Action Research and Autonomous Language Learning in the Age of Cybergenres

In this special issue of CORELL, we will outline the current positions of our research group GIAPEL with regard to the multidimensional transformation that the ICT (Information and Communication Technologies)4 exert on the three vertices of the classical didactic triangle, that is the interaction between learners, teacher and content We will also be looking at how the group approaches the new problems that arise in the field of educational mediation and action research in the teaching-learning of languages, which is seen as a dialogue between teachers and learners as subjects and agents of social practices within a particular contex

El Giapel: un proyecto de investigación y acción en el campo de la enseñanza y aprendizaje de lenguas

Segones Jornades de Foment de la Investigació de la FCHS (Any 1996-1997

Tâches et cybergenres : une perspective actionnelle

Une perspective socioconstructiviste et actionnelle de l’approche par les tâches à l’ère des cybergenres comporte de nouveaux enjeux en ce qui concerne les représentations socioculturelles des genres textuels et les nouvelles compétences de lecture et d’écriture. Les problèmes qui se posent exigent une nouvelle approche de la formation à l’autonomie et aux nouvelles littératies, intégrant la formation à la pensée critique et à la culture du débat

A Critical Approach to Multiliteracy: Automates Intelligents

In this paper we present and analyse a website with a complex rhyzomatic structure in connection with the results of a cybertask in which students were asked to read various information sources by navigating a range of websites. The results and discussion include issues such as: a) culture of learning and students’ task representation; b) possible relationships between learning styles and ways of navigating and managing information to solve a task; c) criteria students use to evaluate their navigation practice

Interculturalité et fonctionnement des flux d’information dans l’écriture hypertextuelle. Réflexions pour une approche pédagogique

En este estudio describimos cómo se teje la estructura interna de dos sitios web (uno francés y otro inglés) al mismo tiempo que formulamos hipótesis sobre el funcionamiento de los flujos de información que aparecen en ellos. Mostramos los aspectos plurilingües y multiculturales sobre los que se sustentan y avanzamos algunas hipótesis sobre las relaciones entre los modelos ideológicos y los modelos discursivos que emanan de los flujos de información que se ofrecen a los visitantes- lectores de dichos sitios. De este análisis se deriva una serie de reflexiones que nos permitirán elaborar propuestas pedagógicas para la enseñanza-aprendizaje de lenguas.This study describes how the internal structure of two websites (in English and French) is interwoven, and formulates a series of hypotheses on the operation of the information flows extant in each of them. Apart from showing the multilingual and multicultural issues upon which these hypotheses are built, this study puts forward a series of discourse models derived from the information flows presented to the visitorsreaders of those sites. This analysis yields a series of reflections that will allow researchers to elaborate pedagogic proposals focused on the teaching and learning of languages

Gut colonization and subsequent infection of neonates caused by extended-spectrum beta-lactamase-producing Escherichia coli and Klebsiella pneumoniae

The gut microbiota harbors diverse bacteria considered reservoirs for antimicrobial resistance genes. The global emergence of extended-spectrum beta-lactamase (ESBL)-producing Enterobacterales (ESBL-PE) significantly contributes to healthcare-associated infections (HAIs). We investigated the presence of ESBL-producing Escherichia coli (ESBL-PEco) and ESBL-producing Klebsiella pneumoniae (ESBL-PKpn) in neonatal patients’ guts. Furthermore, we identified the factors contributing to the transition towards ESBL-PEco and ESBL-PKpn-associated healthcare-associated infections (HAIs). The study was conducted from August 2019 to February 2020, in a Neonatal Intensive Care Unit of the Hospital Infantil de México Federico Gómez. Rectal samples were obtained upon admission, on a weekly basis for a month, and then biweekly until discharge from the neonatology ward. Clinical data, culture results, and infection information were gathered. We conducted antimicrobial tests, multiplex PCR assay, and pulsed-field gel electrophoresis (PFGE) to determine the antimicrobial resistance profile and genetic relationships. A comparison between the group’s controls and cases was performed using the Wilcoxon and Student t-tests. Of the 61 patients enrolled, 47 were included, and 203 rectal samples were collected, identifying 242 isolates. In 41/47 (87%) patients, colonization was due to ESBL-PEco or ESBL-PKpn. And nine of them developed HAIs (22%, 9/41). ESBL-PEco resistance to cephalosporins ranged from 25.4% to 100%, while ESBL-PKpn resistance varied from 3% to 99%, and both bacteria were susceptible to carbapenems, tigecillin, and colistin. The prevalent blaCTX-M-group-1 gene accounted for 77.2% in ESBL-PEco and 82.2% in ESBL-PKpn, followed by blaTEM 50% and blaOXA-1 43.8% in ESBL-PEco and blaTEM 80.2% and blaSHV 76.2% in ESBL-PKpn. Analysis of clonality revealed identical colonizing and infection isolates in only seven patients. Significant risk factors included hospital stay duration, duration of antibiotic treatment, and invasive device usage. Our findings suggest high ESBL-PEco and ESBL-PKpn rates of colonization often lead to infection in neonates. Attention should be paid to patients with ESBL-PE

Critical Discourse Analysis of Media Texts

El volumen presenta una panorámica del Análisis Crítico del Discurso de los textos mediáticos. El Análisis Crítico del Discurso es un modelo que parte de la Lingüística Crítica, basada a su vez en la Gramática Funcional de M. A. K. Halliday. En el volumen se resumen los principales enfoques de esta teoría. El volumen está compuesto de diversos artículos en los que se analizan diferentes casos concretos de los discursos de los medios de comunicación de masas (discurso informativo, discurso publicitario, discurso televisivo y discurso fílmico)The volume presents an overview of Critical Discourse Analysis of media texts. Critical Discourse Analysis is a framework departing from Critical Linguistics, which is based, in turn, on Functional Grammar as developed by M. A. K. Halliday. In this volume several approaches to Critical Discourse Analysis are summed up. In addition, the volume is composed by several papers where diverse concrete cases of media discourses are analysed (news discourse, advertisement discourse, television discourse and filmic discourse

Discourse Analysis and Terminology in Languages for Specific Purposes

Aquest importantíssim recull conté estudis i reflexions sobre temes rellevants en la recerca sobre LSP: anglès mèdic, el llenguatge de la publicitat i periodístic, telecomunicacions i terminologia informàtica, llenguatge comercial i jurídic... Malgrat que gran part dels treballs aplegats es refereixen a l'anglès, també hi ha que tracten l'alemany, francès i altres llengües. Conté textos en anglès, francés, portuguès i castellà

Articles de didàctica de la llengua i de la literatura

Traducción del resumen del autor en catalán e inglésAprender una lengua no consiste en almacenar palabras, reglas y estructuras que pueden ser adquiridas por transmisión, al contrario, aprender una lengua es desarrollar un proceso activo de interiorización e integración de la experiencia lingüística.La investigación sobre la diversidad y el desarrollo estratégico de los estudiantes en el plano discursivo, cognitivo y metacognitivo, nos puede ayudar a determinar los tipos de enseñanza que integre el desarrollo de competéncias cognitivas, metacognitivas, linguísticas y metalinguísitcas en el proceso de aprendizaje de la lengua, éste tendrá resultados más eficaces y ofertará la posibilidad de un progreso autónomo. Desde este punto de vista cobra sentido el interés por los estilos de aprendizaje.CataluñaES