UNIVERSIDAD AUTÓNOMA DE MADRID FACULTAD DE FILOSOFÍA Y LETRAS DEPARTAMENTO DE LINGÜÍSTICA GENERAL, LENGUAS MODERNAS, LÓGICA Y FILOSOFÍA DE LA CIENCIA, TEORÍA DE LA LITERATURA Y LITERATURA COMPARADA PROGRAMA DE DOCTORADO
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Artikkelen viser den internasjonale og faglige bakgrunnen for forståelsen av de grunnleggende ferdighetene i den norske læreplanen Kunnskapsløftet fra 2006. Artikkelen viser også hva som var konfliktene i diskusjonene om de grunnleggende ferdighetene. I tillegg tar artikkelen op de utfordringene for undervisning og vurdering som de grunnleggende ferdighetene innebærer.
El presente trabajo pretende mostrar un análisis del género de la comedia de stand-up desde una perspectiva retórica. Se propone un análisis de actos y rutinas de artistas vallisoletanos de stand-up con el objetivo de explicar la influencia que tiene el posicionamiento del ethos del comediante respecto a la audiencia y respecto al asunto con el que se pretende el humor. Se trata, por tanto, de una estrategia retórica con una evidente influencia cultural, por lo que es posible abordarla desde los principios de la Retórica cultural propuestos por Tomás Albaladejo.This study aims to show an analysis of the stand-up comedy genre from a rhetorical perspective. A review of the actions and habits of some stand-up artists from Valladolid is proposed in order to explain the influence of the position of the comedian ethos has with regard to the audience, and to the matter which is the subject of the humour. Therefore, this is a rhetorical strategy which has an evident cultural influence that could be addressed from the principles of the cultural rhetoric suggested by Tomás Albaladejo.
En este artículo me ocupo del motor metafórico como componente de un modelo teórico de la metáfora con fundamentación retórico-cultural. El motor metafórico es estudiado en la dimensión de producción y en la dimensión de recepción y es explicado como el componente central del modelo teórico de la metáfora puesto que proporciona al modelo un equilibrio dinámico entre los procesos de creación y los procesos de interpretación de las metáforas. La función de los elementos culturales en la activación y el funcionamiento del motor metafórico es un activo para la construcción del código comunicativo retórico-cultural que conecta a los autores y a los receptores en la comunicación literaria y retórica. Se analiza el caso del personaje cervantino Preciosa y su pandereta como fundamentos culturales de una metáfora del Romancero gitano de García Lorca.
RESUMEN: El presente trabajo pretende mostrar a la Retórica, en general, y a la Retórica cultural, en particular, como disciplina vigente para el estudio del discurso y, por tanto, transferible al ámbito de la enseñanza del español como lengua extranjera (ELE). En ELE, una de las destrezas comunicativas que se trabaja es la de la comprensión lectora, para la cual se consideran herramientas apropiadas en la formación del profesorado y en su práctica docente las aportaciones de la Retórica cultural, como la poliacroasis, y de la lectura retórica, como reconstrucción del contexto retórico. Para ello, se ejemplifica mediante una pequeña selección de textos periodísticos de opinión sobre la situación política y social en Cataluña en el último tercio del año 2017 cuya autoría corresponde a Jordi Évole. Palabras clave: Retórica cultural, poliacroasis, lectura retórica, español lengua extranjera, comprensión lectora ABSTRACT:
El presente trabajo tiene por objetivo analizar las transferencias sociopragmáticas relativas a los sistemas de cortesía en español y coreano que se pueden encontrar en materiales didácticos empleados en Corea del Sur. Para ello, se parte de las bases teóricas que sustentan hoy en día los estudios de cortesía, así como el reflejo de estas en documentos de referencia para la enseñanza de lenguas extranjeras como es el MCER (Consejo de Europa, 2002). Una vez establecidas estas bases, se analizarán algunos ejemplos extraídos de manuales que muestran estas transferencias y las consecuencias que las mismas acarrean en el acto comunicativo.
El aprendizaje de una segunda lengua es un proceso que debe conducir necesariamente al desarrollo de la competencia comunicativa. Tal objetivo implica el dominio de una serie de componentes lingüísticos y de factores sociales y culturales para lograr una adecuación y eficacia comunicativa para las cuales resultan fundamentales los procesos cognitivos innatos que todo hablante posee con independencia de su primera lengua. Este planteamiento, que sustenta el Marco Común Europeo de Referencia (en adelante, MCER), nos ofrece implícitamente una noción clara sobre la pretensión de establecer la comunicación, en su más amplia dimensión, como centro del proceso. De este modo, resulta importante insistir en la necesidad de abordar la enseñanza de las lenguas, en este caso el español, desde un enfoque pragmático, dentro del cual el tratamiento de los actos de habla como unidades básicas de comunicación parece convertirse en un elemento central. Superar el nivel oracional e integrar los elementos
El empleo de recursos tecnológicos en la enseñanza y aprendizaje de una lengua extranjera no es algo que podamos catalogar como novedoso. El cambio social provocado por el uso generalizado de la denominada Web 2.0 y de las redes sociales, por ejemplo, gracias al acceso cada vez más fácil a un dispositivo con conexión a Internet, ha visto su reflejo en el ámbito educativo, aunque su ritmo de integración es bastante más lento. Sin embargo, al igual que en cualquier otro proceso de aprendizaje, es importante tener en cuenta la atención a los factores afectivos. En este trabajo trataremos de evidenciar algunos de ellos y propondremos unos ejemplos de su tratamiento a través del uso de herramientas y técnicas que nos permitan una integración más efectiva de dichas herramientas tecnológicas tanto dentro como fuera del aula.
This paper deals with scientific discourse as a rhetorical discourse from the point of view of the structure of the classical parts of oral discourse (and all kinds of discourse). The role of argumentation in discourse, with the perlocutionary goal of convincing the receiver, is studied as the foundation of the rhetorical nature of scientific discourse. A scientific treatise by Santiago Ramón y Cajal is analysed using the tools provided by rhetoric in order to prove the rhetorical nature of scientific discourse. The main contribution of this paper is to establish the crucial role of argumentation in scientific discourse and to demonstrate its permeation of the entire discourse.
This study takes a design‐based research approach to explore how applications designed for mobile devices could support reflection in learning in K‐12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single‐person use of interactive learning materials, simulations and learning games. Apps designed to correspond to collaborative learning paradigms, such as collaborative progressive inquiry or project‐based learning, are scarce. In these pedagogical approaches, reflection plays an important role. This paper presents a design‐based research study of mobile device apps, ReFlex and TeamUp, that are specifically designed for use in student‐centred and collaborative school learning, in which continuous reflection is an important part of the learning process. The design of the apps has relied on earlier research on digital tools for reflection and research about mobile devices in classroom learning. The design of the apps was accomplished as part of the qualitative design‐based research conducted with a total of 165 teachers in 13 European countries. As a characteristic for a design‐based research, the results of the study are twofold: practical and theoretical. The apps designed, ReFlex and TeamUp, are practical results of the qualitative research carried out in schools with teachers and students to understand the design challenges and opportunities in schools, to renew their pedagogical practices and to take new tools in use. To understand better the capacity of the apps to facilitate reflection, we analysed the apps in light of earlier studies concerning the levels of reflection that digital tools may support and categorisations of affordances that mobile device apps may provide for classroom learning. Our research indicates that there is potential for fostering the practice of reflection in classroom learning through the use of apps for audio‐visual recordings.
Nowadays, decision-making and business development has become far more complex than ever before, taking place in a fast changing, highly uncertain knowledge-driven environment where values, behaviors, and social structures are no longer as stable and predictable as they were.
Scenario Thinking is a powerful methodology to enable executives to anticipate change and incorporate uncertainty into the decision making process. With a relevant cultural and geo-political acumen, thanks to Fernando’s global footprint.
Main topics:
• Dynamic scenarios: Examples and key-findings.
• Systems thinking: A powerful methodology.
• Incorporating uncertainty into the decision making process.
• Executing locally a global strategy.
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth-grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate.
This paper, a meta-research study, focuses on design-based research (DBR), the educational technology variant of design science research (DSR). DBR is applied to develop and evaluate an m-learning environment, Mobile Learning Research (m-LR) delivered by mobile handheld devices. The emergence and evolution of DSR in the information systems discipline and, similarly, DBR in educational technology are overviewed, noting similarities and differences. The development of an m-learning application for a South African tertiary education context, illustrates DBR. The development and research process involved six iterations, comprising four evaluations and two digital profile studies. The study reflects on the nature and extent of the conformance of m-LR to the features and tenets of DBR. In line with the characteristic dual-outcomes of DBR, the development process not only generated the designed artifact, m-LR, but also produced theoretical contributions.
In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
The paper explores the evolution of design thinking, emphasizing a shift from designing "things" (objects) to designing "Things" (socio-material assemblies). Rooted in Participatory Design, the paper outlines a collaborative design process involving diverse stakeholders to address societal issues. It examines challenges in extending design beyond specific projects, advocating for "infrastructuring"—a framework supporting continuous stakeholder engagement and adaptive design.
The authors draw on their experiences with Malmö Living Labs to demonstrate how open-ended, collaborative design can lead to socially innovative solutions. They argue for a democratic, inclusive design approach that accommodates diverse perspectives, especially in complex social contexts where there is no consensus or shared vision. The paper concludes that future-oriented design requires sustained engagement in "agonistic" public spaces, where conflicting interests can constructively coexist, offering a model for socially impactful design.
This paper proposes a view of Poetics and Comparative Literature as two complementary ways of explaining Literature, by means of the comparative component of the former. Interdiscursive analysis is proposed as a method¬ological tool for the knowledge of Literature by analysing and explaining in a comparative way different discourses, different kinds of discourses, and the disciplines which deal with them. Thus, interdiscursive analysis can be considered as a contribution to the study of Literature in the realm of Com¬parative Literature and Poetics, and as one of the new trends in Comparative Literature. Interdiscursive analysis is conceived as a part of transferential criticism (criticism based on transferences concerning Literature and Rhet¬oric in the field of discourses, kinds of discourses, and their study).
Key words: Poetics. Literary theory. Comparative literature. Literature. Rhetoric. Discourse. Text. Interdiscursivity. Interdiscursive analysis.
Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of school engagement (classroom participation and school avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing school avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and school avoidance. Children's reduced classroom participation, more than gains in school avoidance, anteceded decrements in children's achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this article it is argued that language can be seen as a dynamic system, i.e. a set of variables that interact over time, and that language development can be seen as a dynamic process. Language development shows some of the core characteristics of dynamic systems: sensitive dependence on initial conditions, complete interconnectedness of subsystems, the emergence of attractor states in development over time and variation both in and among individuals. The application of tools and instruments developed for the study of dynamic systems in other disciplines calls for different approaches to research, which allow for the inclusion of both the social and the cognitive, and the interaction between systems. There is also a need for dense data bases on first and second language development to enhance our understanding of the fine-grained patterns of change over time. Dynamic Systems Theory is proposed as a candidate for an overall theory of language development.
En el artículo se asume, como premisa básica, que la enseñanza y el aprendizaje de idiomas han de ponerse siempre en relación con el contexto social, político, económico y cultural en el que tienen lugar. Así, el actual escenario de la Unión Europea, unido al más amplio de la globalización de los intercambios económicos, está teniendo repercusiones en el modo de abordar la enseñanza de las lenguas extranjeras, orientando esta última hacia una dimensión intercultural. En primer lugar, se analizan las directrices europeas en materia de enseñanza de idiomas. Posteriormente, se explican las bases en las que se asienta el enfoque intercultural aplicado a la enseñanza de lenguas y el papel que corresponde al profesorado en su desarrollo. De la exposición se desprenden una serie de implicaciones prácticas a tener en cuenta en la formación inicial y continua de este último.
Gramática básica de noruego integral es una obra fundamental para introducirse en el aprendizaje de la lengua noruega en sus dos modalidades escritas oficiales: bokmål y nynorsk. A lo largo de sus trece capítulos y los numerosos ejemplos ilustrativos que contienen, el estudioso de esta lengua nórdica podrá familiarizarse con sus características principales a nivel fonético, morfológico y sintáctico. Gramática básica de noruego integral, obra pionera en español, ayudará además a adentrarse posteriormente en otras lenguas nórdicas como el danés o el sueco gracias al estrecho parentesco existente entre ellas. En definitiva, una obra de referencia imprescindible para estudiantes, traductores, lingüistas y, en general, todas aquellas personas interesadas en el fascinante mundo de las lenguas de Escandinavia.
This text provides a systematic introduction to the issues involved in planning, developing, and managing effective language programs. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.
This position paper proposes to broaden the conception of personal epistemology to include design epistemology that foregrounds the importance of creativity, collaboration, and design thinking. Knowledge creation process, we argue, can be explicated using Popper's ontology of three worlds of objects. In short, conceptual artifacts (World 3) like theories are products of human minds that result from personal thinking and experience (World 2) and are encrypted through language, signs and symbols on some physical media (World 1). Examined from this perspective, knowledge creation necessitates design thinking, and ICT facilitates this process by providing a historical record of the development of ideas and allows for juxtapositions of ideas to create new ideas. The implication for education is that educators and researchers should develop students' epistemic repertoires, or ways or knowing, so as to create cognitive artifacts to make sense of the problems and challenges that a student encounters. © International Forum of Educational Technology & Society (IFETS).
Videos have emerged as a dominant medium for educational purposes in many Massive Open Online Course (MOOC) platforms. Online learning videos are visual components of the online learning platforms. They are particularly interesting for students who are visual learners and who learn best by watching the short format engaging videos rather than by just reading or listening to course materials. The paper focuses on the categorization of factors that are responsible for the success/popularity of online learning videos. The research is based on the literature review and video observations of the MOOC platforms, in particular of the Khan Academy and Coursera. In this paper, we propose a tabular and a spider graph as a condensed overview of categories that should commonly be utilized by the online learning video production to make them successful.
During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)
Introduction 1. Critical Pedagogy as cultural politics 2. Philosophical foundations for critical cultural awareness 3. The critical dimension in foreign culture education 4. The teachers' voices: How they view critical cultural awareness in foreign language/culture classes 5. Preparing critical citizens and educators for an intercultural world Bibliography Appendices
Revolutions in science, Thomas Kuhn argues, occur when the shared set of intellectual assumptions that form the tradition of a discipline (a paradigm) breaks down and gives way to another, causing controversy and insecurity in the process. This article begins by exploring the development of language teaching in the light of Kuhn's theory. It summarizes the theory, points to analogies in the field of the teaching of writing, briefly defines our positivist tradition, and describes the signs of confusion and controversy that mark a paradigm shift. Then it proposes that the current emphasis on communication, far from marking the emergence of a new paradigm, still operates very much within the positivist tradition; the fact that scholars outside and within our discipline are asking more questions about the conceptual and creative function of language indicates that we are still firmly in the middle of a paradigm shift, engaged in philosophical debate. The article concludes by identifying a cluster of mentors who are raising challenging issues and by discussing possible directions for the future in research and method.
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.
The paper illustrates how interaction operates in classes where there is no single shared common language between teachers and pupils. Samples from a European School primary class taken from 1669 extracts are given of teacher-pupil, pupil-teacher and pupil-pupil interaction. Goals of the programme investigated are to integrate heterogeneous groups while showing respect for language diversity, to encourage co-operation, to accustom pupils to a multilingual environment and to encourage development of multilingual skills. Communication strategies, both verbal and non-verbal, in a typical classroom sub-culture are shown. Results reveal how the strategies used by all involved enable them to cope with the unexpected, which is typical of a linguistically mixed class. Code-switching plays a significant and legitimate role in the coping strategies.
This article considers the emerging method of design experimentation, and its developing use in educational research. It considers the extent to which design experiments are different from other, more established, methods and the extent to which elements of established methods can be adapted for use in conjunction with them. One major issue to be addressed before the metaphors and methods of design experiments can be fully accepted is that they assume the combination of different forms of data from different sources. How this combination takes place is, as yet, unresolved. The article, therefore, looks at similar problems also faced in ‘new’ political arithmetic, research syntheses and field trials to see how lessons learned in these approaches could help in the development of the design field.
The main aim of this study was to explore associations between students' perceptions of learning environment factors and their reports of emotional and behavioural problems (EBP) and to what degree students' coping styles could influence this relation. The study was conducted as a survey among a representative sample of 2006 Norwegian ninth‐graders. Results showed that students' coping styles accounted for some of the covariance between learning environment factors and EBP. This indicates that associations found between learning environment factors and EBP to some degree could be reflections of students' coping styles, in the sense that coping styles affect students' perceptions of the learning environment or the learning environment itself. However, two‐thirds of the covariance between learning environment factors and EBP was not accounted for by individual students' coping styles. The unique effect of learning environment factors on variances in off‐task orientation, externalising problems and emotional problems was 22%, 13% and 4%, respectively.
This article discusses aspects of the European Schools model of multilingual and multicultural education, with a particular emphasis on its language component. European Schools (ES) cater to a linguistically and culturally diverse population and operate in up to nine languages at the same site. Pupils receive most of their education in their respective first languages but are required to learn at least two other languages in the course of their schooling. The complex structure of the ES program, with its teaching of languages and other subjects in the target languages and its regular mixing of different language groups, has been designed to promote multilingual proficiency and cultural pluralism at no cost to academic development. Key features of the ES model are outlined, and its outcomes are critically evaluated.
The purpose of the research reported in this article is to identify, where possible, fundamental qualities which tend to be associated with idealized representations of the concept of "design" in educational technology. Accordingly, the authors ask, "What are essential characteristics of design in educational technology, as represented in and promoted by the field's foundational literature?" Constant comparative methods were employed in an analysis of almost two dozen texts (including official definitions, professional competencies, and introductory instructional design textbooks) to identify recurring characteristics of design as presented in those texts. Based on statements from this literature, the authors conclude that idealized representations of design in educational technology tend to characterize design as being oriented on process, conducted as systematic work, represented by models, based on theory, grounded in data, characterized by subdivision and specialization, and focused on problem-solving. Implications of these themes are explored, with discussion of the limitations imposed on the field by them. (Contains 1 table.)
Design research (DR) has been an emerging research paradigm in the field of educational technology as well as in education generally for two decades. Educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching. Given its still relative novelty, design research requires further discussion regarding what it is and how it can be effectively executed. Instructional Systems Design (ISD) is one of the major activities carried out by educational technologists. Both ISD and design research deal with the enactment of design to improve educational practice. This paper describes the differences and similarities between these two activities and addresses the implications of these differences and similarities for educational technology researchers and practitioners.
E-learning is now being used by many organizations as an approach for enhancing the skills of knowledge workers. However, most applications have performed poorly in motivating employee learning, being perceived as less effective due to a lack of alignment of learning with work performance. To help solve this problem, we developed a performance-oriented approach using design science research methods. It uses performance measurement to clarify organizational goals and individual learning needs and links them to e-learning applications. The key concept lies in a Key Performance Indicator model, where organizational mission and vision are translated into a set of targets that drive learning towards a goal of improving work performance. We explored the mechanisms needed to utilize our approach and examined the necessary conceptual framework and implementation details. To demonstrate the effectiveness of the approach, a prototype workplace e-learning system was developed and used to evaluate the effectiveness of our approach.