An integrated approach to the higher education terminology in Spanish-Russian university texts

[EN] The commitment of European and non-European countries for the convergence of educational standards happened decades ago. In the beginning, in 1999 (Bologna Declaration) Spain became an integral part of the Bologna Process. Meanwhile the Russian Federation required four more years to respond to this initiative and sign in 2003 the Berlin Communique. Many issues were raised by the alignment of different education systems and their adaptation to common quality standards. However, few solutions were offered to tackle terminology issues in university domain. In this study, we will focus on how we can overcome higher education terminology differences. We will analyse Spanish-Russian university texts, exploit a mixed monolingual and bilingual corpus as well as investigate the system for terminological equivalence of terms. Finally, we will elaborate a bilingual glossary of terms, synonyms and abbreviations conceivably to meet the needs of intercultural mediators, translators or education experts.Polyakova, O. (2021). An integrated approach to the higher education terminology in Spanish-Russian university texts. Onomázein. 51:57-82. https://doi.org/10.7764/onomazein.51.06S57825

From on-site to online class: the role of mediation in online teaching simulation

[EN] This paper presents the findings of a pilot study that explored the relationship between mediation and teaching simulation activities during a postgraduate course for CLIL (Content and Language Integrated Learning). A controversial factor of the experiment was the overall lockdown that happened in Spain during the Spring through Summer of 2020. These extenuating circumstances compelled the lecturers to innovate by transforming a traditional on-site classroom practice into an online training opportunity. There were forty-two participants in the English language training for the content teacher's course. This pilot project was taught at the Catholic University of Valencia. The pilot study's outcomes were the display of feasibility of the curricular adaptation by providing (1) CLIL teaching simulation planning, (2) teaching simulation assessment sheet and (3) questionnaire responses, all of them closely related to mediation and online education. The analysis of the data collected through the study outcomes yielded positive effects of the methodology used. Therefore, the initial results suggest the possibility of this curricular update. We recommend developing the connection between mediation, online instruction and CLIL teacher training opportunities by applying the lessons learned in an authentic school settingPolyakova, O.; Pastor García, B. (2021). From on-site to online class: the role of mediation in online teaching simulation. Journal of Language and Education. 7(4):172-182. https://doi.org/10.17323/jle.2021.11678S1721827

Communicative competences in non-linguistic university degrees

[EN] As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students¿ needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience.Polyakova, O.; Galstyan-Sargsyan, R. (2019). Communicative competences in non-linguistic university degrees. Language Value. 11(1):46-70. https://doi.org/10.6035/LanguageV.2019.11.4S467011

Elaboración de un glosario basado en un corpus español-ruso de enseñanza superior para la traducción especializada

University systems of various European Union countries and some non-EU nations, while aligned in theory, have not been considered homogeneous until the twenty-first century. To put this in perspective, while the European cooperation has an established common market for goods and services, the long-term higher education collaboration still seems far from being completely harmonized. The inability to entail a new dimension based on full equivalence of all university systems of the countries involved in the Bologna Process has been selected as a starting point of this study as we assume that higher education terminology harmonization will improve understanding and cooperation within the EHEA. Focused on the case of university systems in Spain and Russia, the objective of this paper is to compile a corpus of reference documents in both languages and then extract higher education terminology in Spanish and Russian to identify the degree of equivalence according to conceptual domains proposed by the European network Eurydice.Los sistemas universitarios de la Unión Europea y algunas naciones no pertenecientes a la UE, aunque alineados en teoría, no se han considerado homogéneos hasta el siglo XXI. La cooperación europea tiene un mercado común establecido para el comercio de bienes y servicios, sin embargo, la colaboración en materia de educación superior a largo plazo aún parece lejos de estar plenamente armonizada. El punto de partida de este trabajo surge de la incapacidad de incorporar una nueva dimensión basada en la completa equivalencia de todos los sistemas universitarios de los países participantes en el Proceso de Bolonia, ya que asumimos que la armonización de la terminología de la educación superior mejorará la comprensión y la cooperación dentro del EEES. Centrado en los sistemas universitarios de España y Rusia, el objetivo de este trabajo es compilar un corpus de documentos de referencia en ambos idiomas y luego extraer la terminología de la educación superior en español y ruso para posteriormente identificar el grado de equivalencia según diferentes dominios conceptuales propuestos por la red europea Eurydice

Communicative competences in non-linguistic university degrees

As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students’ needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience.Humanidade

Sobre los límites de las lenguas de especialidad para la traducción de documentos de gestión universitaria: español-ruso

La investigación sobre las lenguas de especialidad se aborda desde diferentes perspectivas: léxica, morfosintáctica y textual; con diferentes fines: enseñanza de la lengua, terminología, traducción o comunicación entre especialistas; y con metodologías y técnicas de diferentes disciplinas, lo que dificulta el establecimiento de los límites del campo de estudio. Desde el punto de vista de la traducción, una de las cuestiones clave es el establecimiento de límites claros y bien definidos de los textos especializados para transferir tanto los aspectos terminológicos como los estilísticos al texto de destino. Por lo tanto, el objetivo de este trabajo es contribuir a la investigación sobre la relación entre la traducción y los lenguajes especiales en ruso y español, mediante el estudio de la lengua del contexto de la gestión universitaria después del Proceso de Bolonia, para luego arrojar luz al establecimiento de los límites del dominio en las lenguas de especialidad. La amplia producción de documentos técnicos, informes, declaraciones, manuales, informes anuales, acuerdos institucionales plantea los siguientes objetivos complementarios de esta investigación: definir el papel relevante de la traducción en el proceso de comunicación especializada y presentar una delimitación del campo conceptual adaptada a las necesidades del traductor. Para ello, partimos de la premisa de que el estudio detallado de las características de la terminología universitaria en ambos sistemas educativos ayudará a resolver algunas de las lagunas existentes en el ámbito universitario especializado hispano-ruso. De este modo, en la primera parte del trabajo se presentan los antecedentes teóricos que comparten el estudio de las lenguas de especialidad, la terminología y la traducción para concluir que la cuestión de la identificación del campo conceptual es crucial para las tres disciplinas. En la segunda parte del trabajo se presentan los resultados de un estudio textual y terminológico que pone de manifiesto los principales problemas de equivalencia entre el lenguaje de gestión universitaria en español y en ruso, y especialmente las dificultades para delimitar claramente el ámbito del lenguaje especial debido a la cantidad de áreas que confluyen en este campo junto con la variedad de documentos que se generan.Research on special languages is approached from different perspectives: lexical, morphosyntactic and textual; for different purposes: language teaching, terminology, translation, or communication between specialists; and with methodologies and techniques from different disciplines, which makes it challenging to establish the limits of the field of study. From the point of view of translation, one of the key issues is establishing clear and well-defined boundaries of specialized texts to transfer both terminological and stylistic aspects to the target text. Therefore, this work aims to contribute to the research on the relationship between translation and special languages in Russian and Spanish by studying the language of the university management context after the Bologna Process, and then shed light on the establishment of the domain boundaries in special languages. The vast production of technical documents, reports, declarations, manuals, annual reports, institutional agreements raises the following complementary objectives of this research: to define the relevant role of translation in the specialized communication process, and present a delimitation of the conceptual field adapted to the translator’s needs. Therefore, we start from the premise that the detailed study of the characteristics of university terminology in both educational systems will help to solve some of the gaps in the specialized Spanish-Russian university domain. Therefore, the first section of the paper presents the theoretical background shared by the study of special languages, terminology and translation to conclude that identifying the conceptual field is crucial for the three disciplines. The second part of the paper presents the results of a textual and terminological study that highlights the main problems of equivalence between the language of university management in Spanish and Russian, and especially the difficulties of clearly delimiting the scope of the special language due to the number of areas that converge in this field along with the variety of documents generated

Estudio de las peculiaridades de la terminología en el entorno académico del EEES en ruso y en español

La presente investigación se ha centrado en el estudio de las peculiaridades de la terminología en el entorno académico del Espacio Europeo de Enseñanza Superior en ruso y en español. El Proceso de Bolonia ha cobrado un protagonismo especial desde la apuesta de la Unión Europea por la unificación del estándar educativo junto con la incorporación al mismo de los países extracomunitarios. La Federación Rusa se ha integrado en la plataforma común en el año 2003, pero pocas soluciones se han aportado al vacío terminológico español-ruso en el dominio universitario. A raíz de esta motivación se han planteado los principales objetivos del trabajo que consisten en la detección de las dificultades existentes en la gestión terminológica académica bilingüe y la propuesta de soluciones prácticas. Para alcanzar estos objetivos ha sido necesario seguir un proceso compuesto por varias fases: En primer lugar, se ha procedido a la revisión de la literatura de las materias teóricas sobre las que se fundamentará el estudio: la terminología, la lingüística de corpus y las lenguas de especialidad. Dicha etapa ha servido para formar una sólida base doctrinal cuyos postulados permitirán posteriormente ejercer las labores empíricas con el mejor criterio. En segundo lugar se ha procedido a establecer unos principios metodológicos básicos, aplicarlos a la recopilación de datos, obteniendo así una base de datos terminológica en ruso y español, con la realización del consecuente análisis de la terminología. Entre las particularidades examinadas muestra por muestra cabe destacar la equivalencia, la sinonimia y la abreviación por su influencia en la toma de decisiones de los mediadores lingüístico-culturales. Por tanto, y tratándose de una equiparación del lenguaje académico en el marco de dos entornos políticos, sociales, culturales y lingüísticos diferentes, la actual tesis doctoral ha analizado 700 conceptos especializados dobles (registros terminológicos bilingües). Las nuevas tecnologías, empleadas a lo largo de las etapas, han facilitado la visualización organizativa de la sección teórica y bibliográfica a la vez que resultaron imprescindibles en la gestión y análisis de datos. En el trascurso de elaboración de la tesis se ha detectado la tipología documental de los textos universitarios y se ha propuesto una clasificación común, se ha recopilado un corpus y se ha extraído la terminología. Asimismo, los términos analizados componen un glosario especializado, creando una fuente de consulta fiable para los traductores profesionales. La metodología propia del proyecto de investigación puede emplearse en otros dominios temáticos, constituyendo así una apuesta de futuro. Palabras clave: gestión documental e informativa especializada; terminología; lexicografía; lenguas de especialidad; traducción; lingüística de corpus; Espacio Europeo de Educación Superior.Polyakova Nesterenko, O. (2013). Estudio de las peculiaridades de la terminología en el entorno académico del EEES en ruso y en español [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/34509TESI

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

Purpose of the study: The object of this paper is to study the preconceptions first year initial teacher training program students have about their future profession. Based on the literature review, the article assumes that these reconstructions seriously affect the further nature of teacher professional activity. Methodology: To understand how these preconceptions are formed and how they are transformed in the process of obtaining professional pedagogical education, the authors conducted 34 in-depth interviews with pre-service first-year teachers. Based on semantic analysis of interview transcripts results, the main semantic blocks of preconceptions and their basic characteristics were determined. Results: The categories obtained during interviews were matched to certain modules of the teachers training program to make sure pedagogical theories experiences are applied properly, tackling individual cognitive patterns and school experience to avoid theoretical material misperception. Applications of this study: In the study, the authors proposed purposeful transformation of these preconceptions during the initial teacher training program implementation. Novelty/Originality of this study: The authors introduce the “invisible message” category as a body of values and attitudes that characterizes what it means to be a teacher. This invisible message is implicitly transmitted while future teachers were taught at school and it serves as a basis for preconceptions formation

Analysis of the specialized vocabulary of university processes and resources in the academic context of the European Higher Education Area in Russian and Spanish

[EN] The gradual incorporation of Spain (1999) and Russia (2003) in the Bologna Process has revealed the need to study the common specialized vocabulary. The methodology followed in this work combines terminological analysis and corpus linguistics studies applied to the domain of processes and academic resources and leads to a more accessible parallel terminology (Spanish-Russian)[EN] La gradual incorporació d¿Espanya (1999) i Rússia (2003) en el Procés de Bolonya ha revelat la necessitat de l¿estudi del lèxic especialitzat unificat. La metodologia seguida en aquest treball combina l¿anàlisi terminològica i els estudis de lingüística de corpus i s¿aplica al domini de processos i recursos acadèmics i condueix a una terminologia paral·lela (espanyol-rus) més accessible[ES] La paulatina incorporación de España (1999) y Rusia (2003) en el Proceso de Bolonia ha revelado la necesidad del estudio del léxico especializado unificado La metodología seguida en este trabajo combina el análisis terminológico y los estudios de lingüística de corpus y se aplica al dominio de procesos y recursos académicos y conduce a una terminología paralela (español-ruso) más accesiblePolyakova, O.; Candel-Mora, MÁ. (2018). Análisis del léxico especializado de los procesos y recursos formativos en el entorno académico del Espacio Europeo de Educación Superior en ruso y en español. Terminàlia. (17):24-31. https://doi.org/10.2436/20.2503.01.118S24311

Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

[EN] There has been a constant advance of the labour markets and permanent reorientation towards digital Industry 4.0. Yet, the environments for learning remain unchallenged when it comes to the provision of new professionals across the globe. Therefore, this has created a gap in transversal competences, which has compelled students of higher learning institutions to pursue them. The majority of higher learning institutions have emphasised transversal skills among learners and developed curriculums to accomplish these demands. The primary focus of the study was to attain integration and fusion of transversal skills into the development of specialised curriculum training for foreign language proficiency. The study applied mixed methodology techniques, which combined qualitative and quantitative methods in the study. To guarantee cohesion of the study, four research and monitoring techniques such as course dossiers, needs analysis, task-based activities and adapted competences scales were used. The outcome of the research shows findings provided by the piloting stage of the teaching experience and emphasises the need for student-based skill training.The described experience was carried out as part of the work in the Innovation and Quality Education Teaching (EICE DESMAHIA) Development of active methodologies and evaluation strategies applied to the field of Hydraulic Engineering at the Universitat Politècnica de València.Polyakova, O.; Galstyan-Sargsyan, R.; López Jiménez, PA.; Pérez-Sánchez, M. (2020). Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching. Education Sciences. 10(11):1-13. https://doi.org/10.3390/educsci10110296S1131011Laguna-Sánchez, P., Abad, P., de la Fuente-Cabrero, C., & Calero, R. (2020). A University Training Programme for Acquiring Entrepreneurial and Transversal Employability Skills, a Students’ Assessment. Sustainability, 12(3), 796. doi:10.3390/su12030796Moldovan, L. (2020). A Reference Framework for Continuous Improvement of Employability Assessment. Procedia Manufacturing, 46, 271-278. doi:10.1016/j.promfg.2020.03.040Succi, C., & Canovi, M. (2019). Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834-1847. doi:10.1080/03075079.2019.1585420Competency Framework. OECDhttps://www.oecd.org/careers/competency_framework_en.pdfSerrano, R. M., Romero, J. A., Bello, M. J., & Pérez, J. D. (2011). Student Training in Transversal Competences at the University of Cordoba. European Educational Research Journal, 10(1), 34-52. doi:10.2304/eerj.2011.10.1.34Graczyk-Kucharska, M., Özmen, A., Szafrański, M., Weber, G. W., Golińśki, M., & Spychała, M. (2019). Knowledge accelerator by transversal competences and multivariate adaptive regression splines. Central European Journal of Operations Research, 28(2), 645-669. doi:10.1007/s10100-019-00636-xHortigüela Alcalá, D., Palacios Picos, A., & López Pastor, V. (2018). The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education, 44(6), 933-945. doi:10.1080/02602938.2018.1530341Vasconcelos, S., & Balula, A. (2019). DO YOU SPEAK DIGITAL? – A LITERATURE REVIEW ON LANGUAGE AND DIGITAL COMPETENCES IN TOURISM EDUCATION. doi:10.20867/tosee.05.32Villardón-Gallego, L., Flores-Moncada, L., Yáñez-Marquina, L., & García-Montero, R. (2020). Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations. Education Sciences, 10(9), 230. doi:10.3390/educsci10090230Sá, M., & Serpa, S. (2018). Transversal Competences: Their Importance and Learning Processes by Higher Education Students. Education Sciences, 8(3), 126. doi:10.3390/educsci8030126Cepic, R., Vorkapic, S. T., Loncaric, D., Andic, D., & Mihic, S. S. (2015). Considering Transversal Competences, Personality and Reputation in the Context of the Teachers’ Professional Development. International Education Studies, 8(2). doi:10.5539/ies.v8n2p8Developing key competences at school in Europe: Challenges and Opportunities for Policy; Eurydice Report 2012/11https://eacea.ec.europa.eu/national-policies/eurydice/content/developing-key-competences-school-europe-challenges-and-opportunities-policy_enCommon European Framework of Reference for Languages: Learning, Teaching, and Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe Publishinghttps://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/168078798Zamora-Polo, F., Martínez Sánchez-Cortés, M., Reyes-Rodríguez, A. M., & García Sanz-Calcedo, J. (2019). Developing Project Managers’ Transversal Competences Using Building Information Modeling. Applied Sciences, 9(19), 4006. doi:10.3390/app9194006Smit, U., & Dafouz, E. (2012). Integrating content and language in higher education. Integrating Content and Language in Higher Education, 25, 1-12. doi:10.1075/aila.25.01sm