Multiliteracidad crítica: Guía de recursos online para la formación inicial y permanente del profesorado

El proyecto de innovación docente nº 412, titulado Multiliteracidad crítica: Guía de recursos online para la formación inicial y permanente del profesorado, desarrollado en la Facultad de Educación de la UCM durante el curso 2020-21, es continuación de tres proyectos de innovación anteriores identificados como Géneros y sociedad I, II y III. Los tres proyectos tienen su origen en el proyecto multilateral Comenius Teacher Learning for European Literacy Education (TeL4ELE), que nació con el objetivo de mejorar los resultados de aprendizaje de lectura y escritura de estudiantes de educación obligatoria. En el curso 2020-21, el grupo de investigación implicado en estos proyectos (ForMuLE) orienta sus propuestas de innovación docente en los grados de Maestro hacia la alfabetización multimodal. Entre los objetivos generales del proyecto se planteó la creación de una guía de recursos guía de recursos multimedia que ofrezca herramientas para analizar de manera adecuada textos y recursos multimodales desde una perspectiva crítica, tanto a estudiantes del Grado y postgrado de formación del profesorado, como a profesores en activo de diferentes niveles educativos

Reading and writing in the languages of our schools. Spanish and English literacy instruction: Executive summary, Service Learning for Literacy project

Este proyecto de alfabetización bilingüe por Aprendizaje-Servicio, financiado por la Unidad de Diversidad de la UCM, se llevó a cabo durante el curso 2019-20. Ante el reto de formarse para la alfabetización en el contexto de la desigualdad educativa que actualmente existe en la Comunidad de Madrid, en la cual existen centros escolares con altas proporciones de alumnado en riesgo de dificultad educativa, el proyecto brinda oportunidades para que el estudiantado del Grado de Magisterio se forme en un modelo de eficacia demostrada para la enseñanza de la lectura y escritura, el modelo Reading to Learn / Leer para Aprender, y lo ponga en práctica para apoyar al alumnado en colegios clasificados como 'de difícil desempeño'. El proyecto ha supuesto la creación de una comunidad de aprendizaje en la que participan profesores universitarios, estudiantes de Magisterio así como profesores y alumnado de dos colegios de educación infantil y primaria. Durante los meses de noviembre 2019 a marzo 2020, se impartieron unas 80 sesiones de aula en las que los universitarios guiaron al alumnado de entre 5 y 12 años a reforzar su comprensión lectora y escritura en español y en inglés. El proyecto ha supuesto el fortalecimiento de de las relaciones universidad-sociedad y ha dado lugar a una colaboración que perdura en el tiempo entre la Facultad de Educación - Centro de Formación del Profesorado y los colegios implicados.This service-learning for bilingual literacy project, funded by the UCM (Unidad de Diversidad), was carried out during the 2019-20 academic year. Faced with the challenge of preparing pre-service teachers for literacy instruction in the context of educational inequality that currently exists in the Community of Madrid, in which there are schools with high proportions of students at risk of educational difficulty, the project provides opportunities for the students of the Bachelor in Education to receive specialised training in an evidence-based approach for teaching reading and writing, Reading to Learn, and put it into practice to support students at inner-city schools facing major challenges. The project has entailed the creation of a learning community in which university professors, students of education, teachers and students from two schools of infant and primary education participate. During the months of November 2019 to March 2020, about 80 classroom sessions were taught, in which the university students guided the students between 5 and 12 years of age to reinforce their reading comprehension and writing in Spanish and English. The project has led to the strengthening of university outreach efforts, and has given rise to lasting collaboration between the Faculty of Education - Teacher Training Center and the schools involved.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEUniversidad Complutense de Madrid. Proyectos ApSsubmitte

Modalidad, modo y actitudes proposicionales

Depto. de Didáctica de las Lenguas, Artes y Educación FísicaDepto. de Lingüística, Estudios Árabes, Hebreos y de Asia OrientalDepto. de Lengua Española y Teoría de la LiteraturaFac. de EducaciónFac. de FilologíaTRUEpu

Los trabajos de fin de grado en español y en inglés. Retos, y un intento de mejora, de la alfabetización académica en formación inicial de profesorado

In this paper we explore the process of undergraduate dissertation writing in Spanish, and in English as a second language, by students of Education, and the development of academic literacy that this entails. To this end, analyses are done both on initial drafts, on which supervisors provided guidance, and on final versions of six dissertation texts written by students of Education specialising in Early Years or in Primary Education —with English as a Foreign Language. The difficulties identified do not correspond to the expectation that the process should be more complex if the work is written in a foreign language rather than in the students’ mother tongue. Rather, they seem to arise from the lack of explicit knowledge of the relevant genres. We then report on two academic writing workshops, one in English and the other in Spanish, developed by faculty members to support students in the composition process of each section of the dissertation, based on Rose & Martin’s (2012) “Reading to Learn” pedagogy, an evidenced-based approach to improving academic literacy through genre pedagogy. We conclude with an overview of the students’ views of the workshops in terms of 1) their usefulness; 2) how effective the approach used in the sessions was; and 3) the degree of preparation and confidence they felt they had reached upon completion of the workshop sessions.El presente artículo indaga en el proceso de elaboración de los Trabajos de Fin de Grado, en español y en inglés como segunda lengua, por parte de alumnos de los grados de magisterio, y en el desarrollo de la alfabetización académica que ello supone. Se analizan para estos propósitos textos elaborados por seis estudiantes de los Grados de Educación Infantil y Educación Primaria (bilingüe/mención en inglés), tanto los borradores iniciales sujetos a revisiones con ayuda de las profesoras como sus versiones finales. Las dificultades identificadas no se corresponden con la expectativa de que el proceso tenga una mayor complejidad si se elabora el trabajo en una lengua extranjera en lugar de en la lengua materna, sino que parecen surgir debido a carencias en el conocimiento explícito de las convenciones de los géneros discursivos pertinentes. Como medida para facilitar los procesos de composición de los diferentes apartados de los trabajos, se proponen sendos talleres, en inglés y español, cuya metodología se basa en el modelo «Reading to Learn»/«Leer para aprender», de Rose y Martin (2012-2018), de eficacia demostrada para la mejora de la alfabetización académica a través de la pedagogía de los géneros discursivos. Concluimos ofreciendo una visión de conjunto, en relación con estos talleres, sobre las valoraciones de los estudiantes en cuanto a 1) su utilidad; 2) la efectividad de la metodología empleada durante las sesiones; y 3) el nivel de preparación y confianza para llevar a cabo su TFG alcanzado, una vez finalizadas las sesiones formativas

Developing pre-service teachers' digital communication and competences through service learning for bilingual literacy

Referencias bibliográficas: • Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. doi: 10.1080/21532974.2019.1646169 • Audacity. (2021). Audacity latest version: 2.4.2. Retrieved from https://audacityteam.org/download • Copaci, I. A., & Rusu, A. S. (2016). Trends in higher education service-learning courses for pre-service teachers: A systematic review. The European Pro-ceedings of Social and Behavioural Sciences, 18, 1-11. doi: 10.15405/epsbs.2016.12.1 • Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61-75. • Crisol-Moya, E., Romero-López, M. A., & Caurcel-Cara, M. J. (2020). Active methodologies in higher education: Perception and opinion as evaluated by professors and their students in the teachinglearning process. Frontiers in Psychology, 11, art. 1703. doi: 10.3389/fpsyg.2020.01703 • Easelly. (2021). Our mission. Retrieved from https://easel.ly/aboutus • Gabarda Méndez, V., Marín Suelves, D., & Romero Rodrigo, M. de las M. (2020). Digital competence in initial teacher training. Perception of the students of teaching of the University of Valencia. ENSAYOS. Revista De La Facultad De Educación De Albacete, 35(2), 1-16. • Hřebačková, M. (2019). Teaching intercultural communicative competence through virtual exchange. Training, Language and Culture, 3(4), 8-17. doi: 10.29366/2019tlc.3.4.1 • Luckmann, C. (1996). Defining experiential education. Journal of Experiential Education, 19(1), 6-7. • Lubovsky, D. V. (2020). Selection of educational routes by high school and college graduates: A positive psychology approach. RUDN Journal of Psychology and Pedagogics, 17(4), 656-670. doi: 10.22363/2313-1683-2020-17-4-656-670 • Magdaléna, B., & Ivanova, S. V. (2020). Language, culture and ideology in discursive practices. Russian Journal of Linguistics, 24(2), 219-252. doi: 10.22363/2687-0088-2020-24-2-219-252 • Melash, V., Molodychenko, V., Huz, V., Varenychenko, A., & Kirsanova, S. (2020). Modernization of education programs and formation of digital competences of future primary school teachers. International Journal of Higher Education, 9(7), 377-386. doi: 10.5430/ijhe.v9n7p377 • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. • Ottestad, G., Kelentrić, M., & Kelentrić, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243-249. • Peric, J. (2012). Development of universities’ social responsibility through academic service-learning programs. Economy of Eastern Croatia Yesterday, Today, Tomorrow, 1, 365-375. • Rose, D., & Acevedo, C. (2017). Aprender a escribir, Leer para aprender. Lenguaje y Textos, 46, 7-18. doi: 10.4995/lyt.2017.8688 • Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox. • Rose, D. & Martin, J. R. (2013). Intervening in contexts of schooling. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics (pp. 447-475). London, UK: Continuum. • Rosenstein, A., Sweeney, C., & Gupta, R. (2012). Crossdisciplinary faculty perspectives on experiential learning. Contemporary Issues in Educational Research, 5(3), 139-144. • Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20, 573-593. Skov, A. (2016, March). What is digital competence? Retrieved from https://digital-competence.eu/front/what-is-digital-competence • Yehuda, P. (2020). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 1-17. • Wurdinger, S., & Allison, P. (2017). Faculty perceptions and use of experiential learning in higher education. Journal of E-Learning and Knowledge Society, 13(1), 27-38. doi: 10.20368/1971-8829/150 • Wurdinger, S. D., & Carlson, J. A. (2009). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman and Littlefield Publishers.Learning environments have become increasingly digital in recent decades, requiring teachers and students to develop general digital competences across all educational systems and stages. This also means that for future teachers, professional digital competencies are a valuable asset that enables them to work with the technologies already fully integrated in schools and embedded in most curricula. This paper describes the use of digital communication technology throughout the different stages of a Service Learning Project, involving 2nd and 3rd year students from the Degree in Primary Education at the Universidad Complutense, Madrid. Students and their teachers involved in the project use specific digital communication tools which favour the interaction and completion of the project goal: Supporting literacy programmes in two languages for underprivileged students in two local schools. This paper analyses the tools used in the different stages of the project, the digital competencies they are related to and their suitability for similar Service Learning Projects.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu

Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learning

The projects reported on received support from the Universidad Complutense de Madrid Service-Learning project initiative. Referencias bibliográficas: • Ahern, A., & López-Medina, B. (2021). Developing pre-service teachers’ digital communication and competences through Service Learning for bilingual literacy. Training, Language and Culture, 5(1), 57–67. • Álvarez Aguirre, M. (2019). La formación inicial del profesorado en educación primaria ante el reto del cambio social y tecnológico. Un estudio en la Comunidad de Madrid (Unpublished doctoral dissertation). Universidad Complutense de Madrid • Becerra, T., Herazo, J., García, P., Sagre, A., & Díaz, L. (2020). Using Reading to Learn for EFL students’ Reading of explanations. ELT Journal, 74(3), 237–246. • Bennett, M. (2017). Development model of intercultural sensitivity. In Y. Y. Kim (Ed.), International Encyclopedia of Intercultural Communication. Wiley. • Bhila, T., Mukurunge, T., & Wallace Mataka, T. (2021). Reading to Learn pedagogy: An intervention to improve reading and writing across grades. Lampert Academic Publishing. • Binks-Cantrell, E., Washburn, E.K., & Joshi, M. (2020). “Do teacher candidates in English-speaking countries understand the structure of the English language?” In T. Gallagher & K. Ciampa (Eds.), Teaching literacy in the 21st century (pp. 39–63). Springer. • Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of Service-Learning on students. The Journal of Experiential Learning 34(2), 164–188. • Chiva-Bartoll, Ó., & Gil-Gómez, J. (Eds.). (2018). Aprendizaje-servicio universitario. Modelos de intervención e investigación en la formación inicial docente. Ediciones Octaedro. • Clark, S., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32–47. • Council of Europe. (n.d.). Language Education Policy. Retrieved on 21 February 2023 from: https://www.coe.int/en/web/language-policy/language-policies • Culican, S. (2006). Learning to read: Reading to learn, a middle years literacy intervention research project, Final Report 2003–4. Catholic Education Office, Melbourne. • Custodio Espinar, M. (2019). CLIL teacher education in Spain. In K. Tsuchiya & M.D. Pérez Murillo (Eds.) Content and Language Integrated Learning in Spanish and Japanese contexts, policy, practice and pedagogy (pp. 313–337). Palgrave Macmillan. • Davis, T., & Moely, B. (2007). Preparing pre-service teachers and meeting the diversity challenge through structured service-learning and field experiences in urban schools. In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 283–300). Springer. • European Commission. (2012). First European survey of language competences [Executive Summary]. Retrieved on 21 February 2023 from: http://ec.europa.eu/assets/eac/languages/library/studies/executive-summary-eslc_en.pdf • Ferrer, A., & Gortazar, L. (2021). Diversidad y libertad. Reducir la segregación escolar respetando la capacidad de elección de centro. EsadeEcPol Insight 29. Retrieved from on 21 February 2023 from https://stecyl.net/wp-content/uploads/2021/04/EstudioDiversidadLibertad-Abril2020.pdf • Fundación Social La Caixa (2020). Report. Education. The Social Observatory. Retrieved on 21 February 2023 from https://elobservatoriosocial.fundacionlacaixa.org/en/informeeducacion • García Parejo, I. (2016). Géneros discursivos y sociedad. Memoria PID 128–2015 (Unpublished innovation project report). UCM, Madrid. Retrieved on 21 February 2023 from https://eprints.ucm.es/id/eprint/35748/ • García-Parejo, I., & Ahern, A. (2019). La planificación de secuencias didácticas para el desarrollo de competencias discursivas en el marco de un proyecto de innovación docente. In S. López, J. Vicente, & P. V. Salido López (Eds.), La competencia lingüística en la comunicación: Visiones multidisciplinares y transversalidad (pp. 87–94). Universidad de Castilla La Mancha. • García Parejo, I. & Whittaker, R. (2017). Presentacion: Teoría y Práctica del modelo Reading to Learn (Leer para aprender) en contextos educativos transnacionales. Lenguaje y Textos (46), 1–6. • Hidalgo-McCabe, E. (2020). Streaming in CLIL and its effects on students' socialisation in school. Unpublished doctoral thesis. Universidad Autónoma de Madrid. Retrieved from https://repositorio.uam.es/bitstream/handle/10486/692813/hidalgo_mccabe_elisa.pdf?sequence=1&isAllowed=y • Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lesson learned. Jossey-Bass. • Jerrim, J., Lopez-Agudo, L., & Marcenaro Gutierrez, O. D. (2020). How did Spain perform in PISA 2018? New estimates of children’s PISA reading scores. DoQSS Working Papers 20–01, Quantitative Social Science – UCL Social Research Institute, University College London. • Kirkland, D. E. (2014). From service-learning to learning to serve: Preparing urban English teachers to be organic intellectuals. In V. Kinloch & P. Smagorinsky (Eds.), Service-learning in literacy education: Possibilities for teaching and learning (pp. 131–158). Information Age Publishing. • Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., & Reid, E. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. Routledge. • Lagasabaster, D., & Ruiz de Zarobe, Y. (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars. • Leu, D.J., Kinzer, C.K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other ICT. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) International Reading Association. • Lim, F.V., Towndrow, P.A. & Min Tan, J. (2021). Unpacking the teachers’ multimodal pedagogies in the primary English language classroom in Singapore. RELC Journal. • Liu, R. L., & Lin, P. Y. (2017). Changes in multicultural experience: Action research on a service learning curriculum Systemic Practice and Action Research, 30(3), 239–256. • Lorenzo, F. (2007). ‘An analytical framework of language integration in L2-content based courses: the European dimension. Language and Education, 21(6), 502–514. • Lorenzo, F., & Meyer, O. (2018). Languages of schooling: Language competence and educational success. European Journal of Applied Linguistics, 6(1), 1–3. • Lorenzo, F., Granados, A., & Rico, N. (2021). Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393–413. • Marsh, D. (2012). Content and Language Integrated Learning (CLIL). A developmental Trajectory. Servicio de Publicaciones de la Universidad de Córdoba. • Martin, J., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. In J. Webster, C. Matthiessen, & R. Hasan (Eds.), Continuing discourse on language (pp. 252–280). Continuum. • Mediavilla, M., Mancebón, M. J., Gómez-Sancho, J. M., & Pires, L. (2019). Bilingual education and school choice: A case study of public secondary schools in the Spanish region of Madrid. IEB Working Paper. Retrieved on 21 February 2023 from http://diposit.ub.edu/dspace/bitstream/2445/134081/1/IEB19-01_Mediavilla%2bet.al.pdf • Murphy, T., & Tan, J. (2014). Service-learning and educating in challenging contexts: International perspectives. Bloomsbury Publishing. • National Statistics Institute, Spain. (2022). Abandono temprano de la educación – formación. Retrieved on 21 February 2023 from https://www.ine.es/ss/Satellite?L=es_ES&c=INESeccion_C&cid=1259925480602&p=1254735110672&pagename=ProductosYServicios%2FPYSLayout • Novak, J. M., Markey, V. & Allen, M. (2007). Evaluating cognitive outcomes of service learning in higher education: A meta-analysis. Communication Research Reports, 24(2), 149–152 • Program Evaluation Unit. (2012). Retrieved on 21 February 2023 from https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2017-nsw-literacy-and-numeracy-action-plan-2012-2016-report.pdf • Rose, D. (2005). Democratising the classroom: A literacy pedagogy for the new generation. Journal of Education, 37: 131–168. Retrieved on 21 February 2023 from https://cdn.shopify.com/s/files/1/0442/4414/0190/files/Democratising-the-Classroom.pdf?v=1597234350 • Rose, D. (2010). Beyond literacy: Building an integrated pedagogic genre, Australian Journal of Language and Literacy, 34(1), 81–97. • Rose, D., & Martin, J. (2012). Learning to write, reading to learn. Genre, knowledge and pedagogy in the Sydney school. Equinox. • Royce, T. D. (2007). Multimodal communicative competence in second language contexts. In T. D. Royce & W. Bowcher (Eds.) New directions in the analysis of multimodal discourses (pp. 361–390). Routledge. • Shin, D., Cimasko, T., & Yi, Y. (2021). Multimodal composing in K-16 ESL and EFL education: Multilingual perspectives. Springer. • Tompkins, F. L. (2022). Socioeconomic status, English exposure and CLIL motivation in high and low exposure CLIL groups. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(1), 41–52. • Vygotsky, L. S. (1934/1986). Thought and language. The MIT Press. • Whittaker, R., & Acevedo, C. (2016). Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development. Estudios sobre Educación 31, pp. 37–55. • Whittaker, R., García-Parejo, I., & Ahern, A. (in press). Working with Reading to Learn at undergraduate level in Spain: A learning journey. In D. Rose & C. Acevedo (Eds.), Reading to learn, reading the world. How genre-based literacy pedagogy is democratizing education. Equinox. • Whittaker, R., & Parejo, I. G. (2018). Teacher learning for European literacy education (TeL4ELE): Genre-based pedagogy in five European countries. European Journal of Applied Linguistics, 6(1), 31–57. • Yi, Y., Shin, D., & Cimasko, T. (2019). Multimodal literacies in teaching and learning in and out of school. In L. de-Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 163–178). Wiley.This study explores the impact of two Service-Learning (SL) projects on student teachers’ preparation and perceptions in relation to literacy teaching in English as a foreign language within CLIL programmes. The projects offered hands-on training in preparing and delivering lessons applying Rose and Martin’s (2012) Reading to Learn (R2L) approach to support children at two Madrid primary schools implementing CLIL with high proportions of at-risk pupils and socioculturally diverse student bodies. One hundred and thirteen undergraduate student teachers specialising in English as a Foreign Language at the Complutense University School of Education participated in the SL projects. The projects’ goals included developing the students’ civic engagement and disposition to gain understanding of the potential of a systematic, evidence-based approach to literacy pedagogy for guiding all pupils to acquire the reading and writing abilities needed for educational success. Data from questionnaires, focus group interviews, and reflective journals were collected and analysed. Student teachers faced the challenges of apprehending and effectively applying the R2L strategies in classrooms characterised by pupils’ widely ranging levels of preparation for reading and writing in English. Their reflections show evolution towards readiness and awareness of the possibilities of adopting proactive measures, such as systematic literacy instruction, in order to ensure the progress of pupils as they face the challenges of CLIL in the context of socioeconomic and educational inequity within classrooms and across schools.The projects reported on received support from the Universidad Complutense de Madrid Service-Learning project initiative.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu

The description of (teaching) language activities by students in the degree of bachelor in early childhood education and primary education

Part of a larger innovation project on the process of academic writing in both L1 and L2 within the framework of pre-service teacher education: To create a Guide on Academic and Professional Writing for under- and post-graduate students of teacher education.This work deals with the academic writing practices and the production of written descriptions of teaching units based on a set outline, by students of Education, implementing data from the students’ writing, questionnaires on the writing process and writing diaries.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEunpu

Feature reassembly across closely related languages: L1 French vs. L1 Portuguese learning of L2 Spanish Past Tenses

Referencias bibliográficas: • Amenós-Pons, José, Aoife Ahern & Pedro Guijarro-Fuentes. 2017. L1 French learning of L2 Spanish past tenses: L1 transfer vs. aspect and interface issues. Studies in Second Language Learning and Teaching. Special Issue: Foreign Language Grammar Acquisition and Instruction 7(3). 489–516. • Andersen, Roger W. & Yasuhiro Shirai. 1994. Discourse motivations for some cognitive operating principles. Studies in Second Language Acquisition 16(2). 133–156. • Andersen, Roger W. & Yasuhiro Shirai. 1996. The primacy of aspect in first and second language acquisition: The pidgin/creole connection. InWilliam C. Ritchie & Tej K. Bhatia (eds.), Handbook of second language acquisition, 527–570. New York: Academic Press. • Amenós-Pons, José. 2010. Los tiempos de pasado del español y el francés: semántica, pragmática y aprendizaje de E/LE. Perspectivas desde la Teoría de la Relevancia. Madrid: Universidad Nacional de Educación a Distancia dissertation. • Amenós-Pons, José. 2011. Cross-linguistic variation in procedural expressions: Semantics and pragmatics. In M. Victoria Escandell-Vidal, Manuel Leonetti & Aoife Ahern (eds.), Procedural meaning: Problems and perspectives, 235–266. Bingley: Emerald. • Guijarro-Fuentes, Pedro. 2014. On the L2 Spanish acquisition of [+/–] interpretable features. In João Costa (eds.), New directions in the acquisition of Romance languages, 101–134. Newcastle-upon-Tyne: Cambridge Scholars Publishing. • Guijarro-Fuentes, Pedro. 2015. A bidirectional study: Is there any role for transfer? In Author et al. (eds.), Acquisition of French in its different constellations, 185–209. Clevendon: Multilingual Matters. • Amenós-Pons, José. 2015. Spanish “imperfecto” vs. French “imparfait” in hypothetical clauses: A procedural account. Cahiers Chronos 27. 243–271. • Ayoun, Dalila & Jason Rothman. 2013. 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We report data on the acquisition, by adult L1 French and Portuguese learners at B2 and C1 CEFR levels, of Spanish tense-aspect morphology: simple and compound past (SP, CP), imperfect (IMP), progressive (PROG), and pluperfect (PLP) forms, and from a control group of European Spanish speakers’ use and interpretation of these tenses. Data were collected through a film oral retell and two written interpretation tasks; the second written task (a follow-up task), was performed only by L1 French speakers. In the oral task, comparing both L1 backgrounds, negative transfer is more pervasive for the Portuguese groups. However, in the interpretation tasks, the French speakers showed greater difficulties, linked not only to L1 transfer but also to nonprototypical tense/aspect associations and pragmatically based temporal reference. The data suggest, in relation to Lardiere’s (2008, 2009) Feature Reassembly Hypothesis, that both feature reassembly and interface integration are sources of variability in the acquisition of L2 interpretable features that are also present in the L1.Ministerio de Economía, Industria y CompetitividadDepto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu