About
19
Publications
1,913
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
101
Citations
Introduction
Oihana Leonet is an Assistant Teacher in the department of Research Methods in Education at the Education, Philosophy and Anthropology Faculty, University of the Basque Contry (UPV/EHU). She has participated in several international conferences on multilingualism in education and has published her work in national and international journals. Her research interests include: metalinguistic awareness, multilingual learning strategies as well as other aspects related to multilingualism in education.
Additional affiliations
April 2014 - April 2020
Education
May 2014 - May 2018
Publications
Publications (19)
Purpose
This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities.
Method
A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center...
In the present study, we have explored language learning motivation, attitudes and exposition strategies in participants' L2 and FL in an attempt to adopt a multilingual view that better suits the complex sociolinguistic context of the Basque Country. The study includes 200 young multilinguals from the Basque Country. Most of them have Basque as th...
This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of cognat...
Una obra plural que plantea nuevos interrogantes en torno a los retos comunicativos que nos lleven hacia un escenario social y educativo más inclusivo. Los autores son referentes en inclusión social, educación y comunicación y desde su experiencia, reflexión e investigación, han contribuido a otorgar un gran valor añadido a este libro. En definitiv...
Adaptar la instrucción a las características individuales y grupales ayuda a garantizar un aprendizaje eficiente de todo el alumnado en respuesta a necesidades educativas particulares. Este estudio explora las prácticas inclusivas en el aula de 136 profesionales de la educación de la Comunidad Autónoma Vasca. Los datos fueron recogidos a través de...
This paper focuses on teaching techniques for language learning as related to student satisfaction on multilingual compulsory education in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages and English is taught as a foreign language. Using a multilingual approach, the paper discusses similarities and differences...
Augmentative and Alternative Communication (AAC) refers to all forms of communication that can be used to support people with little or no functional speech. The present study was part of a broader European project that aimed at gathering information about the service provision in AAC in the Basque Autonomous Community, Spain. One hundred and fifty...
En este estudio presentamos los resultados de un estudio en torno al uso de los sistemas de comunicación aumentativos y alternativos (SAAC) en la Comunidad Autónoma Vasca. Ciento cuarenta profesionales del ámbito de la educación especial respondieron a un cuestionario con el doble objetivo de, por un lado, analizar el uso de los SAAC y los déficits...
Unos de los objetivos principales de los proyectos Erasmus+ es crear espacios para el aprendizaje y la reflexión entre los países miembros de la Unión Europea, por lo que en este capítulo hemos analizado la visión y prácticas educativas de ocho países dentro del marco del proyecto AAC@School for social inclusión. El proyecto tiene como objetivo fav...
This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque a...
Translanguaging terminoan elebakartasunean oinarritutako hizkuntzen banaketarekin apurtzea proposatzen duten hainbat ekarpen teoriko nahiz praktiko biltzen dira. Ikerketa hau, ikasgela barruan, hizkuntzen artean muga zurrunik ezarri gabe, euskararen, gaztelaniaren eta ingelesaren arteko antzekotasunak nabarmentzen dituen proiektu pedagogiko handiag...
Tradicionalmente el aprendizaje de lenguas adicionales se ha caracterizado por la insistencia en la utilización exclusiva de la lengua meta en el aula. Esta tradición es cuestionada por el enfoque multilingüe, que promueve la utilización de los recursos lingüísticos del alumnado. Este enfoque se ha aplicado con éxito en una intervención didáctica q...
AAC@shool ofrece una visión general sobre las prácticas de inclusión educativa mediante las metodologías CAA en la Unión Europea. En la Comunidad Autónoma Vasca, se llevó a cabo un cuestionario a los profesionales de dichas metodologías en colaboración con el Berritzegune. Los resultados ofrecen la posibilidad de reflexionar sobre varios puntos cla...
Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies...
In this paper we explain a study that is part of a larger research project to develop primary school students’ communicative and academic competences in Basque, Spanish and English. The current study aims to analyse the development of students’ metalinguistic awareness while they explicitly learn translanguaging strategies for this purpose. The int...
Projects
Projects (3)
COORDINATOR with NAHIA IDOIAGA MONDRAGON
ERASMUS +: https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2019-1-ES01-KA204-064316
Τhe project provides sustainable, low cost, community based and community generated informal learning opportunities to promote the inclusion of migrants and refugees using mobile technology.
To objectives of the project are - Create a game for mobile devices that provides fun, informal leaning opportunities for migrants and refugees located and grounded in the communities they live in.
- Develop a roll-out pack for other towns wanting to use or adapt the game for their own locality
- Create a data bank of learning challenges that are related to the physical, social and cultural environment they live in and accessed through QR
- Work with community groups, societies and businesses to create the challenges or tasks and work with migrants and refugees to create content to augment the physical environment for benefit of residents and visitors
The project will develop a mobile app that will enable towns, villages and communities to create learning challenges based on their cultural, physical and natural environment so that the whole town becomes an open learning resource. The challenges can be written specifically for one locality, it can be a challenge adapted or localised from an existing app on the database or it can be an existing challenge from another locality that can be reused without modification. To support towns wanting to use the project will establish a database of 600 interactive learning challenges that can be accessed through QR codes.
The project will operate in six different communities and it has broad linguistic and geographical coverage. Main project outcomes will available in English, Spanish, French, Italian, German and Greek and partners are coming from countries with a high migrant and refugee population.
1. Social inclusion.
2. Improving and extending the supply of high quality
Learning opportunities tailored to the needs of individual low skilled or low-qualified adults
3. Open and innovative education using digital technology
Development of techniques and ICT tools to foster "aumentative and aternative communication" among students and immigrants.
