19 research outputs found
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
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• 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.
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• 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.
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• 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.
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• 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
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• Sperber, Dan & Deirdre Wilson. 1986/1995. Relevance: Communication and cognition. Oxford: Blackwell.Considering the acquisition of past tense uses by L2 Spanish advanced learners with closely related L1s (French, Portuguese), this study attempts to identify factors associated with variability, such as negative transfer or interface integration. 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