 per cent) and lack of access (97.0 per cent) in contrast to lack of quality. Conclusion For a comparatively non-complex emergency condition such as appendicitis, increasing access to care should be prioritized. Although improving quality of care should not be neglected, increasing provision of care at current standards could reduce societal costs substantially