Search results for "Anglès"
showing 10 items of 55 documents
Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Develo…
2019
This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers' (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their own funds of identity, expanded their own teacher identity, and finally designed curricular proposals that incorporated their funds of identity as valuable pedagogical resources. The second part of the research took place during the two-month practicu…
Persuading consumers: The use of conditional constructions in British hotel websites
2018
Hotel websites display textual and non-textual strategies with the aim of turning online visitors into customers. This article focuses on two related textual aspects: how consumers are discursively construed and how conditional constructions are used in order to persuade and convince consumers of the adequacy of the hotel. The framework adopted for the analysis combines Stern’s notion of ‘implied consumer’ with a corpus-driven approach. The corpus data comprises 114 British hotel websites and totals half a million words. This is a subcorpus of COMETVAL, a database compiled at the University of València. The results reveal the importance of a number of words that address consumers directly o…
Teaching English as a Non-Imperial Language in an Underprivileged Public School in Spain
2018
This article summarizes the processes and findings of a 2-year collaborative action research (CAR) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching (ELT) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school located in one of the most disadvantaged neighborhoods in the city of València. The pedagogical alternative it embraced in order to reverse the underlying tenets of ELT under present-day neoliberal imperialism consisted in combining art and multimodality thr…
Formulating 'principles of procedure' for the foreign language classroom: A framework for process model language curricula
2015
This article aims to apply Stenhouse's process model of curriculum to foreign language (FL) education, a model which is characterized by enacting principles of procedure which are specific to the discipline which the school subject belongs to. Rather than to replace or dissolve current approaches to FL teaching and curriculum development, this article seeks to improve and enrich communicative and task-based orientations with an additional criterion for assessing the educational worth of the tasks through which these orientations are developed. Unlike the objectives and competences models, principles of procedure provide an intrinsic justification of school curriculum by enacting the epistem…
‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice
2016
AbstractThe prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photov…
Telecollaboration in a secondary school context: Negotiation of meaning in English as a lingua franca/Spanish tandem interactions
2015
En este artículo presentamos nuestra investigación sobre la negociación de significado en dos interacciones con los mismos estudiantes españoles y alemanes de 16 años de edad en colegios de España y Alemania respectivamente. Las interacciones incluyen dos constelaciones de idioma, es decir, inglés como lengua franca y un tándem español. Nuestra investigación se llevó a cabo dentro del proyecto Telecollaboration for Intercultural Language Acquisition project (TILA). Nuestro análisis cualitativo de la interacción demuestra que la telecolaboración ofrece muchas oportunidades para la comprensión y el aprendizaje. No hemos encontrado pruebas concluyentes para apoyar la hipótesis de que la negoci…
Students' Out-of-Class Activities for Practicing English as a Foreign Language: A Log Study
2017
In recent years scholars have indicated that students learning a foreign language benefit from work with the structures of the language along with use of the language itself for communicative purposes if they are to achieve a high level of proficiency. This paper examines the out-of-class choices in this regard of a group of 22 first-year university students in a degree in Modern Languages and Translation in Spain. The data were taken from their learning logs, a course requirement for their English class. The objective of this study was to determine whether the students focused on the components of the language or on meaning as conveyed through actual language use, and in particular, what t…
Why *Sarah cannot glow the light bulb? Accounting for the constructional behavior of light and sound emission verbs
2012
This article provides an in-depth lexical-constructional account of two English verbal classes, namely light and sound emission, with special emphasis on the causative-inchoative alternation, the resultative and the intransitive motion constructions. To shed light on the kinds of constructional realization for these verb classes, I will follow and build on previous taxonomic work by Levin (1993) and Faber and Mairal (1999), which will be complemented by the analytical and explanatory tools developed by the Lexical Constructional Model (Ruiz de Mendoza and Mairal, 2007, 2008; Mairal and Ruiz de Mendoza, 2008, 2009). Levin and Rappaport Hovav (1995) show that internally caused verbs can only …
Examining collective authorship in collaborative writing tasks through digital storytelling
2015
The potential of Web 2.0 tools for collaborative writing as a way to enhance learning has raised a lot of interest among Foreign Language Teaching researchers and practitioners over the past few years (e.g., Kessler, Bikowski & Boggs, 2012; Wigglesworth & Storch, 2012; Elola & Oskoz, 2010; Arnold, Ducate & Kost, 2009). Seemingly, the advent of Web 2.0, the social web, has fostered the emergence of a new collaborative culture shared by internet users worldwide in which the notions of intertextuality and hypertext have evolved, resulting in the reconsideration of authors and their role in text production. Collaboration has also positively contributed towards establishing the foundations of bo…